tag:blogger.com,1999:blog-246231922024-03-07T19:25:47.953-07:00DATC JuntoEducation is not the filling of a pail, but the lighting of a fire. -W.B. YeatsMark Wernerhttp://www.blogger.com/profile/05006056940266632639noreply@blogger.comBlogger35125tag:blogger.com,1999:blog-24623192.post-17227092714375737782010-02-04T10:03:00.008-07:002010-04-23T23:12:29.213-06:00Thirty-Seventh DATC Junto<h4>Folsom Stadium, Room 367 | Thursday, February 4, 2010 from 1:00 to 2:30</h4>
<h5>Deb Keyek-Franssen</h5>
Eek. I hadn't prepared for Junto, so it's good that we already all read the chapter in the TPCK book. Yay! We'll continue with that, perhaps with Steve's lovely vignette.<br />
<br />
Here's the structure for today:<br />
<ul>
<li>TPCK review</li>
<li>Applying TPCK</li>
<li>Pitfalls of applying TPCK (Steve's Vignette)</li>
<li>Concrete example of a wicked problem at the TPCK sweet spot</li>
</ul>
I should say: tentative structure. We can wing it, of course!<br />
<br />
See you in a bit.Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-24623192.post-67540889564412270742010-01-04T17:49:00.007-07:002010-04-23T23:12:17.411-06:00Thirty-Sixth DATC Junto<h4>Folsom Stadium, Room 367 | Thursday, January 7, 2010 from 1:00 to 2:30</h4>
<h5>Deb Keyek-Franssen</h5>
I've the honor of running the junto for this month (and maybe next, if we don't get through the whole chapter attached here). We'll be reading the introductory chapter from Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. I hope you find it as intriguing as I do!
Your mission, should you choose to accept it, is to read the chapter, write a haiku about it (to be shared with the group), possibly about the intersections of the concepts in the chapter and your day-to-day work. It would be fabulous if you could post your haiku on our ning site by Wednesday, but Thursday morning would work, too.
See you Thursday afternoon! Larry will be using the first 1/2 hour to introduce himself and to start a discussion with the A-Team.
Best,
DebUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-30302943864198159032009-11-30T22:20:00.001-07:002010-04-23T22:53:12.926-06:00Thirty-Fifth DATC Junto<h4>Folsom Stadium, Room 367 | Thursday, November 30, 2009 from 1:00 to 2:30</h4>
<p>Duncan McBogg's Defense Review.</p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-80719168212675439832009-09-29T22:12:00.003-06:002010-04-23T22:52:54.737-06:00Thirty-Fourth DATC Junto<h4>Folsom Stadium, Room 367 | Thursday, October 1, 2009 from 1:00 to 2:30</h4>
<h5>Erica Brandon</h5>
<p>I have attached two readings for Thursday’s talk. I thought it would be nice to re-visit what exactly the Junto is all about, and so I have dug up some information about the original Juntos led by Ben Franklin. I’ve also included an interesting blog that Mark found, related to Ben Franklin’s thoughts on education.</p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-43941101643071475652009-06-01T21:50:00.006-06:002010-04-23T22:52:43.750-06:00Thirty-Third DATC Junto<h4>Folsom Stadium, Room 367 | Thursday, June 4, 2009 from 1:00 to 2:30</h4>
<h5>Laura Malinin</h5>
<p>How about this article about the “Long Tail” in education by John Seely Brown?</p>
<ul>
<li><a href="https://docs.google.com/viewer?url=http%3A%2F%2Fwww.johnseelybrown.com%2Fmindsonfire.pdf">Minds on Fire</a></li>
</ul>
<p>I think it fits with last month’s discussion – and I’d be happy to take the lead on this one.</p>
<h5>Mark Werner</h5>
<p>I’m a regular listener to the This Week in Technology Podcast, and <a href="http://www.twit.tv/197">this week's edition</a> might serve as good Junto fodder.</p>
<p>The podcast is a fun and funny show where people recap the past week’s news from a tech perspective. Usually the show doesn’t comment on Higher Ed. However, on this show the last 19 minutes were devoted to a discussion on how higher education needs to be transformed. If you download the MP3 and scroll up to the 51:15 mark, you can hear the discussion.</p>
<p>I thought this might be an interesting addition to our discussion in light of the Junto reading.</p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-65640451229198634862009-05-04T13:00:00.010-06:002010-04-23T22:52:27.547-06:00Thirty-Second DATC Junto<h4>Folsom Stadium, Room 367 | Thursday, May 7, 2009 from 12:30 to 2:00</h4>
It's been a while (or at least it seems that way). Let’s do the following readings for the May DATC Junto. The topic is “Whither the University?”<br />
I thought we could discuss how universities are arranged, how they interact with technologies, and whether or not a new model for universities is needed to respond to our current economic and political situations.
