Dr. Johns, Your message below brings into sharp relief, for me at least, the issues of the older academic technology--campus, classrooms, time clocks, attendance,all of the apparatus of instruction and compulsion that are part of the instructional system--and the new communication technologies. The time clock, workers "punching in" and penalized for not being on time--is that still a common part of the industrial apparatus and routine? For what level of workers? Apparently students still have to punch in. Is the effectiveness of a worker in the new work order based on a scoring system, a "point" system? I am puzzled at this way of motivating adult learners. I think I am asking if your point system and attendance requirement are really the way the world of work now operates, and whether the structure of rules and the routines of the residential campus are now really able to prepare students for the modern workplace--which increasiongly is not a physical place at all. Probably the "campus" is the organ at the heart of the present instructional technology. As Giddens and others point out, such structures are not merely containers for work to be done, but are "constitutive"--they shape the nature of the activity that goes on within them. So: "instruction" at the "residential campus" is shaped, determined by the spatial and temporal structures of the "campus." Or: what do we do with the "campus" and the "classrooms" if our student can "learn" without them? Abandon the campus? Suppose, for example, our students could actually be scattered in space and time, engaged in work or service anywhere in the community, the nation, the world, and the "learning community" is online--lectures online, if they are needed, discussion online, collaboration online, libraries online? What would we do with the buildings? What we might need to do, then, to protect the current instructional technology, is argue for the richness of the face-to-face experience, and insist that speech and proximity generate values that online communication cannot approximate or equal. But Derrida and others call that fixation on the face-to-face and speech "logocentrism" and "phonocentrism." And meanwhile millions and billions for buildings that remove students from encounters with the learning spaces of the rest of the word: the college as a "heterotopia." Bourdieu calls the university ideal "the scholastic enclosure," a way of insulating students and teachers from the world for which they are nomially preparing. It used to be called "the ivory tower." Steve Eskow ----- Original Message ----- From: "Mark D. Johns" <mjohns@luther.edu> To: <air-l@listserv.aoir.org> Sent: Monday, May 21, 2007 8:46 AM Subject: Re: [Air-l] laptops and Internet access in class
Dr. Steve Eskow wrote:
Dr. Johns,
Would it be cynical to conclude that it depends a) on what you are doing in the class to make things relevant, and b) insuring attendance at the discussionsections by having assignments in the class that accoount for 25% of the grade?
And that there are two quite different kinds of logics at work here? And that you're not sure there would be attendance if all you had to work for you was relevance?
Why not give the exam online, depend on the exam to demonstrate what the student has learned, and ignore attendance?
S. Eskow
Yes, I'm certain there are different kinds of logic to be considered in this issue, and my logic is quite situational. I teach at a small, residential liberal arts college, and attendance has never been a big problem here. Most of my classes only have 15-25 students, and it wouldn't be difficult to know who is missing even if I didn't take attendance. Because of the small class size, the teaching style tends to be much more interactive than in a large lecture course.
The category in which I award points for attendance I call "participation," and while it is primarily based on attendance, it also factors in my subjective impression of the student's level of engagement in class and his/her willingness to enter into discussions. It is also considerably less than 25% of the grade (more like 10%), and I'm not sure where that 25% figure comes from.
The main reason I include such a category is because I came late in life to academia, and in the work world expectations about showing up on time and being engaged in the tasks at hand are not at the discretion of the employee. While I'm sympathetic to the idea that our students are adults who can make their own decisions about what is helpful or not to their education, most people in our society aren't afforded that degree of freedom. The employers these students have upon graduation will not allow them to show up when it suits them. Nor would I expect that the students' mommies and daddies, who are shelling out big bucks for the students to be here, would agree with that approach.
My syllabus says, "Most classes involve group interaction and/or projects, and you cheat your colleagues out of part of the interactive experience when you are not there. Someone is investing large sums of money in you so that you may attend this college. Therefore, maximizing the benefit of this opportunity should be your primary occupation during your time here." So while attendance is not a problem, my goal is to instill a work ethic that privileges the academic over other aspects of college life.
Further, the notion of conducting a class online rather than F2F rather works against the nature of a residential campus such as ours. Students who are seeking an information cafeteria are more likely to select a large university rather than a smaller school. Expectations for interaction here are high. Situations on other campuses may -- and likely do -- differ. -- Mark D. Johns, Ph.D. Associate Professor and Head of the Department of Communication Studies Luther College, Decorah, Iowa USA http://academic.luther.edu/~johnsmar/ ----------------------------------------------- "Get the facts first. You can distort them later." ---Mark Twain _______________________________________________ The air-l@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
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