The assignment for this unit in Child Abuse and Neglect has been structured to challenge your inner powers to emphasize and interpret the feelings of a victim of abuse. These skills are necessary for all of us that are working in this field. I would like for you to enter into your dyad and travel the Internet to the following site;
http://www.geocities.com/afterthestorm1/therearesecrets.htm.
Please open this site, read and reflect on this poem. In your dyad, begin a plan on how you or your dyad would represent to others the feelings expressed in this poem without the use of words. Your next task in this assignment is to formulate a strategy for the implementation of this plan. Once you have formulated the strategy, your next task is to create a workable plan of action to fulfill this assignment. The next step of this assignment is to present your representation and then present the material on this site that represents a true picture of the victim for all to review and reflect. Succesful completion of this assignment will evaluated upon how well the final product meets the standards that have been set within the text of this assignment. Good luck and enjoy.
Tuesday, August 14, 2007
Readings for Wednesday, August 15
For Wednesday, you might want to read the article suggested for today, on theorizing the dangers and risks of introducing free-for-all online discussion into your classroom teaching. This is an article called "Adams Sherman Hill meets ENFI". It references some of the early work of Trent Batson and others who used online discussion to teach writing; Trent may or may not refer to it but he knows that I've mentioned it to you.
As to the Bean Chapter 4 reading suggested for Thursday: do it at your leisure. When we planned this workshop, we imagined that people would express a lot of concern about how to teach grammar and style, so we wanted you to read what John Bean had to say on the topic. As a group, you've not expressed that concern, so we won't spend time directly discussing that reading on Thursday. We still think everyone should be familiar with it, so hope you will read it eventually, if not tonight.
As to the Bean Chapter 4 reading suggested for Thursday: do it at your leisure. When we planned this workshop, we imagined that people would express a lot of concern about how to teach grammar and style, so we wanted you to read what John Bean had to say on the topic. As a group, you've not expressed that concern, so we won't spend time directly discussing that reading on Thursday. We still think everyone should be familiar with it, so hope you will read it eventually, if not tonight.
Farewell for now....
I loved working with you all this week, and especially loved seeing the rich array of ideas, assignments, and blog pages you came up with. I hope you felt the same way I did about the variety that emerged from our diverse disciplines and ways of thinking. We covered a great deal of distance by by working together.
I'm quite sure you'll enjoy Trent's workshop tomorrow, and then the opportunity to hone your own assignment.
See you in the blogosphere....
for now,
Wini
I'm quite sure you'll enjoy Trent's workshop tomorrow, and then the opportunity to hone your own assignment.
See you in the blogosphere....
for now,
Wini
Using Flickr
This is just an experimental post--I wanted to see if it was easy or difficult to use a Flickr image in a post. 
For those that are interesting in using images in their blog posts, here's how I did it.
This is a picture taken in the Worcester Art Museum that I found by:
For those that are interesting in using images in their blog posts, here's how I did it.This is a picture taken in the Worcester Art Museum that I found by:
- Going to Flickr at http://www.flickr.com/
- Entering "Worcester Art Museum" (with quotation marks) in the Search box
- Clicking on the Advanced Search link
- Scrolling down and clicking on the checkboxes for Only search within Creative Commons licensed photos and Find content to modify build or adapt
- I clicked on the image I liked, then clicked All Sizes/Download/Small, saved it to my desktop.
- Went back to Blogger, clicked post, and then clicked on the Add Image icon (it looks like a landscape).
Mark's Post
There are many resources available to you as you study these subjects: textbooks; peer-reviewed journals; popular journals; material given you by your professors; and multiple Internet sources. (Remember- if it is on the Internet, it must be true). As your education proceeds, you will need to be able to evaluate these different sources for reliability and accuracy. For this assignment, we will compare and contrast different sources. 1. First, look at something very concrete and well-defined. Such as the innervation of a specific skeletal muscle. Use an anatomy textbook, and then compare this with sources such as Wikipedia and Google. 2. Second, investigate something slightly more subjective. Examples could include criteria for diagnosis of multiple sclerosis, or systemic lupus erythematosis. Again, use multiple sources to compare: textbook, journal article(s), Wikipedia. 3. Now get really fuzzy. Look up something controversial, or at least less well-defined. Acupuncture, aromatherapy, magnetic therapy, or megavitamin therapy. See how the different sources treat these subjects. Rate your different sources. Were they well-referenced? Did they explain the material? Did they seem biased one way or another? Do you believe everything that you read?
