Comments on: Wes walks it back from the wired classroom http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/ History and sexual politics, 1492 to the present Tue, 18 Jun 2013 06:09:10 +0000 hourly 1 http://wordpress.org/?v=3.4 By: Day 26: All Things Dry Scavenger Hunt « Gaming My Life http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/comment-page-1/#comment-806404 Day 26: All Things Dry Scavenger Hunt « Gaming My Life Fri, 25 Mar 2011 05:42:09 +0000 http://www.historiann.com/?p=10844#comment-806404 [...] www.bartridente.com/drinks.html 2. http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/ 3. http://maps.google.com/maps?q=37.770596%2C-122.443893 4. [...] [...] http://www.bartridente.com/drinks.html 2. http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/ 3. http://maps.google.com/maps?q=37.770596%2C-122.443893 4. [...]

]]> By: Day 25: All Things Dry Scavenger Hunt « Gaming My Life http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/comment-page-1/#comment-806386 Day 25: All Things Dry Scavenger Hunt « Gaming My Life Fri, 25 Mar 2011 04:49:19 +0000 http://www.historiann.com/?p=10844#comment-806386 [...] www.bartridente.com/drinks.html 2. http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/ 3. http://maps.google.com/maps?q=37.770596%2C-122.443893 4. [...] [...] http://www.bartridente.com/drinks.html 2. http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/ 3. http://maps.google.com/maps?q=37.770596%2C-122.443893 4. [...]

]]> By: Historiann http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/comment-page-1/#comment-617871 Historiann Fri, 14 May 2010 12:17:46 +0000 http://www.historiann.com/?p=10844#comment-617871 At 5 a.m.???!!!??? At 5 a.m.???!!!???

]]> By: Comrade PhysioProf http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/comment-page-1/#comment-617834 Comrade PhysioProf Fri, 14 May 2010 10:53:03 +0000 http://www.historiann.com/?p=10844#comment-617834 <blockquote>CPP said it best, I think: different media are best suited to different intellectual functions.</blockquote> {pats self on back, chugs MFJ}

CPP said it best, I think: different media are best suited to different intellectual functions.

{pats self on back, chugs MFJ}

]]> By: Western Dave http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/comment-page-1/#comment-617622 Western Dave Fri, 14 May 2010 03:17:10 +0000 http://www.historiann.com/?p=10844#comment-617622 And although he doesn't post a lot, Nate Kogan of The History Channel This is Not always has some interesting way of using tech productively in the classroom. http://nkogan.wordpress.com/ And although he doesn’t post a lot, Nate Kogan of The History Channel This is Not always has some interesting way of using tech productively in the classroom.
http://nkogan.wordpress.com/

]]> By: Western Dave http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/comment-page-1/#comment-617621 Western Dave Fri, 14 May 2010 03:14:27 +0000 http://www.historiann.com/?p=10844#comment-617621 I started using Google Docs with my classes this year. (Actually, the students started using them behind my back but they caught me up pretty quick). Google docs are good for: Knowing who contributed what when grading group work. (Students color code their contributions) Compiling data from small groups for a larger group discussion. (Real life example: two different sections of US survey about 16 students in each, broken into groups of 4 to cover different aspects of new deal. One section does old fashioned reporting back, the other section has joint authorship google doc where the four groups are simultaneously posting their findings and I'm checking it as it goes up for glaring errors. The google doc class got through the gathering and reporting phase pretty quick and had a lot of time for the guiding question - "How did the New Deal change the relationship between individuals and the federal government." We even had enough time at the end to get into the memory of the New Deal through a quick tour into You Tube country with Alabama's Song of the South video from the 80s. The non-tech class barely made it through the reporting). I started using Google Docs with my classes this year. (Actually, the students started using them behind my back but they caught me up pretty quick). Google docs are good for:
Knowing who contributed what when grading group work. (Students color code their contributions)
Compiling data from small groups for a larger group discussion. (Real life example: two different sections of US survey about 16 students in each, broken into groups of 4 to cover different aspects of new deal. One section does old fashioned reporting back, the other section has joint authorship google doc where the four groups are simultaneously posting their findings and I’m checking it as it goes up for glaring errors. The google doc class got through the gathering and reporting phase pretty quick and had a lot of time for the guiding question – “How did the New Deal change the relationship between individuals and the federal government.” We even had enough time at the end to get into the memory of the New Deal through a quick tour into You Tube country with Alabama’s Song of the South video from the 80s. The non-tech class barely made it through the reporting).

