Re: [Air-L] digital literacy takes a field trip to a farm
aoir folk, late last week, i posted a message to air-l (msg title: "digital literacy takes a field trip to a farm") in which i suggested that barry wellman may have a "hissy fit" about the contents of the message. as barry notes in his reply to the list ("msg title: "hissy fit?") my tone was uncalled for and for that i apologize. i've been subscribed to air-l from the start, back in 2001, and for the most part the list has been interesting and engaging and useful. from time to time, flamewars develop, which are usually a drag, and i hope my post doesn't contribute to such an outcome. for the record, in his reply, barry mentions one of my blog posts (msg title: "barry wellman, that ain't right"; http://silverinsf.blogspot.com/2007/10/barry-wellman-that-aint-right.html ), in which i question barry's attempt to stop a conversation on air-l about race. i strongly believe this field - as well as all academic fields, but *especially* this field since it is so new and young and can, conceivably, develop in directions we decide to take it - benefits greatly from conversations about cultural difference (race, gender, sexuality, age, disability, and class) and thought it was wrong of barry to thwart such a conversation. i not apologize for the blog post - and encourage all of us to work hard to make our list and conferences exciting, vital places for discussion, research, and teaching about cultural difference and digital media. my real mistake, however, was to direct attention towards barry wellman and away from what my post was about - about teaching internet studies and digital literacy, about encouraging students (and ourselves) to log off for extended periods of time, about sharing some learning experiences my students and i had while on a magical organic farm, and about asking others to share their teaching/learning experiences. so, with that in mind, i express my apologies to barry and to the list and extend an invitation for folks to post and share more about teaching internet studies in general and introducing logging off activities in particular. thanks, david silver http://silverinsf.blogspot.com ----- Original Message -----
Date: Sat, 26 Apr 2008 07:38:00 -0400 From: Barry Wellman <wellman@chass.utoronto.ca> Subject: [Air-L] hissy fit? To: aoir list <air-l@aoir.org>, David Silver <dsilver@u.washington.edu> Message-ID:
1. Despite David Silver's astonishing assertion, I have no recollection of objecting to teaching-oriented posts to this list. I, too, teach (and Internet-Society to boot, and I welcome learning more about teaching the subject.
2. I do object to gratuitous personal attacks on the AoIR list, such as David Silver saying I will have a "hissy fit". I don't know where it has come from, as David Silver and I have not had any contact for many months.And the last time was when David launched another gratuitous personalattack on me -- on his blog.
3. I don't know where Dr Silver's animus stems from. For the record, I have not had anything do with any administrative or scholarly matter involving him.
4. I wouldn't have thought it was necessary, but I ask AoIR leaders to remind list members to avoid personal attacks on each other.
Barry Wellman
_______________________________________________________________________ S.D. Clark Professor of Sociology, FRSC NetLab Director Department of Sociology University of Toronto 725 Spadina Avenue, Room 388 Toronto Canada M5S 2J4 http://www.chass.utoronto.ca/~wellman fax:+1-416-978-3963 Updating history: http://chass.utoronto.ca/oldnew/cybertimes.php Elvis wouldn't be singing "Return to Sender" these days **** PLEASE NOTE NEW ADDRESS AND FAX NUMBER ****
David M Silver wrote:
aoir folk,
late last week, i posted a message to air-l (msg title: "digital literacy takes a field trip to a farm") in which i suggested that barry wellman may have a "hissy fit" about the contents of the message. as barry notes in his reply to the list ("msg title: "hissy fit?") my tone was uncalled for and for that i apologize.
It was such a significant post that I think I binned it after a quick glance, and hadn't recalled what it was about (and still don't) and then someone posted about it. Seems to be molehills turned into swords, or something mixed.
i've been subscribed to air-l from the start, back in 2001, and for the most part the list has been interesting and engaging and useful. from time to time, flamewars develop, which are usually a drag, and i hope my post doesn't contribute to such an outcome.