Ron's Assignment on Karl Rove's Resignation
IC105 College Writing I Professor Drogy
Thought Letter # 1:
Assignment: In 300-500 words, compare a newspaper account from the New York Times with the report in ALJAZEERA ON CARL ROVE’S RETIREMENT FROM BUSH STAFF. It is titled, “Bush Aide Karl Rove Quits.” The url for Aljazeera is http://english.aljazeera.net/NR/exeres/46127961-D436-40B3-922B-92CFC96F5A4E.htm.
Who is the author of each article.
What are the similarities and differences in the various aspects of the two reports? Consider length of article, the use of facts and opinions, and the overall tone of the writing.
Is the event treated in very similar or different fashion? Explain.
Is there a difference in the quality and/or correctness of the writing?
Thought Letter # 1:
Assignment: In 300-500 words, compare a newspaper account from the New York Times with the report in ALJAZEERA ON CARL ROVE’S RETIREMENT FROM BUSH STAFF. It is titled, “Bush Aide Karl Rove Quits.” The url for Aljazeera is http://english.aljazeera.net/NR/exeres/46127961-D436-40B3-922B-92CFC96F5A4E.htm.
Who is the author of each article.
What are the similarities and differences in the various aspects of the two reports? Consider length of article, the use of facts and opinions, and the overall tone of the writing.
Is the event treated in very similar or different fashion? Explain.
Is there a difference in the quality and/or correctness of the writing?
Responding to Parody
Please view the “Facebook Infomercial” parody video on the YouTube site at http://www.youtube.com/watch?v=dHi-ZcvFV_0http://www.youtube.com/watch?v=dHi-ZcvFV_0. (The video is three and a half minutes long. You will need to have a computer that will play sound—if you’re using the FPC computer lab bring a pair of headphones.)
The video is a parody—it was created for a college TV station and is like a comedy sketch, such one might see on Saturday Night Live or Mad TV, about the social networking website Facebook. It’s imitating, and thus poking fun at, the website Facebook. It is similar to a real commercial for the online dating service eHarmony.
The main purpose of parody is usually entertainment, to create something funny. Parody can also inform and persuade—comedy can sometimes provide special information and insight that direct discussion and description of an issue might not.
Please view the parody, and then write a response of several sentences about your reaction to the parody. Include in your response your answer to at least one of the following questions.
Did the parody help you understand what Facebook is like?
If you have heard of Facebook before, did the parody confirm or contradict your impression of Facebook and how people use it?
Did you enjoy watching the parody? Explain why or why not.
The video is a parody—it was created for a college TV station and is like a comedy sketch, such one might see on Saturday Night Live or Mad TV, about the social networking website Facebook. It’s imitating, and thus poking fun at, the website Facebook. It is similar to a real commercial for the online dating service eHarmony.
The main purpose of parody is usually entertainment, to create something funny. Parody can also inform and persuade—comedy can sometimes provide special information and insight that direct discussion and description of an issue might not.
Please view the parody, and then write a response of several sentences about your reaction to the parody. Include in your response your answer to at least one of the following questions.
Did the parody help you understand what Facebook is like?
If you have heard of Facebook before, did the parody confirm or contradict your impression of Facebook and how people use it?
Did you enjoy watching the parody? Explain why or why not.
Parody Assignment
My Space YouTube Parody Assignment for Introduction to Women’s Studies
For this assignment, follow the directions below and then post to the class blog. Respond to at least two other posts.
Go to the parody site and watch the My Space You Tube Parody several times. www.youtube.com/watch?v=dH-zcfv_o
Look up the definition of parody
What makes the My Space film-ette a parody?
Does this parody make you want to use My Space more or less?
What groups are represented on My Space? Are we meant to respond to these groups sympathetically or otherwise?
Does My Space build community? If it does build community, what defines that community? Who is welcome in the community? Who is not welcome?
If we were to create an Introduction to Women's Studies My Space account, in what ways would it be different from the parody? from real My Space accounts with which you are familiar?
Charles North
For your final assignment (30%) please write a 5-10 page geographic profile of the Maldives Islands. Include: physical attributes, demographics, economics, politics, culture.
Please use the following sites for your online research. Additionally research is welcome.
Go to: External Links for more possibilities.
The World Factbook
Nation Master
National Geographic
From the information you have read; what is the sense of this country? Is it developed? less developed? developing?
Which source (s) was the most useful for your purposes?
Please use the following sites for your online research. Additionally research is welcome.
Go to: External Links for more possibilities.
The World Factbook
Nation Master
National Geographic
From the information you have read; what is the sense of this country? Is it developed? less developed? developing?
Which source (s) was the most useful for your purposes?
Perfomance Art Project
Hi, Everyone:
Since Performance Art (along with Installation Art) is arguably one of the most dominant styles of art today, I would like you to do a project that relates to this art form. This project will be due by October 1st (Initial blog deadline).
