Monday, February 24, 2014

Week 5: putting thinking and making back together

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WEEK FIVE: 25 & 26 Feb: SOME CHANGES!! PLEASE NOTE! 
• the usual Tuesday meeting cannot take place this week due to unanticipated problems. please come to some part or all of the Wednesday meetings instead! 
•W 1-3:30 (WDS 2101C)
•W 4-5:30 (26 FEB at the fireplace area across from THE COMMON, UMUC)

RETURN HERE FOR WEEK SIX SCHEDULES @ UMD! Click HERE for Davidson's MetaMOOC around which this course revolves. 

A one-time unique experimental course for undergraduates, graduate students, faculty, and all! Customizable for level, credit, schedule, forms of presence! Contact Katie King (katking@umd.edu) for details! 

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Katie's Field Notes, Tuesday 25 February 2014
Fifth Week: Making Things Happen & Assessment/s

REMEMBER: asked students to find out about Quest to Learn and to come in with ideas about rethinking university "from scratch."
START OFF PROTOTYPING THIS 
SHOULD WE WATCH AN INSPIRING BIT TOGETHER? WHICH ONE? 

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<<5.1: "Pedagogical Principles">>

ALWAYS SOMEONE BEHIND THE CAMERA: “boxed” or what other term would be good? “behind the camera,” unfocused, outside the frame, ??? INFRASTRUCTURE, ALL THE PEOPLE REALLY NEEDED 

ATTEND TO WHAT IS HAPPENING AND AROUND. handing out, messing around, geeking out — not the FANCY stuff.

digital literacy, modeling unlearning, rethink “liberal arts” (humanities? posthumanities, COMPOSTING humanities?! scientific humanities Latouring)


WHAT YOU COUNT IS WHAT YOU VALUE!!! Me? notice and attention to: recognizing and reflecting on: naming for students to attend to and care about and for:
=risk-taking
=sorting across authoritative/alternative knowledges
=working out and also questioning our women's studies important and prescriptive moralizings: ethics, politics, careabouts 

VIDEOS!! WHAT ABOUT THEM? 
peopling, presence and controlling the “whelm” (over and under whelm?) redo, close reading? distant reading both? visual

I resist them: they are TOO SLOW!! for me! I prefer reading to pop in and out time and attention wise: I have more “control”? can use in more ways?

SCROLL VS. CODEX FORMATS! how to move around in: redo but from where? practices?



ANXIETY NIGHTMARES ABOUT CLASS PREPS ALL NIGHT!
could not map out entirely beforehand. having to do week by week, as do many students too. makes for anxiety and troubles with pacing and other obligations.

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<<5.2: from critical to creative>>
love this trajectory and play

CRITICAL THINK! not end, but beginning for action. 
(my worry/irritation at “critical” everything now; even as sympathetic to intentions)

MAKING!!! what counts as? on website….
>>DIGITAL AIDS QUILT AND BALSAMO!! just here
could use for class discussion point with comparisons this week. Put up personal stuff with pics. 

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Sent on email to friends:

"Just had a great time with Anne Balsamo here, who gave a talk about her digital memorial projects, including this app: AIDS Quilt Touch app:

Here is Jaye's panel in its block: 


And you can add comments if you want:


I confess to a bit of fantasy attaching my embroidery, admittedly outsized!" 


According to Balsamo two interesting things are happening now: panels made quite a while ago are arriving at the Names Project, about one per day, from folks who made them earlier but wanted to keep them, at least this long, with all their affective meaning for the makers. 

The other is that there is a growing possibility that the Names Project will begin a kind of “repatriation” project, to RETURN panels to makers. I didn’t quite grasp all the details on this: mind must have wandered, so I am not sure how much I am making up with my memory here. But my understanding is that the desire to make sure all the panels get proper curation and care, increasingly labor-intensive, motivates this possibility. If they are all digitized then they can exist together virtually, since they can no longer ever exist together otherwise: they are distributed in warehouses and there are too many to display together any longer. 

She was eloquent on many questions that this scale of public memorial raises and how complicated any responses to these could be. As well as how this models other instances of huge crowdsourced data/material culture collections could be, and data as material culture too. Some discussion of “bit-rot,” a term I had never heard before. So digitizing is not at all any sort of guarantee of longevity of artifact/s. 

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SOMETHING WE ARE MAKING: REAL LEARNING & SOCIAL CHANGE.
notice too my current mantram coordination artifacts for complex systems. 