Yup - hope not also.
so, with that in mind, i express my apologies to barry and to the list and extend an invitation for folks to post and share more about teaching internet studies in general and introducing logging off activities in particular.
Fair enough - and I hope we don't get too much about teaching :-) - not sure what logging off activities are anyway - and encourage greater discussion on and off line ... Something lie a couple of pennies worth :-) Dominic
For those of you who are not aware, Google Docs are a free service from Google that allows multiple authors to collaborate synchronously or asynchronously. There a word processor, a spreadsheet, and presentation package. While not as full featured as MS Office both the feature more meet most needs. I've been fascinated with Google Docs and am looking for more ways to use them more in the classroom. So far I have students working tip sheets together and a group exercise where students enter in the names of various pizza parlors then vote on them by placing their name in the same row. How are others using Google Docs. Thanks, Charles Balch Ph.D. Professor of CIS Arizona Western College Yuma, AZ
Hello All, As a strong supporter of embracing new technological opportunities, especially online, I am also a strong supporter of privacy and protection within the classroom. This throws up a red flag for me and would like to know what others think. Having students use Google Docs requires them to have a Google account, correct? If so, what are the implications of students engaging in sharing account names, real names, and email addresses that are not provided by the institution? Moreover, this requires a student to join with a corporate venture (I do realize Google accounts are low risk but please keep reading) and to engage in providing documents in a quasi-public setting that includes their names and associated accounts. I have heard of other faculty requiring students to sign up for blogs and Facebook accounts to use and learn about the technology. I actually agree with the sentiment, but is there a grey area here in having students employ third-party information sharing tools, especially the very ones that we would like to study because they are so large and of public interest. It just seems scary to me when we have students either use personal accounts or create new ones in systems that are somewhat public or perhaps vulnerable. Perhaps we should limit this sort of online collaboration to institution provided and supported systems. Our comfort with these systems isn't necessarily proof that everyone should be using them. What do you all think? -Gordon On Mon, Apr 28, 2008 at 12:18 AM, Charlie Balch <charlie@balch.org> wrote:
For those of you who are not aware, Google Docs are a free service from Google that allows multiple authors to collaborate synchronously or asynchronously. There a word processor, a spreadsheet, and presentation package. While not as full featured as MS Office both the feature more meet most needs.
I've been fascinated with Google Docs and am looking for more ways to use them more in the classroom. So far I have students working tip sheets together and a group exercise where students enter in the names of various pizza parlors then vote on them by placing their name in the same row.
How are others using Google Docs.
Thanks, Charles Balch Ph.D. Professor of CIS Arizona Western College Yuma, AZ
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In teacher education classes I used to create accounts for some of those teachers who were really struggling with technology. What about creating fake accounts just for the purposes of learning about the technology? Would that help? Would it matter? Would that be "fair" to Google as a corporation that provides the product? Jarek
Date: Mon, 28 Apr 2008 00:43:58 -0500 From: gordycarlson@gmail.com To: air-l@listserv.aoir.org Subject: Re: [Air-L] Google Docs
Hello All,
As a strong supporter of embracing new technological opportunities, especially online, I am also a strong supporter of privacy and protection within the classroom.
This throws up a red flag for me and would like to know what others think. Having students use Google Docs requires them to have a Google account, correct? If so, what are the implications of students engaging in sharing account names, real names, and email addresses that are not provided by the institution? Moreover, this requires a student to join with a corporate venture (I do realize Google accounts are low risk but please keep reading) and to engage in providing documents in a quasi-public setting that includes their names and associated accounts.
I have heard of other faculty requiring students to sign up for blogs and Facebook accounts to use and learn about the technology. I actually agree with the sentiment, but is there a grey area here in having students employ third-party information sharing tools, especially the very ones that we would like to study because they are so large and of public interest. It just seems scary to me when we have students either use personal accounts or create new ones in systems that are somewhat public or perhaps vulnerable. Perhaps we should limit this sort of online collaboration to institution provided and supported systems. Our comfort with these systems isn't necessarily proof that everyone should be using them.