The project will consist of three parts;
Part one:
Go to "www.youtube.com/watch?v=dHi-ZcvFV-O" and watch the "Facebook Infomercial Paradoy". Watch it through several times, making notes of body language, movement, facial expressions and the individuals' physical reactions in relation to each other.
Part two:
Research prominent performance artists (i.e., Sandra Binion, Joseph Beuys, Yves Klein, etc.) and their work. Try and put yourself in their place and try to imagine how they would create a YouTube commercial such as this had they been hired to do it.
Part three:
Explain in detail the idea via this blog. Visuals are allowed. Since by October 1st everyone's blogs regarding this should be posted, you are to read your classmates proposals for the infomercial and post comments to a minimum of three of them (by October 3rd). Good luck, have fun, and be creative!
Since Performance Art (along with Installation Art) is arguably one of the most dominant styles of art today, I would like you to do a project that relates to this art form. This project will be due by October 1st (Initial blog deadline).
The project will consist of three parts;
Part one:
Go to "www.youtube.com/watch?v=dHi-ZcvFV-O" and watch the "Facebook Infomercial Paradoy". Watch it through several times, making notes of body language, movement, facial expressions and the individuals' physical reactions in relation to each other.
Part two:
Research prominent performance artists (i.e., Sandra Binion, Joseph Beuys, Yves Klein, etc.) and their work. Try and put yourself in their place and try to imagine how they would create a YouTube commercial such as this had they been hired to do it.
Part three:
Explain in detail the idea via this blog. Visuals are allowed. Since by October 1st everyone's blogs regarding this should be posted, you are to read your classmates proposals for the infomercial and post comments to a minimum of three of them (by October 3rd). Good luck, have fun, and be creative!
08 14 Wikipedia Web CT Discussion
Compiled Messages:
------------------------------------------------------------
Message no. 1Posted by Zan Goncalves (CALDER_07) on Tuesday, August 14, 2007 9:34am
Subject: Your discussion topic for the day
Middlebury College has recently introduced a ban on all student use of Wikipedia for research projects. Should FPU consider instituting a similar ban? Why or why not? (base your discussion on your sense of the value of selected entries from Wikipedia, as well as on your understanding of how this online encyclopedia creates and monitors its entries).
Make your posts reasonably short this time--3-5 lines--so you have time to read and respond to others' posts. Also feel free to quote from Wikipedia as you work.
Time: about 40 minutes of discussion.
------------------------------------------------------------
Message no. 2[Branch from no. 1]
Posted by Kelly Kilcrease (kilcreak) on Tuesday, August 14, 2007 10:11am
Subject: Re: Your discussion topic for the day
I feel that the technology should be used and not removed from students. It provides a good starting place for students to gain an overview into a subject area. For example, the term "Paradigm" provides a good quick information for students. Further, it does provide connecting sites that “could” be of value. However, I stress that it should be used a starting point only.
------------------------------------------------------------
Message no. 4[Branch from no. 1]
Posted by Nancy Lloyd (lloydn) on Tuesday, August 14, 2007 10:17am
Subject: Rhetoric
This has been a very good exercise for me. First, I'm reminded of what Rhetoric does mean. Second, I plan to use the word in a lab session to explain further College Writing I and go on from there to research.Nancy Lloyd
------------------------------------------------------------
Message no. 5[Branch from no. 1]
Posted by Mark Caulkins (caulkinsm) on Tuesday, August 14, 2007 10:18am
Subject: Re: Your discussion topic for the day
My personal opinion is that Wikipedia is overall helpful, particularly when looking up something relatively new or unknown. As there is no official referee, obviously there can be gibberish entered, and this needs to be known. For more factual information (say anatomic structures), I have generally found it to be highly accurate. For more subjective concepts, it certainly may be colored by the contributor's bias.I encourage students to begin their study there if they wish, and follow links to more 'scholarly' sites. I do not allow students to formally cite Wikipedia
Mark
------------------------------------------------------------
Message no. 6[Branch from no. 4]
Posted by Nancy Lloyd (lloydn) on Tuesday, August 14, 2007 10:19am
Subject: Re: Rhetoric
This has been a very good exercise for me. First, I'm reminded of what Rhetoric does mean. Second, I plan to use the word in a lab session to explain further College Writing I and go on from there to research.Nancy Lloyd
------------------------------------------------------------
Message no. 7[Branch from no. 1]
Posted by Ron Drogy (drogyr) on Tuesday, August 14, 2007 10:21am
Subject: Re: Your discussion topic for the day
Based on the technical term I searched for on Wikipedia, "Essay," I would be opposed to an entire ban on Wikipedia. The information on essay was very thorough, useful, and authoratative. Also, I am concerned about freedom of speech. Why ban a source of information? I also searched for "thesis," which led me to "thesis statement." The entry was at least acceptable, with useful links and a "See also" that led me to "essay." I would consider not allowing students to use it as scholarly source, but I am not that familiar with Wikipedia to know why it should be banned.
