Tentative Schedule of Events for Faculty Academy, 2006

Tuesday, May 16, 2006
University of Mary Washington, Fredericksburg, VA

8:00-8:30
Registration in Combs hall lobby

Registration and Continental Breakfast.

 

8:30-9:45
Combs 139
Conference Welcome
Plenary Panel discussion

Conference Welcome
Dr. Meta Braymer, Dean of the College of Graduate and Professional Studies
Dr. Rosemary Barra, Dean of the College of Arts and Sciences
Mr. R. F. "Chip" German, Jr., Vice President for Information Technologies and CIO

Panel Discussion: "A Conversation about Blogging at UMW"
Ernie Ackerman, Teresa Coffman, Leanna Giancarlo, Steve Greenlaw, Jeff McClurken, Tim O’Donnell, John Pearce, Anand Rao, Marcel Rotter, Gregg Stull

You may not have noticed, but blogging is happening at Mary Washington. Faculty from every academic building in the university are bloggers, including people you would never suspect. Is this just a fad? What could blogging have to do with serious scholarship or teaching? If you’ve ever wondered why an academic would blog or use blogging in their teaching then join us for an open discussion of blogging: the rewards, the pitfalls, the unvarnished truth.

9:45-10:00 - Break

10:00 - 11:15
combs 139
Plenary Session: "Gaming and Education"
Rachel Smith, New Media Consortium

 

11:15-11:30 - Break

11:30-12:30
concurrent session

Presentation Session A - Combs 139

• Marcel Rotter (UMW), "One Picture Is Worth a Thousand Words: Incorporation of Electronic Images in the Foreign Language Classroom." Co-presenters: Andy Revelos, Lauren Shaw (UMW).
  This presentation demonstrates the use of images on different levels of instruction in the German classroom. In a first part, I demonstrate the multi-media flashcard program WinFlash in the first year curriculum. The program allows for the incorporation of images and sounds and offers a wide variety of exercise options. In a second part, I report on my seminar on German visual culture and let two students demonstrate their final website projects. The idea for the project was inspired by Jeff McClurken’s presentation at last year’s Academy.
• Gerald Royce (UMW), "Modern Tools in Astronomy"
  In the last decade, the field of astronomy has benefited by new technologies that have improved telescopes, the acquisition of imagery, and post processing cost and efficiency. In small computerized telescopes, the global positioning system (GPS) has ease the setting up, alignment, and tracking of planets, comets, asteroids and stellar objects. Also imagery has shifted away from film photography to digital imagery using CCD arrays which provide instantaneous pictures and video. Solar eclipses are one example where the events are often Web casted in real time. Finally, data reduction and imagery enhancements can now be done on laptop computers. The presentation will discuss these improvements as they relate to the capabilities at UMW.
• Scott Ligon (UMW), "Digital Fine Art: Implications, Applications, and Apprehensions"
  I teach Digital Approaches to Fine Art at the University of Mary Washington. My fifteen minute presentation will cover the implications of digital media and technology in art making, present and future. It will cover the application of specific techniques, with examples of students solutions to projects from my class, as well as examples of my own digital art. It also addresses many of the common misconceptions that people have about digital art.

Presentation Session B - Combs 237

• Sara More (UMW), "Waking Up PowerPoint Lectures (And Your Students) Using Classroom Presenter"
  Do you find that PowerPoint lectures are too scripted, and that they lack the spontaneity of chalkboard presentations? Classroom Presenter software from the University of Washington (http://www.cs.washington.edu/education/dl/presenter/) allows instructors using Tablet PCs to integrate dynamic ink -- that is, spontaneous handwriting -- into electronic slide presentations. You can tailor your slides to contain as much or as little text as you wish, and fill in the rest of the content as the class progresses. And there is no need to retract the projection screen, switch on the lights, and move to the chalkboard just to answer a student's question. Furthermore, Classroom Presenter allows you to save the slides with these handwritten annotations, and easily generate a web page containing the entire lecture. You then have a useful electronic record of exactly what you covered during the class, and you may opt to post this html file for students to review after class. The software is freely downloadable and user-friendly, and it can be used with existing PowerPoint slides. It includes intuitive navigation controls, and has several advantages over regular PowerPoint. This presentation will explain the basic instructor-side features of Classroom Presenter, and give you the information you'll need to get started using this convenient software on a Tablet PC. In addition, several advanced features will be mentioned, including anonymous in-class slide submissions from students.
• Jeff McClurken (UMW), "Teaching with Tablets"
  In this presentation, I'll explore the numerous ways using a Tablet PC has changed or augmented my teaching, grading, researching and learning this past school year.
• John Pearce (UMW), "Preserving the Past with Tools of the Future." Co-Presenter: Jim Groom (UMW).
  This presentation will discuss how the Museum Design and Interpretation Lab (HISP 463) explored a variety of ways that new technologies could enhance the creation, publication, and exposure of a student-designed exhibit. The class worked through a process of digitizing hundreds of archival images that then became the raw materials for digitally designed and produced "on-the-wall" panels as well as a corresponding online exhibit. In order to accomplish these tasks, we integrated a number of open source web-based programs (such as blogs, an online image gallery, and an advanced content management system) that offered the students a sophisticated access, storage and management of the digital materials for the exhibit at no additional cost.