I’d like to spend part of our time wrestling with the question, “how would you rearrange CU,” so come prepared to engage in that activity.
Here are the readings:
<br />
<ul>
<li>Taylor, Mark C., <a href="http://www.nytimes.com/2009/04/27/opinion/27taylor.html">End the University as We Know It</a>, NYTimes, April 26, 2009</li>
<li>Henry Etzkowitza, Andrew Websterb, Christiane Gebhardtc and Branca Regina Cantisano Terra, <a href="http://www.sciencedirect.com/science/article/B6V77-3YTBY18-J/2/036e7eca75cac274d302cfb65f452850">The future of the university and the university of the future: evolution of ivory tower to entrepreneurial paradigm</a></li>
<li>Egol, Morton, <a href="http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume41/TheFutureofHigherEducation/158074">The Future of Higher Education</a></li>
</ul>Mark Wernerhttp://www.blogger.com/profile/05006056940266632639noreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-43285979076796468332009-02-25T21:21:00.004-07:002010-04-23T22:52:11.594-06:00Thirty-First DATC Junto<h4>Folsom Stadium, Room 367 | Thursday, March 5, 2009 from 12:30 to 2:00</h4>
<h5>Daniel Schaefer</h5>
<p>The reading will be over the first couple chapters of Frans Johansson’s book, “The Medici Effect: Breakthrough Insights at the intersection of ideas, Concepts, & Cultures”</p>
It’s a good accessible reading and I’m hoping it will provide some interesting discussion.</p>
<p>Please prepare two discussion questions and write a 5 page paper on the reading.</p>
<p>Ok. Ok. Wow. You’re all tough negotiators. Just bring two discussion questions...</p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-54671519690595065242008-12-03T09:14:00.002-07:002010-04-23T22:51:50.150-06:00Thirtieth DATC Junto<h4>Folsom Stadium, Room 367 | Thursday, December 4, 2008 from 11:30 to 12:30</h4>
<p>Dr. Mark Gammon will be discussing his dissertation findings.</p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-70072364879701829682008-10-09T15:29:00.011-06:002010-04-23T22:51:34.513-06:00Twenty-Ninth DATC Junto<h4>Folsom Stadium, Room 367 | Thursday, November 6, 2008 from 11:00 to 12:30</h4>
<p>For November's Junto, let's continue with reading Weinberg's book, <i>The Secrets of Consulting</i>. We'll read and discuss chapters 4, 5, 11, and 14. This is 51 pages, but they're fairly fast reading.</p>
<p>Thanks!</p>
<p>Mark Werner</p>Mark Wernerhttp://www.blogger.com/profile/05006056940266632639noreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-64246225203214171882008-09-25T16:18:00.018-06:002010-04-23T22:51:10.130-06:00Twenty-Eighth DATC Junto<h4>Folsom Stadium, Room 367 | Thursday, October 9th from 11:00 to 12:30.</h4>
<p>Hi everyone for our 2008 Junto, let's read the first three chapters of the book, <span style="font-style: italic;"><a href="http://www.dorsethouse.com/books/soc.html">The Secrets of Consulting: A Guide to Giving and Getting Advice Successfully</a></span> by <a href="http://secretsofconsulting.blogspot.com/">Gerald M. Weinberg</a>. Dorsett House Publishing, New York, NY. 1985.</p>
<p>Here are some questions to guide our discussion</p>
<ul>
<li>Chapter 1: Why Consulting is So Tough</li>
<ul>
<li>Which of Weinberg's laws ring true for you in your work if you substitute the term "DATC work" for "consulting."</li>
<li>Do you agree that the kinds of problems you encounter at work are always people problems?</li>
<li>Do you agree that it's a good idea to "never promise more than ten percent improvement?"</li>
<li>Do you have experience in your DATC role with this phrase, "you'll never accomplish anything if you care who gets the credit?"</li>
<li>Do you practice the "art of influencing people at their request?" How?</li>
<li>In your experience, does the Law of Raspberry Jam apply to you? Does it apply to the quality of your work with faculty vs. your reach into the faculty? What strategies can you employ to find the right balance in that dichotomy? Does the Law of Raspberry Jam show up in our DATC metrics?</li>
<li>Is your work with faculty like Weinberg's work in that once you eliminate the number one problem, number two shows up? If so, how do you manage that situation</li>
</ul>
<li>Chapter 2: Cultivating a Paradoxical Frame of Mind</li>
<ul>
<li>What paradoxes, dilemas, or contradictions have you experienced in your work as a DATC?</li>