What do you all think?
-Gordon
On Mon, Apr 28, 2008 at 12:18 AM, Charlie Balch <charlie@balch.org> wrote:
For those of you who are not aware, Google Docs are a free service from Google that allows multiple authors to collaborate synchronously or asynchronously. There a word processor, a spreadsheet, and presentation package. While not as full featured as MS Office both the feature more meet most needs.
I've been fascinated with Google Docs and am looking for more ways to use them more in the classroom. So far I have students working tip sheets together and a group exercise where students enter in the names of various pizza parlors then vote on them by placing their name in the same row.
How are others using Google Docs.
Thanks, Charles Balch Ph.D. Professor of CIS Arizona Western College Yuma, AZ
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Join the Association of Internet Researchers: http://www.aoir.org/
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On Mon, Apr 28, 2008 at 1:43 AM, Gordon Carlson <gordycarlson@gmail.com> wrote:
What do you all think?
I think it's a good question worthy of debate but realistically it's closing the barn door after the horses have left. It seems that an obvious (and perhaps overly-naive) compromise is to recommend that students register new accounts not directly or easily linked to other accounts or their names but I'm sure that there are many people subscribed to this list that could describe exactly how difficult - or impossible - that is to do. And what do you do when your institution has outsourced e-mail to Google or some other company? Kevin
The question about accounts is a red herring. You can set up a google docs account without using a google email account. Once you use the google email account, it does offer you additional features, but that's when they can track usage across all google activities. You can allow access to a shared set of google apps to other folks using non-google email accounts. At least two of the other questions are more relevant. Saving stuff on google servers DOES raise the issue of impermanence of materials. But this seemed to me to be MUCH more of an issue using a lot of the (other, more formally) open source systems. Either you have to store stuff on much smaller organizations' servers, or you have to convince the university to let you install and then maintain open source databases and applications (not allowed where I am), or you have to get your own server and then worry about maintaining and upgrading everything with either vollunteer, your own, or help from students who move on frequently. There are legal issues as to just what kinds of University-related financial and legal things you can store on an outside server. For instance, you can get a free domain and access to a wider range of services (which we didn't need) by registering as a educational institution, but that requires you to sign a statement, or getting formal authorization, that you are a legal representative of the educational institution (again, couldn't do that here and wouldn't want to take on that responsibility even if it were allowed). Or, for $10 per year, you can just purchase a domain through them, and if you are lucky you can find one that exactly corresponds to your group name. You can even upload your own logo to appear on the main Google apps page. Finally, widgets are available through the Google Apps site that you can add on to your set of apps. A few of these are directly offered by Google, and those conform to the Google privacy statement (for what that's worth). Most of the others, though, are not subject to Google's privacy policy, so I don't use any of those. So, some advantages, some benefits. ======================================================= Ronald E. Rice Arthur N. Rupe Chair in the Social Effects of Mass Communication Co-Director, Carsey-Wolf Center for Film, Television, and New Media President of the International Communication Association 2006-2007 Dept. of Communication, 4840 Ellison Hall University of California Santa Barbara, CA 93106-4020 Ph: 805-893-8696; Fax: 805-893-7102 rrice@comm.ucsb.edu http://www.comm.ucsb.edu/rice_flash.htm http://www.cftnm.ucsb.edu/ ----- Original Message ----- From: "Kevin Guidry" <krguidry@gmail.com> To: <air-l@listserv.aoir.org> Sent: Sunday, April 27, 2008 9:53 PM Subject: Re: [Air-L] Google Docs
On Mon, Apr 28, 2008 at 1:43 AM, Gordon Carlson <gordycarlson@gmail.com> wrote:
What do you all think?