>>CI-BER billions of electronic records
urban renewal documents digitized: find yourself online
big board. 



>MAKING DATA MATTER: Davidson students digitizing data for big board to add to these records. 
TECHNOLOGY AND ETHICS — academic and community: for policy.
prosperity without distraction of community of poorest members

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<<5.3: students lead>>
how do shape and share in the moment of it all?

>>Field Notes created by students: details by students of how to make class student led. 


HOMEWORK 
>>Surprise Endings > DukeSurpise
how to think about “human nature”
students come up with own syllabus
mini-courses on topic
student led website

SO OKAY AFTER SPRING BREAK, HOW TO OPEN UP A STUDENT LED CLASS?

professor led to student led? how all at once?

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<<5.5 (couldn’t get the vid in order, fat fingers and not able to redo?) ASSESSMENT AND TESTING>>

2002: codified first national ed policy: No Child Left Behind. bipartisan standards and standardization 

me: NOTICING STANDARDS AND STANDARDIZATION AS NOT SIMPLY CONNECTED think boundary objects and cycling and tailoring and non consensual consensus 

cd: “the method has taken over.” closing and privatizing RATHER THAN MAKING BETTER! salary punishments. teaching to test. tests not comprehensive in content: how to make sure what you value is what you count

me: RATHER THAN WHAT YOU COUNT IS WHAT YOU VALUE: OR GOOD METHODS ARE THOSE EASILY ASSESSED! 

cd: ag. summative testing. for “formative testing” 



Me: ??? the test makes something new? itself creates an experience that is good in itself too? is that what this means?

cd: FAIR?? =/= the same? how we measure? how do educators feel about testing? <me: comparing to tests in Harry Potter> everyone gets sick. anxiety replaces learning. From cd’s See It book: different test during month: students figure out how to use what they have learned during year for a year end project to make a change in the world. <me: comparing to HP experiences in the DA: teaching each other for what is coming> 

BADGING: alternative certifications: what we are good at that is skillful and useful but not “academic” per se. 
<me: cf hanging out etc> REWARDS FOR ALTERNATIVE KNOWLEDGES! 

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<<5.4: diversity is OS>>
love the concept! queer OS, jarah and others

HASTAC: diversity and difference are not deficits
John Hope Franklin Center & Institute when cd was VP. Historian on Brown case. “enough presence of blacks to tell history US accurately.” 

not accurate: cf. people required to work the systems and infrastructure, but who has been boxed for what reasons? 

LISTENING TO INTERVIEW on AirPlay WHILE SETTING UP FOR THE DAY. 

Digital Youth Network
<how if at all connected to the Ito book and UCB projects?>
social learning network: 

how do we support our mentors? RECIPROCITY: help folks to help you to help more and keep on helping and supporting and making.

badging: they are connectors in infrastructures:
AH! coordination artifacts for complex systems!! “image file with stuff in it” as with boundary objects full of affect and memory and stuff. 

increases trust in learning: “ratchet up,” leveling up? agile learning throughout your life should count. Also about who you are and where you worked this out. Qualification inside the badge, richer, higher standard for assessment, indicator of trust. CONNECTORS. LEARNING PATHWAYS. SEE PORTFOLIO. 

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thinking of making a little field notes book to bring in today if possible. 



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Saturday, February 15, 2014

Week 4: Comparing MOOCs and meta-analyses: "the future" begins....

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WEEK FOUR: 18 & 19 Feb:
•T 4-6:30 (WDS 2101C)
•W 2:30-3:30 (WDS 2101C) SHORTER TIME!
•W 4-5:30 (19 FEB at THE COMMON, UMUC; week five at the fireplace area instead)

RETURN HERE FOR WEEK FIVE SCHEDULES @ UMD! Click HERE for Davidson's MetaMOOC around which this course revolves. 

A one-time unique experimental course for undergraduates, graduate students, faculty, and all! Customizable for level, credit, schedule, forms of presence! Contact Katie King (katking@umd.edu) for details! 

