As I mentioned in this post, ever since I started the 4/4 teaching load I’ve neglected my blog, offering only embedded video and a quick comment or two and rarely a “long thought.”
This semester is different though because I’m finally requiring UW-Stout students to blog, specifically my graduate students and my 1 directed study student, so I’d like to be able to lead by example.
In fact, I’ve been talking blogs with the 101 students too as we work through the chapters in New New Media, but they are only required to microblog via Twitter. This post isn’t really about that exercise, but in case anyone is curious, here are the guidelines I give them:
Whenever reading is assigned, students will be required to post at least 2 questions or comments about that text to their timeline. Shared at the beginning of each class period, we will
reference these tweets as a means to generate discussion.
While not required, I encourage you to use this microblogging social network as an informal journal about technology, as a way to communicate with each other, and as a quick way to ask me questions when outside of class.
As your teacher, I will use the site to post announcements, extra credit opportunities, and share links relevant to our course focus on social media trends, so it is important that you check in on a daily basis.
I have to say, I’ve been impressed with the questions/comments they post at the beginning of class as they often take us through the entire 55-minute class period. FYI only 1 student continues to tweet after class…but I digress.
This post is about how all of this thinking about and requiring student blogs has pushed me to step back and return to Jill Walker’s definition and to also think more about what going public with reader responses means in terms of audience, format, and design.
If you check out the ENGL-745 blogroll on the side you can see my students’ responses to readings such as “Looking from the Inside Out: Academic Blogging as New Literacy,” “The Social Media Release as a Corporate Communications Tool for Bloggers,” and “Learning with Weblogs: Enhancing Cognitive and Social Knowledge Construction.” Nearly every grad student was either hesitant or curious about blogs, and only 1 had maintained a blog already, so offering these readings early on about the use of blogs for educational and workplace purposes prompted them to reconsider the medium they had only stereotyped in the past. While there are still a few skeptics, one thing for certain is that they are all realizing how whitespace, images, link, and embedded video can add value to their responses.
Actually, another thing I’ve realized in reading their responses is how many of these MS in Technical and Professional Communication students are also teachers, so I’m glad to have started this course with an emphasis on technological literacy. I’d assumed more would be tech writers in non-academic settings, which is unfamiliar territory to me, but this way we can all reflect upon our own teaching/writing/reading/researching with new technologies and then work our way into the “Work and Play in a User-Generated World” section.
I really hope these grad students continue to blog throughout their coursework because I know how beneficial it became to my research and how connected I became to other academic bloggers, but I can’t and won’t force anything. If they do continue, though, I hope they make their blog space their own.
All week I’ve had a list of stuff to blog about, primarily how I’ve been teaching with and talking about blogs to undergrad and grad students, but a grant application distracted me.
And then I met this guy.
In brief, my fabulous friend Fabulous Lorraine found this lil guy Friday morning while walking the dog. I “innocently” went over to have lunch and meet the dude, but long story short, brought him home.
His name is Dexter; he’s 4-5 weeks old. The vet weighed him in at 14 oz. on Friday, but I think he’s put on a couple this weekend, heehee.
I can guarantee many more pictures, but here are a few from Photobooth.
A major benefit to being done with the dissertation is that I can pay more attention to pop culture. Otherwise stated, I don’t have to feel guilty for watching television.
I’ve already mentioned my love of Don Draper and MadMen, but there are all sorts of shows that I’ve recently discovered. Thanks to DVDs and Netflix’s “Instant Queue” I have access to entire seasons at once. These shows include Burn Notice, Boston Legal, Veronica Mars, The Big Bang Theory, Criminal Minds, and True Blood. Thanks to the internets, I even won Season 3 DVDs of Burn Notice just by leaving a comment on this post. It was offline for awhile but I’m happy it’s back up because I want to use it as an example of “if you answer the assignment, you will be rewarded.”
The most intense show I’ve started watching this year is Dexter. Again, thanks to Netflix we quickly went through Seasons 1-3. I remember reading all sorts of tweets about Season 4, but didn’t seek it out. Once I heard about its dramatic finale, I asked around and was pointed to a site, which shall remain nameless because I’m not sure it’s all together “kosher,” where hubby and I watched all 12 episodes over a 48-hour period. Yes, it’s that good and John Lithgow is that creepy!