I think it's a good question worthy of debate but realistically it's closing the barn door after the horses have left. It seems that an obvious (and perhaps overly-naive) compromise is to recommend that students register new accounts not directly or easily linked to other accounts or their names but I'm sure that there are many people subscribed to this list that could describe exactly how difficult - or impossible - that is to do. And what do you do when your institution has outsourced e-mail to Google or some other company?
Kevin _______________________________________________ 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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On Mon, Apr 28, 2008 at 2:37 AM, Ronald E. Rice <rrice@comm.ucsb.edu> wrote:
The question about accounts is a red herring. You can set up a google docs account without using a google email account. Once you use the google email account, it does offer you additional features, but that's when they can track usage across all google activities. You can allow access to a shared set of google apps to other folks using non-google email accounts.
That is true, but they still have to use some email address to join and use Google Docs. And these addresses are available to people sharing documents with one another. Just because it may not be a Google address doesn't negate the (admittedly potential) harms of providing shared access to names and email addresses on third party services at the direction of a faculty member. In fact, if students use their own email addresses to create the Google account, then it is those personal accounts that are displayed. And if someone creates a fake Yahoo account just to create a Google account, then they just as well may create the Google account using Gmail. I guess my point is that whether a student uses a Gmail or other email address, they are still providing clear text access of email addresses to anyone they share documents with and anyone else who may end up seeing the documents (including hackers and a giant target, Google itself). Also, someone mentioned creating fake accounts for the sake of the exercise. I don't feel too bad about it since it's basically free advertising to an entire class, but as I read their Terms of Service, that would be a technical violation. So would an instructor creating a class load for the students (individual accounts, not purchasing domain services). Also, just to play devil's advocate, students can be under 18 in most US institutions and would not necessarily be old enough to fulfill their obligation to be of age in agreeing to the Google TOS. Others with more knowledge feel free to correct me. While each of these points may be somewhat insignificant, they combine for potentially important situations. Plus, the courts are full of examples where lawyers find tiny loopholes to jump on organizations. My only issue is with faculty requiring or "heavily suggesting" that students need to join or use these third party sources as part of a course. I use all of them, so I am clearly not against them on principle. -Gordon
On Mon, Apr 28, 2008 at 8:21 AM, Gordon Carlson <gordycarlson@gmail.com> wrote:
That is true, but they still have to use some email address to join and use Google Docs. And these addresses are available to people sharing documents with one another.
I think you must have set Google Docs up differently from me. I've just had a look at a Doc that someone has shared with me. I can see the names of those it's shared with & can send an email to them, but I can't see what their email address actually is. I've had a look at one that I'm owner of, and I still can't see the email addresses of those I've shared it with, though clearly I needed to know them in the first place. To get back to the original question, I've used them with other staff to work on conference proposals etc., and a colleague has used it with his students, so that he can have access to their drafts (if they ask him to) before their final coursework submission. That said, I prefer Zoho docs, as I think that you can do more with them. However, I have just had a look at one (a wiki) that I've shared with others, and that is showing their full email addresses. Re. the 18 issue ... the students that I work with are 18+, so at least we're over that hurdle! -- Emma Duke-Williams: School of Computing/ Faculty eLearning Co-ordinator. Blog: http://userweb.port.ac.uk/~duke-wie/blog/
We used Google Docs to great effect when organizing the 14th Ward of Pittsburgh for Obama. While PA went 54-46 Hillary, the 14th Ward went 60-40 for Obama. We had over 700 members on our team, orchestrated daily home cooked meals for Obama staff for 2 weeks, and turned out 140 volunteers on election day to get out our vote. The Form feature of the spreadsheet was particularly nice, but so was sharing documents to distribute the work over a larger organizing team. My wife was so impressed, she blogged about it: http://duckofminerva.blogspot.com/2008/04/history-lesson-pa-08.html Stu On Mon, Apr 28, 2008 at 6:34 AM, Emma Duke-Williams <emma.dukewilliams@gmail.com> wrote:
On Mon, Apr 28, 2008 at 8:21 AM, Gordon Carlson <gordycarlson@gmail.com> wrote:
That is true, but they still have to use some email address to join and use Google Docs. And these addresses are available to people sharing documents with one another.