<li>When you work with faculty members who are stuck, what strategies help you get them unstuck?</li>
<li>Do you encounter tradeoffs between two good outcomes: one at the expense of the other? Weinberg gave the example of the tradeoff between running fast over a short distance vs. running slow over a long distance.</li>
<ul>
<li>Do you encounter a tradeoff in having deep domain or technology knowledge in some areas vs. broad domain or technology knowledge? How do you manage this?</li>
<li>Do you encounter satisficing in your daily work? Satisficing is doing enough to be satisfactory or to suffice, but not optimum work.</li>
</ul>
<li>How does the discrepancy in risk between your work with faculty and faculty implementing your recommendations play out in your work with faculty? That is, your risk of failure in making a recommendation is different than the risk of a faculty member failing when implementing your recommendation. How do you deal with that in your work with faculty?</li>
<li>Have you ever had to employ Weinberg's strategy of responding to a request with "I can help you do this, and this is how much it will cost?" Cost here might not necessarily mean financial, but it could be expressed in terms of time and energy.</li>
</ul>
<li>Chapter 3: Being Effective When You Don't Know What You are Doing</li>
<ul>
<li>As a DATC, do you find yourself recommending a "do no harm" approach more often, than some other approach? If so, how has that worked for you?</li>
</ul>
</ul>
<p>Here is a cartoon about consulting that you might find funny.</P>
<a href="http://dilbert.com/strips/comic/2008-10-05/" title="Dilbert.com"><img width="400" src="http://dilbert.com/dyn/str_strip/000000000/00000000/0000000/000000/20000/2000/200/26873/26873.strip.sunday.gif" border="0" alt="Dilbert.com" /></a>Mark Wernerhttp://www.blogger.com/profile/05006056940266632639noreply@blogger.com2tag:blogger.com,1999:blog-24623192.post-42750051303184113772008-09-02T09:18:00.012-06:002010-04-23T23:06:58.827-06:00Twenty-Seventh DATC Junto<h4>Folsom Stadium, Room 367 | Tuesday, September 2, 2008 from 1:00 to 2:30</h4>
<p>For Tuesday’s Junto, which is in the area of faculty culture, I’d like to have us read a couple of pieces on the nature of science and the scientific method. Each of these essays deal with an article submitted by Alan Sokal in which he attempted to highlight the gap between science and the humanities when he published an article titled <a href="http://www.jstor.org/stable/466856">"Transgressing the Boundaries: Toward a Transformative Hermeneutics of Quantum Gravity."</a></p>
<p>First we have an analysis by Sokal on why he published his paper in the journal, <a href="http://muse.jhu.edu/journals/social_text/">Social Text</a>. The article we're reading is <a href="http://muse.jhu.edu/journals/philosophy_and_literature/v020/20.2sokal.html">Transgressing the Boundaries: An Afterword</a>.</p>
<p>Next we have an essay by Harvey Blume, <a href="http://www.theatlantic.com/unbound/crosscurrents/cc2000-12-21.htm">Missing Links: From C.P. Snow's "Two Cultures" to Alan Sokal's hoax, taking stock of the fault lines between the arts and sciences</a> on how Sokal’s article relates to the concept of the two cultures that C.P. Snow addressed in his essay in 1958. If you’re curious, you can find an electronic copy of Snow's essay within Chinook, but <a href="http://www.sciencemag.org/cgi/reprint/130/3373/419.pdf">here is a one-page overview</a>.</p>
<p>And finally we have an essay by Paul Grobstein, <a href="http://www.jrp.icaap.org/index.php/jrp/article/viewArticle/9/18"> Revisiting Science in Culture: Science as Story Telling and Story Revising</a> that reacts to Sokal’s article and articulates an approach to science as story telling.</p>
<p>I hope in our discussion, we can shed light on the cultures faculty members operate in. I am less interested in synthesizing the dialog among Snow, Sokal, Grobstein, and Blume. I'd rather use these three readings as a launching pad for discussions covering our role within the academy and how our understanding of the various types of inquiry within the academy shape DATC work. But if a discussion about the debate among the authors is of interest to you, we can go down that path.