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Week Four: the future is now:



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Katie's field notes re Latour MOOC on FUN (mentally comparing with CD MetaMOOC for discussion):


Facebook: Saturday, February 15, 2014

• Katie King:

Who else is taking the Latour MOOC? Has anyone started their news blog yet? I love that this is all about sorting knowledges, and that the terms here are all about detecting connections: "keep a blog in which you’ll note all the instances you will be encountering where you can detect connections between a piece of science or a technical project and another piece of culture, society or politics. Yes, it is a huge task, but it is on the connections you have to focus. What you have to do first is to follow the press or to subscribe to several news feeds, blogs or newsletters. You may also want to jot down notes about conversations that you have heard or in which you have participated where the questions of expertise, public discussions around evidence and proof, or the effect of this or that technology are being brought in. Ideally you should write every day. The crucial point is to follow the news in real time; that is, from the first day of class to the last. It is the only way to share in the difficulty that all readers have when they have to find their ways through the maze of news before the issue is settled."

9 others like this.

• Katie King: 
Merci de fournir les informations suivantes pour vous connecter à votre compte F...See More

• comment #1: I've watched only the first video. I was trying not to get behind on the History and Future of (Mostly) Higher Education. But I may have to choose only one! I'll work it again on Sunday.

• Katie King: I'm doing both and I think they go together well! the blog thing is very cool as exercise and I am having students do Field Notes for the Meta-MOOC (Davidson) which is more individual but has some possibilities for crowdsourcing. As far as I understand it, Latour MOOC is simultaneously teaching people to do Actor-Network analysis of world news on science, blog by coding elements of the network in real time, and then all this can be crowdsourcing data as well as big data illustrative of what ANT could do. And I think this is only one piece of the MOOC. Looks very cool!

• Katie King: one could do this without taking the MOOC but it would not have the crowdsourcing possibilities: AFTER READING SCIENCE NEWS ITEM: 1) underline people & organizations (ACTORS )shaping it all as you read; 2) inventory of participants (eg: =places & events =organizations =stakeholders with different interests =individual =views of the world) 3) comment: what have you learned about the making of science? exemplify, clarify, dispute what is said in MOOC? interconnect with observations of others in MOOC.

• Katie King: I had already marked this news item for my grad class for thinking about so-called new materialisms (so-called here = boundary object), seems perfect for this: http://www.washingtonpost.com/politics/soft-lobbying-war-between-sugar-corn-syrup-shows-new-tactics-in-washington-influence/2014/02/12/8123da00-90dd-11e3-b46a-5a3d0d2130da_story.html

Inside the secretive war between sugar and corn syrup
www.washingtonpost.com
New documents show how rival industries poured millions into academic research, groups

• Katie King: read responses from Latour and others and suddenly I'm performing: added inventories and more. MORE: Scored first comment! "Hi Katie, thanks for adding this in-depth inventory and discussion! This topic provides a great window into the channels by which private industry, academic institutions, non-profit institutions, and the U.S. government are linked and work to produce (or avoid) change in policy, economics, and popular opinion." WE ALL LOVE TO BE NOTICED!



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COMMENT:
.    KatieKing environ une heure avant
I am interested in the struggle between Sugar and Corn industries here, and how agribusiness is shaping research and policy making through money and influence. What gets lost is how to evaluate the claims, whether differences between corn and sugar matter that much and if so how, to bodies with and without, say, type 2 diabetes. As a person reading the news, I am required to be increasingly skeptical here about "academic research" which loses authority because corrupted by money. Similarly the FDA and other regulatory entities are also corrupted, and so how does adjudication happen except in my own head? how collective except on the internet? wondering just how effective crowdsourcing and investigative reporting are for such claims? I am forced back onto the evidence of my own body, which is a different type of knowledge than epidemiological data or other kinds of knowledge producing data sorts. This is far from a satisfactory default, even though it has its own rationality. 


Hi Katie, thanks for adding this in-depth inventory and discussion! This topic provides a great window into the channels by which private industry, academic institutions, non-profit institutions, and the U.S. government are linked and work to produce (or avoid) change in policy, economics, and popular opinion. PÉDAG

.        
  •        places and events: Washington DC, USA, petition to US FDA, release of internal documents, meta-analysis of peer review articles, statement by Corn industry officials, money invested over 2 years, 2009 email details plan, 2004 document on consultation with private research firm, 2010 study on metabolic effects, 2010 attempts to rename corn syrup, formation Citizens for Health 1992.


  • .       organizations: Citizens for Health (non profit funded by sugar industry), Food and Drug Administration US, Center for Responsive Politics, Sugar Association, Corn Refiners Association, Coke, Pepsi, Rippe Lifestyle Institute, Center for Consumer Freedom, Cargill, Berman & Co., the Academic Network.


  • stakeholders with interests: consumers, sugar companies, corporate interests, washington policymakers, traditional lobbyists, nonprofit groups, academicians, journalists, lawmakers, regulators, donors, food markets, agricultural sectors, food manufacturers, science advisors, doctors, consulting agencies, peer reviewed journals, lawyers, data itself?