------------------------------------------------------------
Message no. 8[Branch from no. 5]
Posted by Kelly Kilcrease (kilcreak) on Tuesday, August 14, 2007 10:23am
Subject: Re: Your discussion topic for the day
I like your point about the bias aspect. Does anyone know how these are evaluated?
------------------------------------------------------------
Message no. 9[Branch from no. 1]
Posted by Donna Decker (reckd) on Tuesday, August 14, 2007 10:25am
Subject: Donna's & Tracy's Wikipedia Thoughts
The term I looked up on Wikipedia was "male gaze," inspired by Wini's article we read for homework. What popped up is the broader term "gaze."
If I imagine my students in Introduction to Women's Studies, for example, trying to understand the term "male gaze" from page #1 of the 6 pages devoted to the term, I am unsatisfied. I become satisfied with a form of definition I find on page 2-3: "The defining characteristic of the male gaze is that the audience is forced to regard the action and characters ofa text through the perspective of a heterosexual man; the camera lingers on the curves of the female body, and events which occur to women are presented largely in the context of a man's reactions to these events. The male gaze denies women agency, relegating them to the status of objects. The female reader or viewer must experience the narrative secondarily, by identification with the male."
Even that definition fails to stand on its own as an instructive piece of text. I would want examples, that I can provide in class.
Tracy noted that when she went to the site, there was a box that indicated the definition of "male gaze" was in dispute. That is an important point that did not turn up in my search.
The question of whether FPU should ban Wikipedia? Tracy says no campus-wide ban, but individual professors can ban in a classroom.I say the same.I tend to think W. should not be used as a source in a works cited page -- but only as a starting point that must be further discussed in class, under "guidance" of professor.
------------------------------------------------------------
Message no. 10[Branch from no. 7]
Posted by Nancy Lloyd (lloydn) on Tuesday, August 14, 2007 10:25am
Subject: Re: Your discussion topic for the day
Ron - I feel the same way about the definition for rhetoric. I'm going to use it as a tool - then let them do it so as well BUTnot as a scholarly source.
NL
------------------------------------------------------------
Message no. 12[Branch from no. 8]
Posted by Mark Caulkins (caulkinsm) on Tuesday, August 14, 2007 10:29am
Subject: Re: Your discussion topic for the day
I don't know for sure, but I think that anyone can post anything they want.
------------------------------------------------------------
Message no. 13Posted by Donna Decker (reckd) on Tuesday, August 14, 2007 10:30am
Subject: Whose definitions?
So, W. allows editing. Who gets to edit? anyone? how do we know what is edited and who edited it. What if it is inaccurate or WRONG or in bad taste, etc. Is there a corrective measure, a referee, as someone said earlier?
------------------------------------------------------------
Message no. 14[Branch from no. 2]
Posted by Zan Goncalves (CALDER_07) on Tuesday, August 14, 2007 10:31am
Subject: Re: Your discussion topic for the day
In message 2 on Tuesday, August 14, 2007 10:11am, Kelly Kilcrease (kilcreak) writes:>I feel that the technology should be used and not removed from students.
I really agee with this point. In principle, I think it is wrong to ban any piece of software, especially one as well known and widely used as Wikipedia. Rather, we should take the opportunity to educate our students about how to use resources critically. They should be able to evaluate the effectiveness and reliability of a source that relies oan community-generated information rather than authority-generated information.
Wini
------------------------------------------------------------
Message no. 15Posted by Scott Niemi (niemis) on Tuesday, August 14, 2007 10:31am
Subject: Post Modern
I chose "Post Modern" because it is a concept central to the current art world. I found the entry to be informative, accurate and scholarly according to my knowledge. I can't think of anything that I would be able to add to the definition.
I would allow my students to use Wikipedia as an initial starting point for information, but it would have to be backed up by additional research. They wouldn't be able to quote it in papers, or other written print other than for discussion, including making the argument for, or against it's entries.
------------------------------------------------------------
Message no. 16Posted by Donna Decker (reckd) on Tuesday, August 14, 2007 10:32am
Subject: Does everyone have academic freedom?
Do students? Do adjuncts? Do full time profs? Do staff members?
------------------------------------------------------------
Message no. 17Posted by Zan Goncalves (CALDER_07) on Tuesday, August 14, 2007 10:35am
Subject: Middlebury decision--a link
It was the Middlebury history department that made the "ban" I refer to. Here's a link to an article about the ban: http://www.middlebury.edu/about/newsevents/archive/2007/newsevents_633084484309809133.htm.