 

12:30-1:30
Lunch and Poster Sessions
Combs hall Lobby

• Angela Gosetti-Murrayjohn (UMW), "Homer, Live!"
  One lamentably and rather too often hears of ancient Greek that it is a "dead language." The "Homer, Live!" project, which I believe is just a beginning in the way of Homer podcasts, is designed to help students assimilate the "living" performative aspect of archaic Greek hexameter poetry. With the help of the Division of Teaching and Learning Technologies and using Audacity, I recorded audio sessions of students reading passages of Homer (in hexameter, no marks or notes allowed), which I was able to edit, comment on (using the editing features of Audacity), and make available to the students via Blackboard. This poster session will include a demonstration of what I did, and, more importantly, ruminations on why I did it and what I learned from it and what I think the students learned from it. Lastly, I look forward to input on how I can use this rather nascent idea more widely and more effectively in the classroom.
• Evelyne Godfrey (UMW), "The Early Metals Archive (EMMA)." Co-presenter: Jim Groom (UMW).
  The Early Metal Microstructures Archive (EMMA) is an on-line database of historic and archaeological metal artifacts. It is open to contributions of analytical data, and is intended to serve as an international teaching and research resource for the subject of archaeometallurgy, and conservation science generally. The database was designed by me in the Dept. of Historic Preservation, and implemented as a CPSC 390 Spring Semester 2006 project by students Robert Hughes and Ryan Caltabiano in the Dept. of Computer Science. Jim Groom, IT specialist for Historic Preservation, has also been closely involved in the project. EMMA is currently installed on external server space provided by the UMW Center for Historic Preservation.
• Jeff Edmunds (UMW), "Freeware for Differential Equations and Dynamical Systems"
  This poster offers an overview of two powerful free software packages, Dynamics Solver and Systems. Dynamics Solver is ideal for use with discrete dynamical systems and comes with a wealth of built-in examples. Systems is a very user-friendly application for numerical and graphical exploration of systems of differential equations.
• Division of Teaching and Learning Technologies (UMW), "Conference Tool Sandbox"
  Come by this table to learn more about blogging, wikis, Flickr, and other tools featured in this year's Academy. You can also upload your digital images to Flickr at this station both today and tomorrow.

1:30-2:45
Concurrent session

Panel Discussion - Combs 237

• Carolyn Parsons and Jami Bryan (UMW), "Embarking on the Digital Pathway - A Digital Asset Management System for Campus Collections"
  This panel session will discuss how a relatively small digitization project involving Historic Preservation, DTLT, and the Simpson Library led to a university-wide conversation about digital asset management. By tracing the iterative process of our work-in-progress, we hope to examine the challenges, questions, and possibilities a Digital Asset Management System (DAMS) may present at the University of Mary Washington.