  • .       individuals: James Rippe (cardiologist & consultant for corn industry), Audrae Erickson (Exec Corn Refiners), Richard Berman (DC lobbyist), Adam Fox (lawyer for sugar industry), James Turner (founder Citizens for Health)


  • .       views of the world (network of controlling values): healthful attention to food and food labeling, profit maximization for corporations, influencing DC policy, expertise, investigative journalism, public opinion, regulation of interests pressuring lawmakers, electoral politics, forms of data collection, “soft lobbying,” science as POV for expertise and policy advising, clinical experience and expertise, experimental practices, peer-review publication, shaping of public opinion by tv, news, online, aggressive tactics to promote interests, sorting good and bad data, validation of data in public exchange


  • .       translation and composition: does the drama of the machinations between sugar and corn agribusiness interests and their paid agents create a media ecology in which the procedures for sorting data are generally discredited, rather than disarticulated in terms of political interests? When media audiences are confronted with the proper uses of such investigative journalism do they default to some forms of authoritative trust over others? in own body, in groups of belonging, to preferred kinds of knowledge practice? 


–posted environ une heure avant by KatieKing

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Monday, February 10, 2014

Week 3: Why "learning" matters and how it might be different from "being taught" or "teaching"?

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WEEK THREE: 11 & 12 Feb:
•T 4-6:30 (from now on at WDS 2101C)
•W 1-3:30 & come directly to WDS 2101C!! (will be at 2101C WDS from now on) 
•W 4-5:30 (12 FEB outside and directly across from  THE COMMON, in the fireplace area at UMUC)

RETURN HERE FOR WEEK FOUR SCHEDULES @ UMD! Click HERE for Davidson's MetaMOOC around which this course revolves. 

A one-time unique experimental course for undergraduates, graduate students, faculty, and all! Customizable for level, credit, schedule, forms of presence! Contact Katie King (katking@umd.edu) for details! 

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Katie's field notes 10 Feb: 

I just got notice that Bruno Latour's French MOOC on Scientific Humanities has begun and have begun the course THERE. The assignments there are to create a blog, much like our class Field Notes I think. Both are about paying a new sort of attention to what we are encountering as we go through our lives and our courses. 


I always tell graduate students that one of the great pleasures in graduate school is when you begin to be a teacher as well as a student and your consciousness moves back and forth between these, feeling them out, altering what being a student means, and imagining how you were taught by thoughtful teachers as you identify with them in a new way. 

When I first started teaching at UMD I started taking courses in teaching from the Center for Teaching Excellence and became a Lilly Fellow. At that time, the late 80s, early 90s, the so-called "scholarship of teaching" was just taking off. One idea being shared around then was the idea of thinking of teaching as modeling how to learn, the term used was "Master Learner." 

Trying to figure out what roles I get to play, may play, must play, and could imagine for myself for our Experiments in Feminist Learning, I came back to this term, although the Master part feels rather awful. But I do like sharing learning. I like sharing the learning and analyzing attention with Davidson's MOOC. And now I add for myself and to share with some too, Latour's MOOC. I look up "master learner" on the web and score some interesting stuff, and notice how "enterprise" oriented it is too. Had not gotten that hit in other old days, and see that my own book, tracking the restructuring of global academies with entertainment, cultural industries, and technology, is a kind of Field Notes from the nineties as this stuff was "self-organizing" among media ecologies and caring for knowledges. 



Suivre FUN : Facebook  Twitter

Scientific Humanities

Dear students, 

We are very proud to announce the launching of the course in Scienti fic Humanities. Thank you for agreeing to test it. We think of it as a first trial and of course as a collaborative enterprise. That is, we are hoping that many other students and teachers, practitioners and critics, will propose different views as well as other examples and tutorials for each class. We have already benefited from the propositions of several colleagues in science studies. We hope that you will benefit from the class and we are eagerly awaiting your feedback. 

To access to the MOOC Scientific Humanities you can follow this link and log in : 

Week 1: How to patrol the borderline between science and politics 

Best regards
Ceci est un email généré automatiquement, merci de ne pas répondre à cet email.