Wini
------------------------------------------------------------
Message no. 18[Branch from no. 9]
Posted by Mark Caulkins (caulkinsm) on Tuesday, August 14, 2007 10:36am
Subject: Re: Donna's & Tracy's Wikipedia Thoughts
Again, I think that the source for any material needs to be considered. Peer-reviewed scholarly articles are supposedly the gold standard, but at the top of any field there is disagreement at the 'cutting edge'.In medicine, there is a large body of information that is considered 'standard of care'. Then there is the research being performed at University centers that seeks to expand knowledge and treatments in new directions. Some of this research leads nowhere, some may cause harm, some will eventually be recognized as beneficial, and eventually become the new 'standard of care'.It is important to be able to recognize the source of any information you are studying and be able to see what category it falls into. Unfortunately, when you don't know a subject, then you don't know what is considered accurate.
------------------------------------------------------------
Message no. 20[Branch from no. 16]
Posted by Ron Drogy (drogyr) on Tuesday, August 14, 2007 10:59am
Subject: Re: Does everyone have academic freedom?
Great question! Shouldn't students at least have access to Wikipedia, as a matter of academic and intellectual freedom; otherwise we are practicing a very conservative version of censorship.
------------------------------------------------------------
Message no. 21[Branch from no. 1]
Posted by Zan Goncalves (CALDER_07) on Tuesday, August 14, 2007 10:59am
Subject: Re: Your discussion topic for the day
I like the discussion of Wikipedia because this gets us to the corecultural issue as we add digital resources to print resources as commonreferents. Our thinking in academia is now based very much on printvalues: knowledge that is slowly developed and slowly changed by alimited set of experts ("slow" compared to digital resources, that is). Print resources have become equated with knowledge. But now we havethis new phenomenon of digital resources being updated every minute ofevery day -- instead of a collection of books as a baseline in a field,we see emerging something like Wikipedia as another baseline of currency.
Wikipedia represents "the wisdom of the crowds." The Internet canaggregate and organize multiple inputs on the spot as book publisherscould never do. Wikipedia through its brief history has been monitoredby thousands of eyes and is regularly updated and corrected. But, ofcourse, more and more oversight has had to emerge. Some people hadagendas and kept posting to push their agendas. Wikipedia, on averagein each entry, has one more error than the Britannica (4 instead of 3);but on the other hand it is current and the Britannica is not.
The conflict is that Wikipedia and digital discourse is closer to"orality" and further from "literacy" than the traditional encyclopedia. How do faculty members deal with a move away from the standards ofprint technology and its values and toward digital technology and itsdifferent values? Both print and digital offer fantastic learningopportunities, but those opportunities are not the same.
Trent
------------------------------------------------------------
Message no. 22[Branch from no. 1]
Posted by Minghua Li (liming) on Tuesday, August 14, 2007 11:19am
Subject: Re: Your discussion topic for the day
I think if Wikipedia is the best source the students can find then why can't they use it? They should be careful when they cite from Wikipedia and validate what they quote is accurate.
------------------------------------------------------------
Message no. 24[Branch from no. 17]
Posted by Zan Goncalves (CALDER_07) on Tuesday, August 14, 2007 12:12pm
Subject: Re: Middlebury decision--a link
I think this link should work....
Wini
http://www.middlebury.edu/about/newsevents/archive/2007/newsevents_633084484309809133.htm
------------------------------------------------------------
------------------------------------------------------------
Message no. 1Posted by Zan Goncalves (CALDER_07) on Tuesday, August 14, 2007 9:34am
Subject: Your discussion topic for the day
Middlebury College has recently introduced a ban on all student use of Wikipedia for research projects. Should FPU consider instituting a similar ban? Why or why not? (base your discussion on your sense of the value of selected entries from Wikipedia, as well as on your understanding of how this online encyclopedia creates and monitors its entries).
Make your posts reasonably short this time--3-5 lines--so you have time to read and respond to others' posts. Also feel free to quote from Wikipedia as you work.
Time: about 40 minutes of discussion.
------------------------------------------------------------
Message no. 2[Branch from no. 1]
Posted by Kelly Kilcrease (kilcreak) on Tuesday, August 14, 2007 10:11am
Subject: Re: Your discussion topic for the day
I feel that the technology should be used and not removed from students. It provides a good starting place for students to gain an overview into a subject area. For example, the term "Paradigm" provides a good quick information for students. Further, it does provide connecting sites that “could” be of value. However, I stress that it should be used a starting point only.