Presentation Session - Combs 139

• Craig Naylor (UMW), "The UMW Electronic Music Studio: A Laboratory-Based Approach to Teaching"
  The UMW Electronic Music Studio curriculum includes three classes: MUTH 170 (Introduction to MIDI Compositions), MUTH 370 (Electronic Music), and the Electronic Music Collective (Independent Study). The curriculum takes students from zero knowledge to competence in music theory, and full competence in MIDI, digital audio, and sampling, through an individual, laboratory-based series of lessons. The curriculum, sample lessons, labs and outcomes will be presented.
• Gregg Stull (UMW), "Cracking the Narrative—Discovering Community, Encountering Self"
  How do you engage students in the discipline on your terms with their tools? Consider Ideas in Performance—a pedagogical fusion of content and technology. Students engage the complexity of their world with through text messages, online profiles, podcasts, IM and digital imagery. As they increasingly connect with one another, there seems to be a growing disconnect to the traditional text—a dilemma of tremendous consequence to the study of theatre. Ideas in Performance is a theatre course that has a multiplicity of learning objectives. First students consider the broader context for the performance of text. Students are then encouraged to connect that context with the theory and practice of the discipline. Finally, students reflect on their own role as emerging theatre artists by examining where they are in the learning/practicing continuum by sharing some aspect of their personal story. Revealing their stories is a critical step in synthesizing the data generated throughout the semester, as well as an essential prerequisite in recognizing their ultimate role as storytellers. With the inspired and thoughtful guidance of Instructional Technology Specialists Martha Burtis, Jim Groom, Andy Rush and Jerry Slezak, the traditional 100-page compendium that was the cornerstone semester-long research product of the course transformed into an album of wikis, blogs, vlogs, image galleries and podcasts. These primary sources became the foundation of the digital stories created by the students as their final project. This multi-media approach allowed the students to engage the content with significant depth as a result of employing tools that more effectively reported their discoveries than did the "Typed Words on Pages-Assembled in a Binder-Final Project."
• Anand Rao (UMW), "Filmmaking, Small-Group Decision-Making, and Life: What I Learned in 48 Hours"
  On May 5-7, 2006, I worked with a group of students on the 48 Hour Film Project as we produced the short film "Rush Shot." The culmination of a spring semester group study, we worked as a team to write, film, score, edit, and submit this 7 minute film over the course of a weekend. In this session, I will discuss this experience, looking at how this project served as an extension of the classroom experience, and how this type of project could be used in future classes. The session will end with the on-campus debut of "Rush Shot."

Presentation Session - Combs 111

• Robert Rycroft (UMW), "Clickers in the Classroom: How to Get the Most Out of Personal Response Pads"
  Personal Response Pads (Clickers) have been in use in education for several years, but have not made much of an in-road on the UMW campus. I begin using clickers last summer and have since used them in 7 sections of 3 separate economics courses taught to approximately 175 students. I have obtained student reaction to the use of clickers in each of those sections and will share the results. Also, based on my teaching experience, I will explain how to get the most out of using clickers in the classroom and pitfalls to avoid.
• Steven Greenlaw (UMW), "Blogging as a Teaching and Research Tool"
  This presentation will explore blogging as a tool to enhance teaching and research. Students in my research methodology class used blogs as research journals. I found their postings to be an excellent window into their thought processes as their conducted their research. As part of a pedagogical experiment I conducted in another course, I used a blog in three ways: to reflect on my teaching in that course, as a way to take notes about the research, and to get preliminary feedback from colleagues around North America who were reading my blog.
• David MacEwen (UMW), "Software Solves Scheduling Snags"
  My PYSCH 491 research team contained seven people and almost didn't get off the ground due to our inability to schedule meeting times. It was difficult even for small subgroups to find times to collaborate on research. The final written report had to be a collaborative effort - when to find time? Skype and a wiki to the rescue. With a password restricted folder, students could communicate in real time, any time, any place, using Skype. Though in widely different locations, subgroups could jointly observe and edit their work-in-progress on the wiki as well as evaluate earlier drafts. It took students time to get used to this "distance collaboration," but it worked well--aside from what the students disparagingly referred to as "dorky" headphones.
• Timothy O'Donnell (UMW), "The Case for Blogging: Experiences from the National Debate Tournament"
  This presentation examines the advantages and disadvantages of blogging from the perspective of a debate coach at a recent national tournament.

 

2:45-3:00 - Break

3:00 - 4:15
Combs 349
Plenary Workshop/demonstration: "What can Higher Education Repositories Learn from Flickr?"
Cyprien Lomas, EDUCAUSE Learning Initiative scholar-in-residence

 

4:15-4:30 - Break

4:30 - 5:45
Combs 139
plenary workshop/demonstration: "Blogging for beginners & getting started with podcasting "
Patrick gosetti-murrayjohn & gardner campbell
umw division of teaching and learning technologies

 

Wednesday, May 17, 2006
University of Mary Washington, Fredericksburg, VA

8:00-8:30
Registration in Combs hall lobby

Registration and Continental Breakfast

 

