Tuesday, May 26, 2009
Thursday, May 7, 2009
Online Course Content
Mizzou is requiring all journalism majors to have either an ipod touch or iphone to access course content this year.
Medill School of Journalism here at Northwestern did something similar a few years ago. Reportedly, most of the students were upset because they didn't actually change the curriculum to USE the technology.
Like I wrote in the in the post below...mimicking a genre is not sufficient to promote the forms of learning that networked publics are using to make sense of information today.
Medill School of Journalism here at Northwestern did something similar a few years ago. Reportedly, most of the students were upset because they didn't actually change the curriculum to USE the technology.
Like I wrote in the in the post below...mimicking a genre is not sufficient to promote the forms of learning that networked publics are using to make sense of information today.
The peer2peer Instructional Model
Teachers always wonder what impact they really do have on their students...
A group of students from my Digital Video Yearbook course at East Grand Rapids Middle School have taken the skills they learned in the course and produced a adventure/thriller movie. I found out about it here.
The coolest aspect of this is the fact that this course was entirely peer2peer based-- I served as the facilitator, provided some general guidelines, and made sure no one made a poor behavior decision (they are/were 8th graders after all). The learning occurs from exploration and peer2peer observation and informal inquiry.
Too often, in an effort to reflect our students' moden literacy practices, we mimick the genres or sharing and assessment dynamics our students use when they have authority over their own learning. In last year's VYB course, I tried to not simulate or mimmick these practices but actually relie on them.
A group of students from my Digital Video Yearbook course at East Grand Rapids Middle School have taken the skills they learned in the course and produced a adventure/thriller movie. I found out about it here.
The coolest aspect of this is the fact that this course was entirely peer2peer based-- I served as the facilitator, provided some general guidelines, and made sure no one made a poor behavior decision (they are/were 8th graders after all). The learning occurs from exploration and peer2peer observation and informal inquiry.
Too often, in an effort to reflect our students' moden literacy practices, we mimick the genres or sharing and assessment dynamics our students use when they have authority over their own learning. In last year's VYB course, I tried to not simulate or mimmick these practices but actually relie on them.
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