</p>
<p>Here are some questions I had as I read these essays.</p>
<ul>
<li>Is science a way of thinking that cuts across disciplines? Can the scientific method be applied to English? To Art? To Philosophy? To DATC work?</li>
<li>Is it useful to for scientific inquiry and humanistic inquiry to engage with one another? Can a creative synthesis emerge from them? What would happen if we brought together a professor of English with a Professor of Biology? Could they converse productively? Does educational technology provide a common ground for them to have a discussion? For example could discussions about clickers bring together Physicists and Philosophers? Could one faculty member be a scientist and a humanist at the same time?</li>
<li>Is science merely a series of rhetorical conventions and norms of speaking? Is it storytelling? Is all inquiry story telling? If science is only a story, why do we get in airplanes?</li>
<li>Does the academy consist of a series of gulfs between major areas of inquiry? Science vs. humanities, science vs. social science, science vs. art, technology vs science, etc.? Is there a gulf between educational technology and technology? Is there a gulf between educational technology and faculty development?</li>
<li>Is art a third culture distinct from science and the humanities? Is it useful to distinguish social sciences from science?</li>
<li>Is science poetic? </li>
<li>Are poems scientific?</li>
<li>Is DATC work a science? An art? Can good DATC work be taught? Is there a poetry inherent in DATC work?</li>
<li>What happens when there are cracks in scientific knowledge? In humanistic knowledge? Does technology play a role in either? What happens when there are cracks in DATC knowledge?</li>
<li>Is it OK to be wrong in science? Is it OK to be wrong in humanities? Is it OK to be wrong as a DATC?</li></ul>
<p>In 2004 the Faculty Teaching Excellence Program (FTEP) hosted <a href="http://www.colorado.edu/ptsp/retreatspring2004/five.html">a panel discussion</a> on C.P. Snow's, The Two Cultures.
<p>Please join us in Folsom Stadium, Room 367 from 11:00 to 12:30 on Tuesday, September 2nd, for this Junto.</p>Mark Wernerhttp://www.blogger.com/profile/05006056940266632639noreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-76531496471568905992008-07-21T12:28:00.009-06:002010-04-23T23:06:28.669-06:00Twenty-Sixth DATC Junto<h4>Folsom Stadium, Room 367 | Tuesday, August 5, 2008 from 1:00 to 2:30</h4>
<div><object height="350" width="425"><param value='http://youtube.com/v/vGlbHL3mGeI' name='movie'/>
<embed height='350' width='425' type='application/x-shockwave-flash' src='http://youtube.com/v/vGlbHL3mGeI'/></embed></object></div>
<h5>Women in Engineering - Why are they still underrepresented?</h5>
<ul>
<li><a href="http://www.ucalgary.ca/~womense/whywise/why.html">Why is there a need to get women in science and engineering? by Laura Hintz</a></li>
<li><a href="http://www.engr.utexas.edu/wep/images/stats/stats1-undergrad_by_major.jpg">Female Undergraduate Enrollment by Major, Fall 2008</a></li>
<li><a href="http://www.engr.utexas.edu/wep/images/stats/stats4-bs_degrees.gif">Undergraduate BS Engineering Degrees Awarded to Women</a></li>
</ul>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-29378605989422704202008-06-23T13:01:00.023-06:002010-04-23T23:00:45.830-06:00Twenty-Fifth DATC Junto<h4>Meeting Logistics: Tue, Jul 1, 11-12:30 pm in Stadium 367</h4>
<h5>Expert v. Novice Learners - continued</h5>
<p>Additional Reading:</p>
<ul><li>Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning - by Jeroen J. G. van Merrienboer; Paul A. Kirschner; Liesbeth Kester (Sending via e-mail to participants due to webfiles issues.)</li></ul>
<p>View the <a href="http://www.mindomo.com/view.htm?m=1b2d48e1cd9f4446a4b93e1d2c2d2084">MindMap</a> for Taking a Load Off a Learner's Mind!</p>
<ul><li><span style="font-size:85%;"><span style="font-size:130%;"><a href="http://connect.educause.edu/blog/nordengren/expertlearnercuratorprodu/45245">Expert learner - Curator - Producer</a></span></span><span style="font-size:85%;"><span style="font-size:130%;"><span style="font-size:85%;"><span style="font-size:100%;"> - by F.R. Nordengren</span></span></span></span>
</li></ul><p>Some questions to consider:</p>
<p>1) When do you see expert learners slip into novice learning mode? Why?</p>
<p>2) How can educators reduce cognitive load for novice learners?</p>
<p>3) Where should clicker questions fall in the learning task spectrum when teaching novice learners?</p>
<p>
<span style="color: rgb(0, 0, 0);"></span><span style="font-size:85%;">
</span></p>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-42657261649474867662008-06-02T13:00:00.023-06:002010-04-23T22:59:02.800-06:00Twenty-Fourth DATC Junto<h4>Meeting Logistics: Tue, Jun 3, 11-12:30 pm in Stadium 367</h4>