8:30 - 9:45
concurrent session

Presentation Session - Combs 139

• Patrick Gosetti-MurrayJohn (UMW), "Writing Redux: Class Discoveries About Writing With XML"
  English 306G, "Writing and Multimedia Communication," introduced students to the writing and publishing techniques of single-sourcing and modular writing through the technologies of XML (eXtensible Markup Language). But my presentation, like the course itself, is less about the technology and more about new writing methodologies, in particular regarding distributed authorship, composing multimedia documents from many sources, and enabling new modes of expression. A strong thread throughout my presentation is what I learned about how my students learn within an environment of new technological possibilities.
• Paul Fallon (UMW), "Exploring Unicode to Teach the Writing Systems of the World"
  When personal computers were first introduced, they contained character sets limited to basic alphanumeric and punctuation symbols of English and some European languages. Display of non-Roman characters was often accomplished through changes in fonts. However, different versions of operating systems, platforms, and software created chaos in consistently encoding and displaying characters. Most of these problems have been solved by Unicode, a universal character encoding which "provides the basis for processing, storage and interchange of text data in any language in all modern software and information technology protocols." Unicode claims to cover "all the characters for all the writing systems of the world, modern and ancient." While this is simply not true, Unicode 4.1 currently does contain 97,720 character encodings. For my course "Writing Systems of the World", I made extensive use of the character sets of many scripts from around the world, both ancient and modern. This presentation will examine how to implement these characters in word processing, including characters from both the basic multilingual plane and other planes. For example, through the Macintosh Character Palette, users may enter and view characters in a variety of ways. The selection of an appropriate keyboard, along with the Keyboard viewer, is important for entering continuous text. However, not all scripts contain keyboards, so more time-consuming entry is required. This paper will discuss some of the technological shortcomings of Unicode implementation in Mac and Window platforms, as well as problems associated with viewing Unicode on browsers.
• Lee Carleton (University of Richmond), "'Miranda': An Experiment in Hypertext"
  "Miranda" is a hypertext of Aldous Huxley's novel Brave New World in which certain words, phrases and concepts are active links to further information in textual, audio and video formats, optional writing exercises and more involved writing assignments. Its purpose is to provide students with an engaging new kind of text to stimulate critical thinking and writing about a variety of disciplines and subjects, simultaneously testing the latest literary theories and foregrounding the changing definition of literacy. The amazingly prescient novel Brave New World, although over 70 years old, becomes increasingly relevant every day in our age of rapid technological change, fledgling world government, genetic engineering and relentless consumer conditioning. The story of BNW touches on many of the major themes of academic discussion: literature, history, philosophy, sociology, psychology, technology, sexuality, religion, drug use, warfare, government and education. This not only reflects the impressively varied intellect of Huxley but also allows for numerous cross-curricular connections and writing opportunities. His early observations about human nature and the future of our species continue to resonate with significance as we enter the 21st Century.
• Jeff Edmunds (UMW), "Using MATLAB to teach Multivariable Calculus"
  Last year, I received a UMW Instructional Technology grant to develop computer applications for use in my Multivariable Calculus course. I will demonstrate the powerful graphics capabilities of MATLAB, focusing on surfaces, contours, vector fields, and line integrals.

Panel Discussion - Combs 237

• Ernie Ackermann, Mara Scanlon, David MacEwen, Gregg Stull, Steve Greenlaw (UMW), "What's a Wiki For?"
  A panel presentation/discussion of the ways that several faculty are using a wiki in their teaching or department's activities. The discussion will provide several viewpoints on ways to use a wiki in an academic setting.

9:45-10:00 - Break

10:00 - 11:15
Combs 139
faculty academy Keynote Address: "21st Century literacy"
jon udell, infoworld magazine

When Merriam-Webster identified "blog" as one of the words looked up most often in 2004, its definition was: "a Web site that contains an online personal journal with reflections, comments and often hyperlinks." That's true, but says nothing about the network in which the blog participates. Readers and writers will want to understand, and apply, the dynamic principles that govern this evolving network. Everything we (should have) learned from "The Elements of Style" remains valid, but there are radical new possibilities that never would have occurred to Strunk and White. I'll present and discuss examples from both realms.

I'll also illustrate and discuss the role of so-called new media. These are, in fact, old media. Our ancient modes of storytelling were painting, song, oratory, and drama. Print was the innovation. Now that we can project the spoken word and moving pictures online, we're challenged to master a range of technological skills. As we do so, let's embrace the opportunity to reconnect with our cultural roots.