With that said, this will be the first season of Dexter where I’ll have to wait week-to-week for a new episode. That might have worked for me with True Blood this summer, but I’m not looking forward to it this time around!
This trailer alone sends chills up my spine
but this conversation with the writers makes me all the more impatient!
I’ve been teaching for 1 week now, and much of my planning and reading for my ENG 101 class has been related to literacy, particularly “What it means to be literate” nowadays. Teaching on a laptop campus has its challenges, but the best part is projection in every classroom. That way, I can show videos and ask students to livetweet responses/comments/questions OR I can ask them to close their laptops and, even if for just a few minutes, focus on only 1 screen.
We don’t get into the YouTube chapter of our textbook New New Media for a couple weeks, but I’ll be interested in hearing how students seek, watch, produce, and incorporate video into their day to day lives, whether for learning or entertainment. I wonder how many will already be familiar with TED and/or other video sites like hulu or dailymotion.
Do you have any video sites that you visit more frequently than YouTube?
In case you haven’t noticed, ever since I started my job at UW-Stout in 2008 I’ve hardly blogged. The dissertation [on blogs of all things] consumed me and even though I defended in March, formatted in April, skipped the Tampa graduation in May, and finally received the diploma in the mail in July, I took the summer off from anything over 140-characters.
Sure, I traveled to NYC, TX, and Italy, and could write volumes on those trips. I even taught a summer course and scored thousands of AP essay exams in June, but I just couldn’t bring myself back to reading blogs until a few weeks ago.
Now, though, I have some fresh new research and publication ideas, which I will post on later this week, so beware: I’m totally throwing myself back in to blogging!
It helps that every course I’m teaching this Fall has a technology emphasis:
ENGL 101 is using the textbook New New Media and while these students aren’t required to blog, we will be relying on Twitter [in class only] to generate questions and reactions of assigned readings. 1 section of the 3 is dedicated to a Learning Community called the Google Generation, and I’m excited to see how these students connect our reading and writing to that assigned in the Information and Communication Technologies course they go to immediately after mine.
ENGL 495 is a brand new 2-semester capstone course. I have 1 very diligent student, and this semester we’re focusing on research methods with the final project being a proposal and pilot study. I’m having him purchase Research Confidential and Internet Inquiry as well as read a bunch of PDFs that either discuss methodology or put mixed methods into practice.
ENGL 745 is a brand new graduate course in our brand new Master of Science in Technical and Professional Communication program. Students are reading Socialnomics as well as 40+ journal articles/book chapters [including some from Always On, The Future of the Internet and How to Stop It, and Convergence Culture], all with the goal of “interpreting the ways emerging media and digital technologies affect writing, rhetoric, literacy, and the discipline of technical and professional communication.” If anyone has any suggestions for more tech comm-y texts that I should include, please let me know!Aside from academic posts, I can tell you already that I’m also going to share my opinions on various TV shows since I’ve become quite the fangirl. Between watching stuff online, via Netflix, and now with cable at home, I’ve got quite the list of favorites. To close this post, I’ll share 2 swoontastic pics of my man, Don Draper. Please note, I don’t have a crush on Jon Hamm. It is only Don Draper that makes me weak in the knees.
I have had the great fortune to see Lady Gaga’s Monster Ball twice now. Once last December in NOLA and then this week in St. Paul. [Thanks again @fablor!]
Both times were amazing and I truly love her music, but despite her appeals to her fans AKA little monsters to be themselves and her donations to the ReGeneration fund, at both concerts she gave a speech that totally contradicts those beliefs:
“…there is one thing I hate more than money and that’s the truth…I’d like a giant dose of bullshit any day.”
What? After all her promotion of equality, being who you are and not feeling ashamed or insecure, why would bullshit be the choice? Wouldn’t authenticity trump that?
I should put my scholarly researcher hat on and theorize/analyze this further, like they do at the FABULOUS Gaga Stigmata blog, but for now let me hear your thoughts on the matter.