<h5>Expert vs. Novice Learners</h5>
<p>How does one become an expert learner? There are many ways to describe expert learners and theories about how to help others develop into expert learners. Given the uniqueness of each human being, would the most effective impartation from teachers occur one-on-one? How does self-knowledge play into becoming an expert learner?</p>
<p><object height="350" width="425">
<embed type="application/x-shockwave-flash" src="http://youtube.com/v/BnbmLHgQWqQ" height="350" width="425"></embed></object></p>
<p style="font-size:85%;text-align:center;color:#777;margin-top:0;">Let me do and I understand: Cognitive Apprenticeship</p>
<h5>Readings:</h5>
<ul>
<li><a href="https://webfiles.colorado.edu/russelk/JuntoReadings/ExpertiseReversal.pdf?uniq=dr3yw6">The Expertise Reversal Effect</a> by Slava Kalyuga, Paul Ayres, Paul Chandler, and John Sweller</li>
<li><a href="https://webfiles.colorado.edu/russelk/JuntoReadings/Learning2Learn.pdf?uniq=dr3ywb">Learning to Learn: On Training Students to Learn from Texts</a> by Ann L. Brown, Joseph C. Campione and Jeanne D. Day</li>
<li><a href="https://webfiles.colorado.edu/russelk/JuntoReadings/LearningWithMedia.pdf?uniq=dr3ywg">Learning With Media</a> by Robert B. Kozma</li>
</ul>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-46009826094402558172008-04-29T22:42:00.000-06:002010-04-23T22:46:03.314-06:00Twenty-Third DATC Junto<h4>Meeting Logistics: Thu, May 8, 11-12:30 pm in Stadium 367</h4>
<p>Of course on the way out of town I realized that I never posted the Junto readings for next Thursday! I’ve attached them all as pdf files, and there are also two videos. The topic this time around is technology addiction.</p>
<h5>Videos</h5>
<ul>
<li><a href="http://edition.cnn.com/video/#/video/living/2007/12/20/vause.china.internet.addiction.cnn?iref=videosearch">Internet Addiction in China</a></li>
<li><a href="http://edition.cnn.com/video/#/video/tech/2007/04/26/long.blackberry.addiction.cnn?iref=videosearch">Blackberry Addiction</a></li>
</ul>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-87666245398513493572008-03-26T12:07:00.009-06:002010-04-23T22:37:44.427-06:00Twenty-Second DATC Junto<h4>Meeting Logistics: Tue, Apr 1, 11-12:30 pm in Stadium 367</h4>
This month I'm diverting a bit from the original Web 2.0 topic to a more broad one. While perusing articles I became more and more interested in the future of education, creativity, and the role of technology</u>. These subjects have been brewing in my head since the ATMI (<i>Association for Technology in Music Instruction</i>) conference I attended last November. I was so impressed by a young professor name Gil Weinberg who has taken Music Technology to an unimaginable interactive level. Last week, Ric Porecca's presentation on Flagship 2030 got my brain going again.<br><br>I would like to discuss the future of education, the current presence or lack of creativity, and how technology will affect where we are going. This month's materials consist of both readings and video. They are all fairly brief, I know it looks daunting but I think you will enjoy them!<br><br><b>Video</b><br><br><a href="http://video.google.com/videoplay?docid=-4964296663335083307">Ken Robinson's <i>"Do Schools Kill Creativity?"</i></a><br>
<a href="http://www.coa.gatech.edu/%7Egil/HaileDiscoveryL.mov">Gil Weinberg's Discovery Channel special on <i>"Haile"</i></a><br>
<a href="http://www.cc.gatech.edu/%7Egilwein/ilturhow.mov">Gil Weinberg's presentation on using <i>"Beatbugs"</i></a><br><br><b>Readings</b><br><br><a href="http://www.babinc.org/publications/pdf/fall06networklon.pdf"><i>"Out of Our Minds: Creativity in Business"</i></a><br>by Ken Robinson (2008)<br><a href="http://www.centerdigitalgov.com/international/story.php?docid=90118"><i>"The Future of Education and Work in the Creative Age"</i></a><br>by John M. Eger (2004)<br><a href="http://libraries.colorado.edu/record=b3358340%7ES3"><i>"The Dream Society"</i></a><br>by Rolf Jenson (1999) - This book is available as an eBook through the CU Library. This link will take you to the listing. Once you have accessed the book through NetLibrary, please read the following excerpts from Chapter One: "<i>The Most Important Raw Material of the Twenty First Century</i>" and "<i>The Alternative</i>" (pp. 40-50)Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-69760157984412220002008-02-28T08:48:00.004-07:002010-04-23T22:33:35.814-06:00Twenty-First DATC Junto<h4>Meeting Logistics: Tue, Mar 4, 11-12:30 pm in Stadium 367</h4>