------------------------------------------------------------
Message no. 4[Branch from no. 1]
Posted by Nancy Lloyd (lloydn) on Tuesday, August 14, 2007 10:17am
Subject: Rhetoric
This has been a very good exercise for me. First, I'm reminded of what Rhetoric does mean. Second, I plan to use the word in a lab session to explain further College Writing I and go on from there to research.Nancy Lloyd
------------------------------------------------------------
Message no. 5[Branch from no. 1]
Posted by Mark Caulkins (caulkinsm) on Tuesday, August 14, 2007 10:18am
Subject: Re: Your discussion topic for the day
My personal opinion is that Wikipedia is overall helpful, particularly when looking up something relatively new or unknown. As there is no official referee, obviously there can be gibberish entered, and this needs to be known. For more factual information (say anatomic structures), I have generally found it to be highly accurate. For more subjective concepts, it certainly may be colored by the contributor's bias.I encourage students to begin their study there if they wish, and follow links to more 'scholarly' sites. I do not allow students to formally cite Wikipedia
Mark
------------------------------------------------------------
Message no. 6[Branch from no. 4]
Posted by Nancy Lloyd (lloydn) on Tuesday, August 14, 2007 10:19am
Subject: Re: Rhetoric
This has been a very good exercise for me. First, I'm reminded of what Rhetoric does mean. Second, I plan to use the word in a lab session to explain further College Writing I and go on from there to research.Nancy Lloyd
------------------------------------------------------------
Message no. 7[Branch from no. 1]
Posted by Ron Drogy (drogyr) on Tuesday, August 14, 2007 10:21am
Subject: Re: Your discussion topic for the day
Based on the technical term I searched for on Wikipedia, "Essay," I would be opposed to an entire ban on Wikipedia. The information on essay was very thorough, useful, and authoratative. Also, I am concerned about freedom of speech. Why ban a source of information? I also searched for "thesis," which led me to "thesis statement." The entry was at least acceptable, with useful links and a "See also" that led me to "essay." I would consider not allowing students to use it as scholarly source, but I am not that familiar with Wikipedia to know why it should be banned.
------------------------------------------------------------
Message no. 8[Branch from no. 5]
Posted by Kelly Kilcrease (kilcreak) on Tuesday, August 14, 2007 10:23am
Subject: Re: Your discussion topic for the day
I like your point about the bias aspect. Does anyone know how these are evaluated?
------------------------------------------------------------
Message no. 9[Branch from no. 1]
Posted by Donna Decker (reckd) on Tuesday, August 14, 2007 10:25am
Subject: Donna's & Tracy's Wikipedia Thoughts
The term I looked up on Wikipedia was "male gaze," inspired by Wini's article we read for homework. What popped up is the broader term "gaze."
If I imagine my students in Introduction to Women's Studies, for example, trying to understand the term "male gaze" from page #1 of the 6 pages devoted to the term, I am unsatisfied. I become satisfied with a form of definition I find on page 2-3: "The defining characteristic of the male gaze is that the audience is forced to regard the action and characters ofa text through the perspective of a heterosexual man; the camera lingers on the curves of the female body, and events which occur to women are presented largely in the context of a man's reactions to these events. The male gaze denies women agency, relegating them to the status of objects. The female reader or viewer must experience the narrative secondarily, by identification with the male."
Even that definition fails to stand on its own as an instructive piece of text. I would want examples, that I can provide in class.
Tracy noted that when she went to the site, there was a box that indicated the definition of "male gaze" was in dispute. That is an important point that did not turn up in my search.
The question of whether FPU should ban Wikipedia? Tracy says no campus-wide ban, but individual professors can ban in a classroom.I say the same.I tend to think W. should not be used as a source in a works cited page -- but only as a starting point that must be further discussed in class, under "guidance" of professor.
------------------------------------------------------------
Message no. 10[Branch from no. 7]
Posted by Nancy Lloyd (lloydn) on Tuesday, August 14, 2007 10:25am
Subject: Re: Your discussion topic for the day
Ron - I feel the same way about the definition for rhetoric. I'm going to use it as a tool - then let them do it so as well BUTnot as a scholarly source.
NL
------------------------------------------------------------
Message no. 12[Branch from no. 8]
Posted by Mark Caulkins (caulkinsm) on Tuesday, August 14, 2007 10:29am
Subject: Re: Your discussion topic for the day
I don't know for sure, but I think that anyone can post anything they want.
------------------------------------------------------------
Message no. 13Posted by Donna Decker (reckd) on Tuesday, August 14, 2007 10:30am
Subject: Whose definitions?
So, W. allows editing. Who gets to edit? anyone? how do we know what is edited and who edited it. What if it is inaccurate or WRONG or in bad taste, etc. Is there a corrective measure, a referee, as someone said earlier?
