![]() ![]() assized of arms required every male between ages 15 and 60 to keep a weapon in his home as a "harness to keep the peace" shrinkage a primary reason for the shift from cottage work to factories and shops was the growing problem of _. when resistance, the watchman cried out and all citizens pursued the fugitive and assisted in his capture. Dunlap Improving the Odds of Effective Collaborative Work in Online Courses Joanna C.Assize of arms Statute of Westminster established 3 practical measures: watch and ward provided town watchmen to patrol the city during the night (ward) during the day hue and cry -practice for dealing with those who resisted the watchman's arrest Dunlap Protocols for Online Discussions Joanna C. Lowenthal Emerging Tools and Applications Audacity Ning Blogger PBworks Picnik Delicious ScreenSteps Desktop Facebook Songza Flickr SkyDrive Google Docs Skype Google Reader Twitter iSpring Ustream Jing VoiceThread Media Converter Youtube MyPodcast Zotero Resources Down-and-dirty Guidelines for Effective Discussions in Online Courses Joanna C. ![]() Ibrahim Improving the Design of PowerPoint Presentations Patrick R. Dunlap A Teaching Video Project Brought to Closure Farah A. Wilson Wordle… Just for Phluff? Joanna C. Lowenthal Using Audio for Giving Feedback to Project Teams: A Useful Complement to Track Changes Brent G. Garrison-Wade Instructional Uses of Twitter Joanna C. Dunlap & Ellen Stevens Hanging on by a Thread Dorothy F. ![]() Lowenthal Trends and Issues with Online Learning From Reluctant and Reticent to Engaged and Enthusiastic: The Passage to Online Teaching Susan Giullian Preparing Special Education Teachers Through Online Instruction Donna Sobel Using eCollege to Facilitate Learning, Provide for Program Coherence, Manage Accountability Innovations, and Ensure the Evolution of a Principal Licensure Program Connie Fulmer Make, Share, Find: Web 2.0 and Informal Learning Phil Antonelli Technology in Action The Advantages of a Ning Social Network Within a Higher Education Program Laura Summers Fresh and Forward-thinking: Using Blogs for Educational Purposes Joanna C. The intent is to show how Adobe Connect, and technologies like it–or of it, as in components of it–can open paths to different kinds of seminar experiences, moving us out of the 19th century graduate student tradition and into one more fitting of 21st century new media scholarship. As such, it will introduce our approaches to utilizing Adobe Acrobat Connect Pro (referred to hereafter as Adobe Connect2) as part of our seminar practices. This paper, then, is an attempt to relate my (and a few classmates’) experiences using new media as an integrated component to augment (and improve) our learning experiences in graduate seminars. As Nathan Shedroff (2001) has told us, “The form of the experience is what gives it meaning since this is what people experience directly” (p. But our learning experiences are crucial, and if we seek to produce new media scholars then perhaps it is time to rethink the old media learning experience offered (and expected) of graduate students in graduate seminars. What about those that help, or could help, facilitate and/or improve learning? Rather than examine how technologies can impact or change our learning experiences (i.e., our seminar experiences), most conversations and research efforts, for faculty and graduate students alike, remain primarily focused on what we can make with new media. Even with the plethora of technologies available, we still tend to be drawn in by those for productive purposes. ![]() While this is not without value, I find myself asking, why do we limit new media to this productive paradigm? As if production, in our current corporate-model university (Readings, 1996) is the (only) point of new media, or, more generally, the (only) point of graduate education in/on new media. Scholarship on new media and new emerging technologies tends to focus on production, on productive possibilities, predominantly viewing new media through the lens of productive arts. ![]()
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