The topic for our next three Juntos is using Web 2.0 as a teaching medium. The three articles for this month focus primarily on the idea of using Facebook, an extremely popular social networking site, as an online presence for educators. Facebook has over 60 million uses and claims 250,000 new users every day. Compare this to Myspace's 102 million users with 240,000 joiners per day, and Second Life's 20 million users.<br><br>If you do not already have a Facebook account, I would encourage you to start one for these Juntos. I will be happy to include a quick tutorial at our Junto if that interests anyone. Some groups in Facebook that I belong to include: <i>Second Life for Educators, e-Learning Professionals, and Educators Using Facebook.</i><br /><br /><a href="http://spot.colorado.edu/~brandone/thompson.pdf">"Is Education 1.0 Ready for Web 2.0 Students?" by John Thompson</a><br><br><a href="http://spot.colorado.edu/~brandone/mazurmurphy.pdf">"I'll See You On "Facebook: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate" by
Joseph P. Mazer; Richard E. Murphy; Cheri J. Simonds</a><br><br><a href="http://spot.colorado.edu/~brandone/bergberquam.pdf">"Social Networking Technologies: A 'Poke' for Campus Services" by Joanne Berg, Lori Berquam, and Kathy Christoph</a><br><br>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-26667420890643516032008-01-29T15:04:00.000-07:002008-01-29T16:02:31.368-07:00Twentieth DATC Junto<h4>Meeting Logistics: Tue, Feb 5, 11-12:30 pm in Stadium 367</h4>
<p>Continuing with the topic of CULearn: We have had some exposure to the complexities of conducting research. We have looked at the challenges of designing surveys. I have chosen to step back and take a look at CULearn again, knowing what we know from previous readings and conversation in the last two juntos.</p>
<p>The following readings are available in pdf version from the links below. There is an additional reading from one of Mark's books, "Instructional and Cognitive Impacts of Web-Based Education." I will send each of you the pdf for the article, <span style="FONT-STYLE: italic">Design Guidelines for Web-based Courses</span> by Zane Berge, and others.</p>
<ul>
<li><a href="http://www.cs.ubc.ca/~knorr/public/WCCCE_2006_CMS_UBC.pdf">Course Management System (CMS) Evaluation and
Strategy at UBC: A Viewpoint from the Faculty of Science</a></li>
<li><a href="http://delivery.acm.org/10.1145/960000/950595/p20-gee.pdf?key1=950595&key2=7196461021&coll=GUIDE&dl=GUIDE&CFID=52389773&CFTOKEN=19213175"> What video games have to teach us about learning and literacy</a></li>
</ul>jillhttp://www.blogger.com/profile/05282379979550191879noreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-82287999559287974462007-12-02T22:57:00.000-07:002007-12-04T14:42:25.756-07:00Nineteenth DATC JUNTO<h4>Meeting Logistics: Tuesday, December 4, 2007, 11:00 am to 12:30 pm in Stad 367.
</h4>
<p>At our last junto we discussed the state of Course Management Systems (CMS.) We talked about bringing survey questions to this meeting. This sparked a conversation with Mark and I about "how to write good survey questions?" This tapped into a significant portion of Mark's graduate work and he graciously offered to work together with me to select some readings that aim to "Demystify Research." Since we work with faculty to support them in their research, these readings are intended to help us to understand the challenges of developing research projects that provide reliable and valid data. One of the readings is also intended to shed light on the process of writing survey questions.</p>
<p>The readings are excerpted from two texts and are not available as pdf files. (39 pages.) Therefore, they have been copied and are located on a table outside of Mark's office in the Stadium. Please let me know if you need help getting a copy in time. Hope to see you Tuesday!</p>jillhttp://www.blogger.com/profile/05282379979550191879noreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-86319872793419126202007-10-25T11:14:00.001-06:002007-11-06T08:39:01.150-07:00Eighteenth DATC Junto<h4>Meeting Logistics: Tuesday, November 6, 2007 11:30-1:00 PM in STAD 367</h4> <p>The topic for the next three meetings is focused on course management systems such as CULearn. For the first junto meeting on this topic, I have selected three shorter articles and divided up and assigned the one longer article labeled <em>Model for CMF Research</em> (Malikowski). I would like to follow Mark's model, and ask each of you to read and report on a segment of this paper.</p>
<p>The articles can be viewed or downloaded as pdfs from:</p>
<ul>
<li><a href="http://forum.datcs.info/">http://forum.datcs.info/</a></li>
</ul>
<p>(I will send reminder log-in information to each of you by email. If you have trouble with any of this, I will send the articles to you individually upon request.)