I think you must have set Google Docs up differently from me. I've just had a look at a Doc that someone has shared with me. I can see the names of those it's shared with & can send an email to them, but I can't see what their email address actually is. I've had a look at one that I'm owner of, and I still can't see the email addresses of those I've shared it with, though clearly I needed to know them in the first place.
To get back to the original question, I've used them with other staff to work on conference proposals etc., and a colleague has used it with his students, so that he can have access to their drafts (if they ask him to) before their final coursework submission.
That said, I prefer Zoho docs, as I think that you can do more with them. However, I have just had a look at one (a wiki) that I've shared with others, and that is showing their full email addresses.
Re. the 18 issue ... the students that I work with are 18+, so at least we're over that hurdle!
-- Emma Duke-Williams: School of Computing/ Faculty eLearning Co-ordinator. Blog: http://userweb.port.ac.uk/~duke-wie/blog/
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-- Stuart Shulman Neighborhood Team Leader Squirrel Hill - Point Breeze, PA Obama for America
Thanks Stu, I neglected to mention that we found Google Docs very helpful for division planning. Historically faculty pass around a SS in various versions to decide who is going to teach what or have lengthy meeting. We uploaded the SS to Google Docs which makes life much easier. Charlie -----Original Message----- From: air-l-bounces@listserv.aoir.org [mailto:air-l-bounces@listserv.aoir.org] On Behalf Of Stuart Shulman Sent: Monday, April 28, 2008 4:33 AM To: air-l@listserv.aoir.org Cc: apsa_itp@latte.harvard.edu Subject: Re: [Air-L] Google Docs We used Google Docs to great effect when organizing the 14th Ward of Pittsburgh for Obama. While PA went 54-46 Hillary, the 14th Ward went 60-40 for Obama. We had over 700 members on our team, orchestrated daily home cooked meals for Obama staff for 2 weeks, and turned out 140 volunteers on election day to get out our vote. The Form feature of the spreadsheet was particularly nice, but so was sharing documents to distribute the work over a larger organizing team. My wife was so impressed, she blogged about it: http://duckofminerva.blogspot.com/2008/04/history-lesson-pa-08.html Stu On Mon, Apr 28, 2008 at 6:34 AM, Emma Duke-Williams <emma.dukewilliams@gmail.com> wrote:
On Mon, Apr 28, 2008 at 8:21 AM, Gordon Carlson <gordycarlson@gmail.com> wrote:
That is true, but they still have to use some email address to join and use Google Docs. And these addresses are available to people sharing documents with one another.
I think you must have set Google Docs up differently from me. I've just had a look at a Doc that someone has shared with me. I can see the names of those it's shared with & can send an email to them, but I can't see what their email address actually is. I've had a look at one that I'm owner of, and I still can't see the email addresses of those I've shared it with, though clearly I needed to know them in the first place.
To get back to the original question, I've used them with other staff to work on conference proposals etc., and a colleague has used it with his students, so that he can have access to their drafts (if they ask him to) before their final coursework submission.
That said, I prefer Zoho docs, as I think that you can do more with them. However, I have just had a look at one (a wiki) that I've shared with others, and that is showing their full email addresses.
Re. the 18 issue ... the students that I work with are 18+, so at least we're over that hurdle!