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From Field Notes for 21st C. Literacies, one Davidson MOOC reading for this week: Chapter Two on open classroom: 


Harvard’s Eric Mazur defines the “flipped” classroom as one in which studying takes place before class rather than afterwards, so that face-to-face class time is devoted to active learning and discussions. Translated into educational terms, Raymond’s Bazaar model inverts traditional education yet again by shifting its emphasis from control to collaboration. Rather than taking sole control of classroom management, the teacher-as-developer focuses on helping students take responsibility for their own education. And rather than working on identical projects in isolation, students-as-programmers jointly create a single achievement that represents more than the sum of any individual part—something much like this field guide.

Raymond’s model undermines individual control in another important way by taking the stigma out of mistakes. “The Cathedral and the Bazaar” consistently operates on the assumption that, as the familiar saying goes, “mistakes will be made.” This is stated most directly in principle #3, my (Elizabeth’s) personal favorite: “Plan to throw one away; you will, anyhow.” But the idea is implicit elsewhere in the essay in Raymond’s emphasis on fixing problems and addressing bugs. This is the mirror opposite of what Raymond might call the “Cathedral” model of writing draft after draft alone in the library, embarrassed to show our work to others until it’s perfect.

By assuming imperfection (a reasonable assumption, given that learning is an iterative process), “The Cathedral and the Bazaar” makes asking for help less of a threatening exercise. The overall message sounds something like, “Hey, mistakes and bugs exist. If you don’t know how to fix this one, somebody else probably does, and you can also expect that sometime soon, you yourself will be called on as a helper.” Stated more concisely, everyone has something to learn and something to teach—plus, learning to help others is incredibly valuable in and of itself. 



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What might we collaborate on? What project/s could our community/ies put into motion, by, say, the end of the term? Reading for this week, DukeSurpise.com, an example of one class' project. Student organized and directed, done outside class. 

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This is another example: video Visions of Students Today: 

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with lecture 3.4: cue cards, subtitles 

"A few years ago my friend and colleague
Mike
Wesch, a professor at Kansas State
University, an anthropologist by
training crowd sourced with his students
in a huge
a lecture hall, a video called Vision of
Students Today.
The video begins with looking at a lecture
hall, and
looking at what students are looking at on
their screens.
Believe me, most students are not looking
at material relevant
to the class.
They're playing with their Facebook page.
They're emailing.
They're on Twitter.
They're on Tumbler.
They're on Pinterest.
All of those things, the screen is
just more compelling than many lectures
are today.
So what Mike did was he asked his students
to actually come up to use their roles
sitting in a lecture hall, to come up with
a simple video that dramatized the role,
the vision of students today in a new kind
of learning.
The video is up on our Coursera page.
Please go watch it.
It's a very simple video that they made
together, beautifully orchestrated.
It drives home the point that we need
a more relevant engaged education that
engages the
mind and hearts of students, not just
records
their test scores at the end of a class.
Vision of students today, vision of
students today has been viewed,
like, 4.9 million viewers.
It clearly speaks to us.
I think one reason is because we know the
limits of the lecture hall.
Lectures are fantastic for inspiration.
No one quite knows why, but humans like to
be together in groups where we experience
things that are elevating together.
Whether it's a football game, church, a
rock
concert, or a lecture hall, as the Ted
Talks have taught us.
People just enjoy being in a situation
where
everyone laughs together, colony clubs
would be another thing.
Another example laugh together, enjoy
together, and mope together.
That's why we go to movies as well as
watch them on DVD.
All of those things are important.
On the other hand, we know lectures
are pretty core for retention and
applicability.
The method of, the hierarchical method of
one teacher talking to hundreds of
students
is not great for actually learning
something
that you can retain and apply back later.
Ethnographers at famous talks have
um,asked people what they
learned in the talk, and even people who
leave
a talk, that, they say, it's fantastic,
like, the
most inspiring talk they've ever heard,
when asked to paraphrase
the content, almost never can do more than
about 5% of the content.
And when you compare what people remember,
there's huge variance,
and what people often remember are not
actually what they
heard in a lecture, but what is meaningful
to them
about that lecture and how it relates to
their own life.
They, we actually are constantly moving in
and out of attention.
In a lecture hall.
We don't know it, unless someone has us
hooked up to a scientific
experiment we're not aware that we aren't
really paying attention all the time.
Or, sometimes we are.
Sometimes we are bored out of our minds
and we know very
well that time is passing and we're not
really engaged with the material.
But the point is is, that it's not as
nearly as engaging, of our attention
as such things as writing, contributing,
participating, texting.
And doing all those things that, in this
class,
we've talked about as see one, do one,
teach one, share one."

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