------------------------------------------------------------
Message no. 14[Branch from no. 2]
Posted by Zan Goncalves (CALDER_07) on Tuesday, August 14, 2007 10:31am
Subject: Re: Your discussion topic for the day
In message 2 on Tuesday, August 14, 2007 10:11am, Kelly Kilcrease (kilcreak) writes:>I feel that the technology should be used and not removed from students.
I really agee with this point. In principle, I think it is wrong to ban any piece of software, especially one as well known and widely used as Wikipedia. Rather, we should take the opportunity to educate our students about how to use resources critically. They should be able to evaluate the effectiveness and reliability of a source that relies oan community-generated information rather than authority-generated information.
Wini
------------------------------------------------------------
Message no. 15Posted by Scott Niemi (niemis) on Tuesday, August 14, 2007 10:31am
Subject: Post Modern
I chose "Post Modern" because it is a concept central to the current art world. I found the entry to be informative, accurate and scholarly according to my knowledge. I can't think of anything that I would be able to add to the definition.
I would allow my students to use Wikipedia as an initial starting point for information, but it would have to be backed up by additional research. They wouldn't be able to quote it in papers, or other written print other than for discussion, including making the argument for, or against it's entries.
------------------------------------------------------------
Message no. 16Posted by Donna Decker (reckd) on Tuesday, August 14, 2007 10:32am
Subject: Does everyone have academic freedom?
Do students? Do adjuncts? Do full time profs? Do staff members?
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Message no. 17Posted by Zan Goncalves (CALDER_07) on Tuesday, August 14, 2007 10:35am
Subject: Middlebury decision--a link
It was the Middlebury history department that made the "ban" I refer to. Here's a link to an article about the ban: http://www.middlebury.edu/about/newsevents/archive/2007/newsevents_633084484309809133.htm.
Wini
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Message no. 18[Branch from no. 9]
Posted by Mark Caulkins (caulkinsm) on Tuesday, August 14, 2007 10:36am
Subject: Re: Donna's & Tracy's Wikipedia Thoughts
Again, I think that the source for any material needs to be considered. Peer-reviewed scholarly articles are supposedly the gold standard, but at the top of any field there is disagreement at the 'cutting edge'.In medicine, there is a large body of information that is considered 'standard of care'. Then there is the research being performed at University centers that seeks to expand knowledge and treatments in new directions. Some of this research leads nowhere, some may cause harm, some will eventually be recognized as beneficial, and eventually become the new 'standard of care'.It is important to be able to recognize the source of any information you are studying and be able to see what category it falls into. Unfortunately, when you don't know a subject, then you don't know what is considered accurate.
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Message no. 20[Branch from no. 16]
Posted by Ron Drogy (drogyr) on Tuesday, August 14, 2007 10:59am
Subject: Re: Does everyone have academic freedom?
Great question! Shouldn't students at least have access to Wikipedia, as a matter of academic and intellectual freedom; otherwise we are practicing a very conservative version of censorship.
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Message no. 21[Branch from no. 1]
Posted by Zan Goncalves (CALDER_07) on Tuesday, August 14, 2007 10:59am
Subject: Re: Your discussion topic for the day
I like the discussion of Wikipedia because this gets us to the corecultural issue as we add digital resources to print resources as commonreferents. Our thinking in academia is now based very much on printvalues: knowledge that is slowly developed and slowly changed by alimited set of experts ("slow" compared to digital resources, that is). Print resources have become equated with knowledge. But now we havethis new phenomenon of digital resources being updated every minute ofevery day -- instead of a collection of books as a baseline in a field,we see emerging something like Wikipedia as another baseline of currency.
Wikipedia represents "the wisdom of the crowds." The Internet canaggregate and organize multiple inputs on the spot as book publisherscould never do. Wikipedia through its brief history has been monitoredby thousands of eyes and is regularly updated and corrected. But, ofcourse, more and more oversight has had to emerge. Some people hadagendas and kept posting to push their agendas. Wikipedia, on averagein each entry, has one more error than the Britannica (4 instead of 3);but on the other hand it is current and the Britannica is not.
The conflict is that Wikipedia and digital discourse is closer to"orality" and further from "literacy" than the traditional encyclopedia. How do faculty members deal with a move away from the standards ofprint technology and its values and toward digital technology and itsdifferent values? Both print and digital offer fantastic learningopportunities, but those opportunities are not the same.
Trent
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Message no. 22[Branch from no. 1]
Posted by Minghua Li (liming) on Tuesday, August 14, 2007 11:19am
Subject: Re: Your discussion topic for the day
I think if Wikipedia is the best source the students can find then why can't they use it? They should be careful when they cite from Wikipedia and validate what they quote is accurate.
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Message no. 24[Branch from no. 17]
Posted by Zan Goncalves (CALDER_07) on Tuesday, August 14, 2007 12:12pm
Subject: Re: Middlebury decision--a link
I think this link should work....