-- Emma Duke-Williams: School of Computing/ Faculty eLearning Co-ordinator. Blog: http://userweb.port.ac.uk/~duke-wie/blog/
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-- Stuart Shulman Neighborhood Team Leader Squirrel Hill - Point Breeze, PA Obama for America _______________________________________________ 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 Join the Association of Internet Researchers: http://www.aoir.org/
We use them as the coordinating tools for our Center, in an attempt to provide one shared location for calendars and scheduling, budget and project spreadsheets, draft documents for comments (I don't recommend using the wiki component because it changes doc files into html files that don't translate back so well), and a display interface for discussing things in meetings and for visitors. ======================================================= Ronald E. Rice Arthur N. Rupe Chair in the Social Effects of Mass Communication Co-Director, Carsey-Wolf Center for Film, Television, and New Media President of the International Communication Association 2006-2007 Dept. of Communication, 4840 Ellison Hall University of California Santa Barbara, CA 93106-4020 Ph: 805-893-8696; Fax: 805-893-7102 rrice@comm.ucsb.edu http://www.comm.ucsb.edu/rice_flash.htm http://www.cftnm.ucsb.edu/ ----- Original Message ----- From: "Charlie Balch" <charlie@balch.org> To: <air-l@listserv.aoir.org> Sent: Sunday, April 27, 2008 9:18 PM Subject: [Air-L] Google Docs
For those of you who are not aware, Google Docs are a free service from Google that allows multiple authors to collaborate synchronously or asynchronously. There a word processor, a spreadsheet, and presentation package. While not as full featured as MS Office both the feature more meet most needs.
I've been fascinated with Google Docs and am looking for more ways to use them more in the classroom. So far I have students working tip sheets together and a group exercise where students enter in the names of various pizza parlors then vote on them by placing their name in the same row.
How are others using Google Docs.
Thanks, Charles Balch Ph.D. Professor of CIS Arizona Western College Yuma, AZ
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Join the Association of Internet Researchers: http://www.aoir.org/
Thanks David, for making sense of something that seemed senseless to me at first. LOGGING OFF While I am well known (?) for my 'logging off life' in that I participate monthly in the Lismore Spinners & Weavers, Inc. The conversation can range from the usual discussion of wool, wool quality, wool sources, and inevitably, sheep, as a couple of women also raise their own sheep and alpaca. It's not insanely domestic, as the Spinners' 'past lives' include working on farms in South Africa, former Rhodesia (before Zimbabwe), Uganda before Amin, and one lady spent a year on Maui, Hawaii where she learned Hawaiian style quilting. I tell my own stories from American Samoa. We have presentations on Indonesian batik (where one spinner lived for 6 years), tapa making (bark cloth) and many have friends from Tonga, Samoa, New Zealand, and Latin America, and pratise crafts relating directly to those areas. Also travelers to India bring back textiles. I COULD (and do) look at some craft sites on the internet, but there's nothing like (as we say in Australia) "getting your hands dirty"! To me, that means learning something from someone else that I didn't know before - OFFLINE. Oops I guess I'm out of the closet . . . . As far as students - well field trips where there is no electricity are invaluable. We do them in Forestry every year. Cheers, Denise Denise N. Rall, PhD. Internationalisation Project Officer Southern Cross University, Lismore NSW 2480 AUSTRALIA Office: Room T2.17, +61 (0)2 6620 3577 Mobile 0438 233 344 http://www.scu.edu.au/schools/esm/staff/pages/drall/ Presenter, Internet Research 9.0, 15-18 October 2008, Copenhagen, DK Get the name you always wanted with the new y7mail email address. www.yahoo7.com.au/y7mail
Denise N. Rall wrote:
Thanks David, for making sense of something that seemed senseless to me at first.
LOGGING OFF <snip>
Hmmmm ...... is this a variation on tuning in, turning on .................... ? And just seen in a column in a Virginia newspaper. Some people clearly need a form of 'logged off' time to do important matters in peace. End of nap time signals start of new stage ................................... My 3 ^1 _2 -year-old son no longer takes an afternoon nap. And it's been a huge adjustment -- for me. Nap time used to be the sacred quiet time when I could clean the bathrooms, do my writing and answer some e-mails in peace. I could pick up a book and escape for a few chapters. I could bake cookies or fix a casserole for a friend who had a baby. I needed nap time as much as my son did. ...............................................................
