How did this absurd situation arise? It's a familiar story of the steady infiltration of market fundamentalism into academe over the past 30 years.
Sunday, June 5, 2011
What's at Stake in the Georgia State Copyright Case - The Chronicle Review - The Chronicle of Higher Education
What's at Stake in the Georgia State Copyright Case - The Chronicle Review - The Chronicle of Higher Education:
Saturday, May 28, 2011
Senior Lecturer vs TA With a Clicker? Who Wins the Teaching Award? | HASTAC
Senior Lecturer vs TA With a Clicker? Who Wins the Teaching Award? | HASTAC:
If a student takes such an approach, then they're not ready to learn. Notes from class better be more than how many stars today's lecture received. Lecture is inherently interactive for the engaged student. Worse, those lecturers who are seduced by the explanation that entertainment is the primary goal of lecturing don't deserve the title.
When will we again learn the motivation of letting people fail? When did university professors take the onus of their students' success -- all of their students -- from those students themselves? And how precisely do we measure who "learned a lot more"? Does it necessarily spill over into long-term retention? Is it really a college professor's responsibility to get "real-time graphic feedback on what the students were learning and what they weren't getting"? What's really important isn't what can be solved in 5-15 of directed teaching. It's the questions that, after spending the 3:1 hours outside of class, students still can't shake. Lecture's not about the now, it's about the long term. Get the minds started, expose them to your fundamentals, and let them learn to model that investigation when they return to their dorms, the library, and coffee houses.
Inspired by lecture? Speak up. Join the academic conversation. Start modeling the role of an expert. But if you don't understand something? Study like hell and then ask. Find office hours and show up. Have to be entertained to learn? Watch Blues Clues. Want to have the opportunity to interact with the brightest minds, both your instructor and your peers? Apply to college.
Most importantly, understand that teaching qua teaching happens outside of the classroom, tailored not to the aggregate feedback of 30 students answering multiple choice from the last 10 minutes, but to the personally expressed feedback from one well-prepared, self-motivated mind who has given the content hours of dedicated consideration. Distant and cursory readings of 30 students will never take the place of paying attention to each one as an individual.
Honestly, the amount of the students' homework college lecturers are doing for them at this point is absolutely insane. Where are the brightest minds in the field supposed to go if they don't want to play Simon with their students?
If you're not self-motivated in college, languish on the vine. We need to [re]start recognizing those who intrinsically care about the content, about learning, and about scholars who create scholarship. Set your bar higher, folk, and reward the students who follow.
... but, in general, the hierarchical form of the lecture relieves the hearer of having to do much more than be entertained...
If a student takes such an approach, then they're not ready to learn. Notes from class better be more than how many stars today's lecture received. Lecture is inherently interactive for the engaged student. Worse, those lecturers who are seduced by the explanation that entertainment is the primary goal of lecturing don't deserve the title.
When will we again learn the motivation of letting people fail? When did university professors take the onus of their students' success -- all of their students -- from those students themselves? And how precisely do we measure who "learned a lot more"? Does it necessarily spill over into long-term retention? Is it really a college professor's responsibility to get "real-time graphic feedback on what the students were learning and what they weren't getting"? What's really important isn't what can be solved in 5-15 of directed teaching. It's the questions that, after spending the 3:1 hours outside of class, students still can't shake. Lecture's not about the now, it's about the long term. Get the minds started, expose them to your fundamentals, and let them learn to model that investigation when they return to their dorms, the library, and coffee houses.
Inspired by lecture? Speak up. Join the academic conversation. Start modeling the role of an expert. But if you don't understand something? Study like hell and then ask. Find office hours and show up. Have to be entertained to learn? Watch Blues Clues. Want to have the opportunity to interact with the brightest minds, both your instructor and your peers? Apply to college.
Most importantly, understand that teaching qua teaching happens outside of the classroom, tailored not to the aggregate feedback of 30 students answering multiple choice from the last 10 minutes, but to the personally expressed feedback from one well-prepared, self-motivated mind who has given the content hours of dedicated consideration. Distant and cursory readings of 30 students will never take the place of paying attention to each one as an individual.
Honestly, the amount of the students' homework college lecturers are doing for them at this point is absolutely insane. Where are the brightest minds in the field supposed to go if they don't want to play Simon with their students?
If you're not self-motivated in college, languish on the vine. We need to [re]start recognizing those who intrinsically care about the content, about learning, and about scholars who create scholarship. Set your bar higher, folk, and reward the students who follow.
Thursday, May 26, 2011
Iain Banks & Simon Morden on science fiction | Orbit Books | Science Fiction, Fantasy, Urban Fantasy
Iain Banks & Simon Morden on science fiction | Orbit Books | Science Fiction, Fantasy, Urban Fantasy:
Too many very intelligent and otherwise well-educated people seem to have a sort of disdain for technology and – by association – for any literature that deals with it. This may be born of a sort of subtly inculcated fear, or perhaps just intellectually inherited snobbery; hard to be sure. Anyway, I think that attitude is at least unfortunate and arguably – for our whole shared culture – both damaging and dangerous.
Tuesday, February 22, 2011
How do you cite a Kindle in MLA?
The Kindle doesn't give page numbers, but it does give "location" which is, ultimately, a more precise means of locating a quote. I believe one should give a location in a numerator and a "page divisor" in a quote, which would get you very close. How do determine your divisor? Funny you should ask...
EduKindle � Page Number Versus Position on Kindle:
Others have said to include which chapter, but there's no real reason not to be more specific rather than less. How to get the MLA's blessing, I don't know, even if I am a member.
EduKindle � Page Number Versus Position on Kindle:
This is a much bruited topic and one that creates a little bit of anxiety for us bibliophiles who have made the conversion to the Kindle. How can I tell what page I am on??? I mean, I have only spent my whole life using page numbers as the reference point for a) how far along in the book I am, and b) any references to the text that I want to make in a post, article, or other scholarly writing.
...
I got closest to a useful formula when I took the first actual numbered page of the book (not including the introduction)–that is, a page with “1″ on it, and looked up the corresponding “position” on my Kindle. As it turns out, Page 1 appears at position “95″ on the Kindle. Then, I went to the last full page of the text, page 239 (not the notes, index, or other “last” page) and checked the position: 4035. So, I had 3940 positions spread over 236 pages (the first page of text was actually page 3). 3940 divided by 236 yields 16.69 positions per page.
Using this formula I could pretty much find the page in book if I knew the position. In all my test cases, I landed within one page of the text I was searching for if I divided the position number by 16.69.
Others have said to include which chapter, but there's no real reason not to be more specific rather than less. How to get the MLA's blessing, I don't know, even if I am a member.
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