]]> By: Indyanna http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/comment-page-1/#comment-617509 Indyanna Thu, 13 May 2010 22:09:30 +0000 http://www.historiann.com/?p=10844#comment-617509 I use a thing called a document camera, a sophisticated take on the old-fashioned overhead projector, only you don't need transparencies or specially-prepared targets of any kind. I agree with people above who say visuals work best. You don't want to be describing a self-immolating monk when there's a picture of it. And those who suggest that projected text is deadly. The doc cam will project anything, including the ugly back of my hand, so watch it when checking to see that the light is on by waving your hand under the light. You can print out anything down to the last second before class; bring in books; get clear pictures of virtually anthing that's visible. I like it better than powerpoint because, a) I'm too lazy to deal with the tech part, or even with learning about it. b) You can pan and zoom, and sometimes even achieve overlay effects. A clear downside is that you can loose track of your own visual materials or neglect to file them in any rational order when you rush back in from a class with anything else to do. I also recently discovered that they are harder to manage in conjunction with a more formal scripted talk, than during the informal give and take of a class. I'm genetically skeptical of generalizations about students being "visual learners," or the whole "learning styles" cosmology, but I do like to give students something more interesting to look at than me. And having a map or a vivid icon up there does yield insights that I probably wouldn't otherwise have. I seem to remember Historiann recently having offered some informal "rules" about how literally authentic visual materials have to be to qualify for her classroom, and also seem to remember thinking that I'm a tiny bit more latitudinarian on that score. I think that the methodological assault on the lecture and the pronouncements of its definitive obsolescence, have themselves gotten a little age on them by now, and I'm not sure that they've ever carried the day. I don't personally remember "drifting off" at the 20 minute mark, and I was seldom the best student in the class. In my own classes I see alert and expressively engaged faces well into the hour, and others that are catatonic when I first walk in there. Cognitive scientists have their own axes to grind and careerisms to promote. CPP said it best, I think: different media are best suited to different intellectual functions. But hey, somebody's going to have to break through to the suits in admin, who seem to think that a classroom is like a stretched jumbo jet. If we can shoehorn ten more rows in there, the pilot shouldn't feel any real difference. If we do "close analysis" of images and readings with the sixteen genuinely interested students in the first three rows, how many minutes will it be before the 65 ones behind them drift off or zone out? And what should we make of that? I use a thing called a document camera, a sophisticated take on the old-fashioned overhead projector, only you don’t need transparencies or specially-prepared targets of any kind. I agree with people above who say visuals work best. You don’t want to be describing a self-immolating monk when there’s a picture of it. And those who suggest that projected text is deadly. The doc cam will project anything, including the ugly back of my hand, so watch it when checking to see that the light is on by waving your hand under the light. You can print out anything down to the last second before class; bring in books; get clear pictures of virtually anthing that’s visible. I like it better than powerpoint because, a) I’m too lazy to deal with the tech part, or even with learning about it. b) You can pan and zoom, and sometimes even achieve overlay effects. A clear downside is that you can loose track of your own visual materials or neglect to file them in any rational order when you rush back in from a class with anything else to do. I also recently discovered that they are harder to manage in conjunction with a more formal scripted talk, than during the informal give and take of a class. I’m genetically skeptical of generalizations about students being “visual learners,” or the whole “learning styles” cosmology, but I do like to give students something more interesting to look at than me. And having a map or a vivid icon up there does yield insights that I probably wouldn’t otherwise have.

I seem to remember Historiann recently having offered some informal “rules” about how literally authentic visual materials have to be to qualify for her classroom, and also seem to remember thinking that I’m a tiny bit more latitudinarian on that score.

I think that the methodological assault on the lecture and the pronouncements of its definitive obsolescence, have themselves gotten a little age on them by now, and I’m not sure that they’ve ever carried the day. I don’t personally remember “drifting off” at the 20 minute mark, and I was seldom the best student in the class. In my own classes I see alert and expressively engaged faces well into the hour, and others that are catatonic when I first walk in there. Cognitive scientists have their own axes to grind and careerisms to promote. CPP said it best, I think: different media are best suited to different intellectual functions. But hey, somebody’s going to have to break through to the suits in admin, who seem to think that a classroom is like a stretched jumbo jet. If we can shoehorn ten more rows in there, the pilot shouldn’t feel any real difference. If we do “close analysis” of images and readings with the sixteen genuinely interested students in the first three rows, how many minutes will it be before the 65 ones behind them drift off or zone out? And what should we make of that?

]]> By: Clio Bluestocking http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/comment-page-1/#comment-617489 Clio Bluestocking Thu, 13 May 2010 21:21:45 +0000 http://www.historiann.com/?p=10844#comment-617489 I'm actually curious as to what people use and how they use it effectively -- beyond PowerPoint, of course! I keep signing up for these in-house tech classes called "Using Fancy New Thing in the Classroom," and they usually end up being "this is what the fancy new thing is -- now go use it." I've found that, really, other teachers know what works and what doesn't and why -- and at what level. I’m actually curious as to what people use and how they use it effectively — beyond PowerPoint, of course! I keep signing up for these in-house tech classes called “Using Fancy New Thing in the Classroom,” and they usually end up being “this is what the fancy new thing is — now go use it.” I’ve found that, really, other teachers know what works and what doesn’t and why — and at what level.

]]> By: Rick Castle http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/comment-page-1/#comment-617436 Rick Castle Thu, 13 May 2010 19:20:02 +0000 http://www.historiann.com/?p=10844#comment-617436 I think this post originally appeared on the Rate Your Students blog. And I don't remember them following it up. Well done for you to keep the discussion going! I think this post originally appeared on the Rate Your Students blog. And I don’t remember them following it up. Well done for you to keep the discussion going!

]]> By: Comrade PhysioProf http://www.historiann.com/2010/05/12/wes-walks-it-back-from-the-wired-classroom/comment-page-1/#comment-617413 Comrade PhysioProf Thu, 13 May 2010 18:11:58 +0000 http://www.historiann.com/?p=10844#comment-617413 Passive forms of learning like listening to lectures or reading handouts and textbooks are fine for digesting information. However, they are useless for actually learning how to think. Our first-year medical physiology students spend ~3 hours per week in lecture and ~1.25 hours per week in small-group tutorial sessions. Many of them don't even bother attending the lectures, but they all avidly participate in the tutorials, and report that the physiology tutorials are the single best thing in the entire first-year medical curriculum. Passive forms of learning like listening to lectures or reading handouts and textbooks are fine for digesting information. However, they are useless for actually learning how to think. Our first-year medical physiology students spend ~3 hours per week in lecture and ~1.25 hours per week in small-group tutorial sessions. Many of them don’t even bother attending the lectures, but they all avidly participate in the tutorials, and report that the physiology tutorials are the single best thing in the entire first-year medical curriculum.

]]>