I would like to see the discussion goes beyond LOHAS life style. What if we do not have enough power to drive cars and run web servers? Peak Oil ( http://en.wikipedia.org/wiki/Peak_oil ) seems to be another social reality after Climate Change. How do we allocate our limited resources to sustain our information environment (Internet)? Is always-on a luxury or a must feature? Between using Wi-Fi in cosmopolitan Starbucks and getting Internet access for "Earthship Biotecture" http://www.earthship.co.uk/ ), are we prepared to run Internet and personal computers in post-petro era? What's the best option? Dominic Pinto wrote:
Denise N. Rall wrote:
Thanks David, for making sense of something that seemed senseless to me at first.
LOGGING OFF
<snip>
Hmmmm ...... is this a variation on tuning in, turning on .................... ?
And just seen in a column in a Virginia newspaper. Some people clearly need a form of 'logged off' time to do important matters in peace.
End of nap time signals start of new stage
...................................
My 3 ^1 _2 -year-old son no longer takes an afternoon nap. And it's been a huge adjustment -- for me.
Nap time used to be the sacred quiet time when I could clean the bathrooms, do my writing and answer some e-mails in peace. I could pick up a book and escape for a few chapters. I could bake cookies or fix a casserole for a friend who had a baby.
I needed nap time as much as my son did.
...............................................................
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-- *Liao <http://zhongwen.com/cgi-bin/zipux2.cgi?b5=%E5%BB%96>,Han <http://zhongwen.com/cgi-bin/zipux2.cgi?b5=%E6%BC%A2>-Teng <http://zhongwen.com/cgi-bin/zipux2.cgi?b5=%E9%A8%B0>* DPhil student at the OII <http://people.oii.ox.ac.uk/hanteng/about/>(web) needs you <http://people.oii.ox.ac.uk/hanteng/>(blog)
Hi, I'd love to see more discussion of teaching on the list! I haven't done any logging-off activities to date, although it's a great idea especially with a population like undergrads in SF. The closest I've done: 1. Last spring I had my MA students keep a diary of their media use (which medium, who communicated with, what about, etc.) and then write a short paper analyzing the patterns that emerged. This was done as part of a research project Caroline Haythornthwaite and Lori Kendall were (are?) doing and they did a virtual "guest lecture" as well. Students enjoyed it although complained it was too time-consuming. 2. In my large undergraduate class on the social impacts of new media, on the first day I put the students into small groups and have them discuss what media (including f2f) they would use to accomplish various tasks and why. The tasks are things like: Lie to a professor about reason for missing an exam, give bad news to a family member, apply to a job you found listed on the net, etc. Then we debrief as a group: each group tells the class what they would do and why, and I link it to research and theory (CMC and otherwise) as a preview of the kinds of things we'll be learning about. (For instance, with the deception case, they will probably bring up non-verbals which of course lends itself to discussions of emoticons, SIP, deception and technology, gender-bending etc etc.) This has worked very well for me - students really get into it and it's a nice way to set the stage for the class in terms of student participation and academic content. Nicole David M Silver writes:
aoir folk,
late last week, i posted a message to air-l (msg title: "digital literacy takes a field trip to a farm") in which i suggested that barry wellman may have a "hissy fit" about the contents of the message. as barry notes in his reply to the list ("msg title: "hissy fit?") my tone was uncalled for and for that i apologize.
i've been subscribed to air-l from the start, back in 2001, and for the most part the list has been interesting and engaging and useful. from time to time, flamewars develop, which are usually a drag, and i hope my post doesn't contribute to such an outcome.
for the record, in his reply, barry mentions one of my blog posts (msg title: "barry wellman, that ain't right"; http://silverinsf.blogspot.com/2007/10/barry-wellman-that-aint-right.html ), in which i question barry's attempt to stop a conversation on air-l about race. i strongly believe this field - as well as all academic fields, but *especially* this field since it is so new and young and can, conceivably, develop in directions we decide to take it - benefits greatly from conversations about cultural difference (race, gender, sexuality, age, disability, and class) and thought it was wrong of barry to thwart such a conversation. i not apologize for the blog post - and encourage all of us to work hard to make our list and conferences exciting, vital places for discussion, research, and teaching about cultural difference and digital media.