</p>
<p>When we get to the Junto, I will have an introduction and then have each of us summarize our section for the benefit of the group. My goal will be for us to have further insight into the current state of technology regarding course management systems and thoughts about its use and meaning in the future.</p>
<p>It is my hope that you will find this interesting. Thanks. Jill</p>jillhttp://www.blogger.com/profile/05282379979550191879noreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-40246401301146926562007-09-27T16:47:00.000-06:002007-09-28T08:52:32.267-06:00Seventeenth DATC Junto<h4>Meeting Logistics: Tuesday, October 2nd 10:00 to 11:30 in STAD 367</h4>
<p>I’d like to have everyone read this article by Roschelle, Jeremy, William Penuel, and Louis Abrahamson from <cite>AERA</cite>, San Diego, CA, 2004:</p>
<ul>
<li><a href="http://www.unbf.ca/cetl/resources/documents/ClickerResearchFindingsManySubjects.pdf">Classroom Response and Communication Systems: Research Review and Theory</a></li>
</ul>
<p>Then, I’d like to have each one of us take a second article and read it. When we get to the Junto, I’ll have us debrief on our article quickly and then we’ll try to get a discussion going from the various author’s points and from our own perspectives.</p>
<ul>
<li><a href="http://www.unbf.ca/cetl/resources/documents/ClickersinMediatedCommunicationandResearchMethods.pdf">Daniel’s reading</a></li>
<li><a href="http://www.mhhe.com/cps/docs/CPSWP_TechnologyActiveLearning.pdf">Doris’ reading</a></li>
<li><a href="http://www.ph.utexas.edu/~ctalk/bulletin/glasgow1.pdf">Kimberly's reading</a></li>
<li>Jill's <a href="http://www.edtechmag.com/k12/issues/march-april-2006/pilot-prove.html">reading 1</a> | <a href="http://www.edtechmag.com/k12/issues/june-july-2006/compelling-stories.html">reading 2</a></li>
<li><a href="http://www.psy.gla.ac.uk/~steve/ilig/papers/stuartbrown.pdf ">Steve's reading</a></li>
<li><a href="http://www.lifescied.org/cgi/reprint/6/1/9.pdf">Kristeen's reading</a></li>
<li><a href="http://scitation.aip.org/getpdf/servlet/GetPDFServlet?filetype=pdf&id=AJPIAS000069000009000970000001&idtype=cvips">Laura's reading</a></li>
<li><a href="http://www.educause.edu/ir/library/pdf/eqm0729.pdf">Erica's reading</a></li>
</ul>
<p>Hopefully this will be fun. -Mark</p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-41420384515068938712007-09-05T15:38:00.000-06:002007-10-24T10:09:05.484-06:00Sixteenth DATC Junto<span style="font-weight: bold;">Meeting Logistics: Tue, 11 October 2007 STAD 367 f</span><span style=";font-family:Arial;font-size:85%;" ><span style=""></span></span><span style="font-weight: bold;">rom 12:00-1:30pm</span>
For my last junto, there was interest in exploring Walter Ong's work on 'Technologizing the Word' and the notion of the secondary orality.
Readings: Ong, W. (1982). <span style="text-decoration: underline;">Orality and Literacy: The Technologizing of the Word</span>.
To access the reading goto http://forum.datcs.info (register and login)
The main idea to focus on is on page 11 second paragraph, where Ong talks about the secondary orality of technology.
Discussion Questions:
What is digital literacy? Is that even an accurate term?
Could we make an argument that students exist in a primary oral culture and therefore resist writing? While faculty exist in a secondary orality and therefore resist primary oral culture?(I know I'm differing from Ong's more rigid definitons of oral cultures here)
What do you see as the inherent problems of a secondary orality?
Moving beyond Ong for a moment, what does it mean that we treat computers as an 'other', instead of as another medium?
What would a third orality look (sound) like?Danielhttp://www.blogger.com/profile/05400019649772566890noreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-53780227055157396442007-07-30T13:28:00.000-06:002007-10-24T10:09:29.557-06:00Fifteenth DATC Junto<h4>Meeting Logistics: Tue, 7 August 2007 at Armory 1B01 from 12:00-1:30pm
</h4><p>In the last junto, I shifted our focus to look at the conditions under which technologies emerge and develop. The perspective that I see as very important in this discussion is the social construction of technology (Bijker, 1984), which stands in sharp contrast to the perspective that technology is determined (Joy, 2000). A related article from Law (1992) develops the argument a little differently by using the actor-network relationship to help extend the social construction argument.
</p>For this next junto, I want to move to another closely related classic tension in the opposition to technology-assisted learning.
