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.
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."
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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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