my real mistake, however, was to direct attention towards barry wellman and away from what my post was about - about teaching internet studies and digital literacy, about encouraging students (and ourselves) to log off for extended periods of time, about sharing some learning experiences my students and i had while on a magical organic farm, and about asking others to share their teaching/learning experiences.
so, with that in mind, i express my apologies to barry and to the list and extend an invitation for folks to post and share more about teaching internet studies in general and introducing logging off activities in particular.
thanks,
david silver http://silverinsf.blogspot.com
----- Original Message -----
Date: Sat, 26 Apr 2008 07:38:00 -0400 From: Barry Wellman <wellman@chass.utoronto.ca> Subject: [Air-L] hissy fit? To: aoir list <air-l@aoir.org>, David Silver <dsilver@u.washington.edu> Message-ID:
1. Despite David Silver's astonishing assertion, I have no recollection of objecting to teaching-oriented posts to this list. I, too, teach (and Internet-Society to boot, and I welcome learning more about teaching the subject.
2. I do object to gratuitous personal attacks on the AoIR list, such as David Silver saying I will have a "hissy fit". I don't know where it has come from, as David Silver and I have not had any contact for many months.And the last time was when David launched another gratuitous personalattack on me -- on his blog.
3. I don't know where Dr Silver's animus stems from. For the record, I have not had anything do with any administrative or scholarly matter involving him.
4. I wouldn't have thought it was necessary, but I ask AoIR leaders to remind list members to avoid personal attacks on each other.
Barry Wellman
_______________________________________________________________________ S.D. Clark Professor of Sociology, FRSC NetLab Director Department of Sociology University of Toronto 725 Spadina Avenue, Room 388 Toronto Canada M5S 2J4 http://www.chass.utoronto.ca/~wellman fax:+1-416-978-3963 Updating history: http://chass.utoronto.ca/oldnew/cybertimes.php Elvis wouldn't be singing "Return to Sender" these days **** PLEASE NOTE NEW ADDRESS AND FAX NUMBER ****
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Hi David and everyone, I teach several graduate classes on rhetoric and composition theory and on teaching english (more concretely focused) and in both classes we discuss the impact of technology generally and how best to teach with it, about it, or not. I think one of the most important things to teach is something that underlies all of our work--that we should not take technology for granted, or treat it as neutral, or assume that we should use it just because it's there. We should think critically about it and so in my classes we use a variety of ICTs and other kinds of tech and discuss what they help and what they hinder. I'm a heavy tech-user in my professional and personal life, but I don't assume it's the best tool for everything and for some kinds of thinking or learning or communicating, low or non- tech is better. Let's also remember that looms, pens, and even language itself are technologies, so when we say logging off, what exactly do we mean? not sitting at a desk? Not using ICT? --I know this may seem nit-picky, but I just want to be sure I'm thinking f the same thing as others in the discussion when we talk about logging off, or about technology. Cheers, Kim ps, let's please not have any flames; it's almost the end of term here and I am totally stressed already! :-) On Sun, Apr 27, 2008 at 12:07 PM, David M Silver <dmsilver@usfca.edu> wrote:
an invitation for folks to post and share more about teaching internet studies in general and introducing logging off activities in particular.
thanks,
david silver http://silverinsf.blogspot.com
-- Kim De Vries http://else-if-then.blogspot.com
participants (13)
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Charlie Balch -
David M Silver -
Denise N. Rall -
Dominic Pinto -
Emma Duke-Williams -
Gordon Carlson -
Han-Teng Liao (OII) -
J. J. -
Kevin Guidry -
Kimberly De Vries -
Nicole B Ellison -
Ronald E. Rice -
Stuart Shulman