Wini
http://www.middlebury.edu/about/newsevents/archive/2007/newsevents_633084484309809133.htm
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When to use Web CT or a Blog?
When to use Web CT or a blog?
Why did we choose to use Web CT for a threaded discussion?
Isn’t Web CT more flexible? Its organizing it by subject.
In a blog the only order is chronological.
Blog is good for presenting additional information and get comments in a subsection.
Much more helpful in a real time discussion
In E College, you can open posts up at the same time.
You can compile, can’t respond to each in the compilation.
If you’re doing everything else with Web CT with your class, I’m looking for how I can use a blog as a supplement.
Teaching anatomy, ways of mobilizing a stiff shoulder—discussion on web ct.
Supplement the discussion with a mini lecture on a blog and answer questions.
Blogs are more polished, finished.
Web CT discussions are more process based, people don’t always know their ideas and can be developed by having people write and read one another so that they may reach a different understanding at the end. Many people need a lot of interaction.
What are my first steps?
Contact Thomas Tullio tulliot@fpc.edu
Want the whole framework of a course on Web CT students can move between items, think in terms of the whole package.
Needs to be an element in your course.
Can be used as check—having students post web ct notes, first page with thesis statement, rough draft—
Advice centered reviews—posted
Powerpoints can be posted online.
No carrying papers, students were motivated. Web CT is accessible from on or off campus.
Kids catching up on work can then post late work.
Calendar used for posting helpful ideas.
Put a percent grade for each step—could see what the revision was worth.
Kids knew exactly what they needed to pass the class.
Distance learning—asynchronous for different time zones.
If the discussion has died I’ll come back in on Tuesday or Wednesday to plant another prompt.
Viewing a video or article online, keeping it fresh and new is important.
Trying out class discussions
Asking a good question—art of asking question
Doesn’t lead to a single answer has multiple possible answers and figuring it out through dialogue.
Bean has templates for posing question.
Take a problem or question asking approach.
Giving students meaty things to chew on.
Have a good teacherly presence—illustrate what happens when you don’t ask a good question especially with a younger audience.
E-College—requiring responses: the first post must be done by Wednesday and the next two must be a discussion with other posters.
Review everything that’s been written and name the main ideas.
Talking about the quality and nature of discussion
Why did we choose to use Web CT for a threaded discussion?
Isn’t Web CT more flexible? Its organizing it by subject.
In a blog the only order is chronological.
Blog is good for presenting additional information and get comments in a subsection.
Much more helpful in a real time discussion
In E College, you can open posts up at the same time.
You can compile, can’t respond to each in the compilation.
If you’re doing everything else with Web CT with your class, I’m looking for how I can use a blog as a supplement.
Teaching anatomy, ways of mobilizing a stiff shoulder—discussion on web ct.
Supplement the discussion with a mini lecture on a blog and answer questions.
Blogs are more polished, finished.
Web CT discussions are more process based, people don’t always know their ideas and can be developed by having people write and read one another so that they may reach a different understanding at the end. Many people need a lot of interaction.
What are my first steps?
Contact Thomas Tullio tulliot@fpc.edu
Want the whole framework of a course on Web CT students can move between items, think in terms of the whole package.
Needs to be an element in your course.
Can be used as check—having students post web ct notes, first page with thesis statement, rough draft—
Advice centered reviews—posted
Powerpoints can be posted online.
No carrying papers, students were motivated. Web CT is accessible from on or off campus.
Kids catching up on work can then post late work.
Calendar used for posting helpful ideas.
Put a percent grade for each step—could see what the revision was worth.
Kids knew exactly what they needed to pass the class.
Distance learning—asynchronous for different time zones.
If the discussion has died I’ll come back in on Tuesday or Wednesday to plant another prompt.
Viewing a video or article online, keeping it fresh and new is important.
Trying out class discussions
Asking a good question—art of asking question
Doesn’t lead to a single answer has multiple possible answers and figuring it out through dialogue.
Bean has templates for posing question.
Take a problem or question asking approach.
Giving students meaty things to chew on.
Have a good teacherly presence—illustrate what happens when you don’t ask a good question especially with a younger audience.
E-College—requiring responses: the first post must be done by Wednesday and the next two must be a discussion with other posters.
Review everything that’s been written and name the main ideas.
Talking about the quality and nature of discussion
Message from Zan
We are going to try to hold a chat in WebCT tomorrow morning, first thing. For those of you who haven't been using an FPC account, please try to have your FPC account activated by then; if possible, call the helpdesk before our class begins in the morning to set this up. You'll need your FPC username and password in order to enter WebCT.
Thanks!
Thanks!
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