Readings:
<a href="http://www.firstmonday.org/issues/issue3_1/noble/">Digital Diploma Mills</a>. Noble, D. (1998).
<ul><li>Discussion Questions:</li><li>Although Noble's (1998) article is a little dated, are we still encountering this same tension in the opposition to technology-assisted learning?
</li><li>Is Noble's concern, that technology is being deployed by University's administrators to discipline, de-skill, and displace faculty and their labor, still valid?</li><li>Perhaps the tension is not between technology and faculty, but really between faculty and the administration. Technology then is merely the device that brings to the surface these other tensions of pedagogy, class/room size, degree demand etc.
</li><li>How does Bentham's notion of the Electronic Panoptican apply here? (I know, I know electronic panoptawhat, take a quick peek here http://home.fnal.gov/~annis/digirati/otherVoices/Lyon.html)</li></ul><a href="http://www.firstmonday.dk/issues/issue5_4/brown_chapter1.html">Social Life of Information</a>. Brown and Duguid (2000)
<ul><li>Where are the unintended effects (positive/negative) of educational technologies like CULearn?</li><li>What happens to pedagogy as we centralize the means of production?</li><li>Is Zuboff correct? Is this an issue about management, not technology?
</li><li>Are faculty drowning in information?
</li></ul>Danielhttp://www.blogger.com/profile/05400019649772566890noreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-67448477943339402022007-05-30T09:21:00.000-06:002007-06-04T09:43:09.773-06:00Fourteenth DATC Junto<h4>Meeting Logistics: Tue, 5 June 2007 at ATLAS 320</h4>
<p>For this junto, I wanted to shift the focus and look at technology and the conditions under which technology emerges and develops.</p>
<h5>Readings:</h5>
<ul>
<li>Technological Determinism. Joy, B. (2000). <a href="http://www.wired.com/wired/archive/8.04/joy.html">Why the future doesn't need us</a>.</li>
<li>Social Construction of Technology. Bijker, W. (1984). <a href="http://sss.sagepub.com/cgi/reprint/14/3/399">The Social Construction of Facts and Artefacts: or How the Sociology of Science and the Sociology of Technology might Benefit Each Other</a>. (Connect with VPN to access the PDF)</li>
<li>Actor Network Theory. Law, J. (1992). <a href="http://www.lancs.ac.uk/fss/sociology/papers/law-notes-on-ant.pdf">Notes on the Theory of Actor Network Theory</a>.</li>
</ul>Danielhttp://www.blogger.com/profile/05400019649772566890noreply@blogger.com0tag:blogger.com,1999:blog-24623192.post-88247480213995659542007-04-23T14:18:00.000-06:002007-04-24T07:38:18.537-06:00Thirteenth DATC Junto<h4>Meeting Logistics: Tue, 1 May 2007 at ATLAS 320</h4>
<p>As the spring semester comes to a close, we look toward the summer as a time to reflect on the past year and consider what we could do better for the upcoming year. For this junto, let’s talk about helping faculty with this process in considering course redesign.</p>
<h5>Readings:</h5>
<ul>
<li>Charlesworth, D. & McKinney, W.J. (2005). Pedagogical implications of technology: Toward a more critical stance of instructional technology. <em>Issues in Information Systems.</em> Vol. VI, No. 1: 121-126. Available at: <a href="http://www.iacis.org/iis/2005_IIS/PDFs/Charlesworth_McKinney.pdf">http://www.iacis.org/iis/2005_IIS/PDFs/Charlesworth_McKinney.pdf</a>. </li>
<li>McCauley Jugovich, S, & Reeves, B. (2006). IT and educational technology: What’s pedagogy got to do with IT? <em>EDUCAUSE Quarterly</em>, No. 4: 58-60. Available at: <a href="http://www.educause.edu/ir/library/pdf/EQM0649.pdf">http://www.educause.edu/ir/library/pdf/EQM0649.pdf</a>.</li>
</ul>
<h5>Questions for your consideration:</h5>
<ol>
<li>How might we better promote ourselves to faculty as teachers of pedagogy and not just trainers of technology?</li>
<li>As Laura brought up in the last junto, we’re beyond the issue of faculty adoption of technology. Subsequently, how do we encourage faculty to reconsider the way they teach, and possibly incorporate new technologies, to improve student learning? </li>
<li>How can we help faculty learn to improve their teaching and adopt good practices?</li>
<li>What can we do to motivate faculty to take advantage of faculty development/learning opportunities such as FTEP (Faculty Teaching Excellence Program) and other available CU resources?
</li>
</ol>Dorishttp://www.blogger.com/profile/16985441082725073514noreply@blogger.com1