11:15-11:30 - Break

11:30 - 12:30
concurrent session

Panel Discussion - Combs 139

• Angela Gosetti-Murrayjohn, Marie McAllister, Marjorie Och, Marcel Rotter (UMW), "State of the Art: The First Year of ARTstor at UMW." Panel facilitator: Martha Burtis (UMW)
  One year ago, the University of Mary Washington purchased an institutional membership to ARTstor, an online digital image repository. During this panel discussion, UMW faculty members from Art History, Classics, English, and German will discuss their own application of this new resource in the classroom. In some cases, ARTstor has replaced and augmented traditional methods of sharing images with students; in other cases, ARTstor has provided new opportunities for including imagery in classroom discussion and projects. The panelists will discuss the appeal of these new opportunities as well as the challenges of effectively integrating ARTstor into existing curriculum. DTLT staff will also briefly describe collections and features that have been added to ARTstor since our membership began.

Presentation Session - Combs 237

• Raul Chavez-Negrete (UMW), "To Blend or not to Blend: Design, Results, and Comparison of a Hybrid versus a Traditional Residential Graduate Course in Project Management"
  In Spring 2005, the College of Graduate and Professional Studies at UMW offered for the first time a hybrid graduate course in project management. It was advertised to all MBA students through Blackboard messages, and it took just two weeks to receive enough registrations to launch the course. The instructor had previous experience with the design and delivery of online and hybrid courses in a variety of subjects. The content, class requirements, grading criteria, and overall course objectives for the residential and hybrid courses were similar. The organization and delivery of class activities for both formats were, on the other hand, significantly different. The design of the hybrid class consisted of the following elements: three residential sessions, four online sessions, asynchronous team meetings using discussion boards, individual online participation through private Blackboard pages, two individual face-to-face meetings with the instructor for feedback regarding exercises and reports, and a final project presentation during the last meeting. Each meeting was carefully designed to accomplish the following objectives: understanding course objectives and weekly activities, building team cohesiveness and adequate dynamics for on-line group activities, briefly evaluating technical and writing skills of each participant, and understanding the importance of self-discipline for this type of format. The main tool for online interactive participation was each private Blackboard page. Personal observation of class dynamics and performance in conjunction with students’ comments and evaluations suggested that the majority of the class felt comfortable with a hybrid format and regarded the class as highly successful. However, personal interviews with students revealed that some found the hybrid format demanding. Their difficulties were not derived from the lack of technical or computer skills; rather, they seemed to be related to a lack of experience writing reports and poor time management. Based on this experience, recommendations for future hybrid offerings include incorporating information about time-management as part of the pre-class assignment, scheduling individual appointments with tutors from the CGPS Writing Center during the first week of classes, and adding variety to online individual and team interactions with web-based platforms.
• Teresa Kennedy (UMW), "Data Integration: Portfolio, Media Authoring, Assessment"
  The department of English, Linguistics, and Speech's e-portfolio project provides a unique opportunity to combine traditionally separate areas of pedagogy, research, student writing, and assessment into a smoothly integrated process. The e-portfolio project will create an online learning space for students and faculty to create sets of documents, e.g. podcasts, wikis, blogs, and more traditional media, that will increase student participation in the learning process. As a side benefit, this e-portfolio is a new way to coordinate and maintain valuable date necessary to the assessment process. This presentation will explore the potential of e-portfolios as a way to encourage life-long learning in literature, linguistics, and rhetoric.
• Gail Brooks (UMW), "Experiences using Electronic Portfolios for Learning." Copresenters: Lisa Ames, Cheryl Hawkinson-Melkun, Teresa Coffman and Sharon Teabo (UMW)
  Electronic portfolio development allows students to take control of their learning, while providing instructors with a unique formative assessment tool. This constructivist learning approach uses a combination of reflective learning and technology integration, giving students the ability to showcase themselves as learners and as professionals. Several faculty members at UMW’s College of Graduate and Professional Studies have incorporated the design and development of electronic portfolios into their courses, both graduate and undergraduate. A discussion of the different approaches used by faculty members is the focus of this presentation.

Presentation Session - Combs 111

• Kevin McCluskey (UMW), "Developing a Discipline-Specific Information Literacy Module for Students in the Department of Theatre and Dance"
  In successive program evaluations, graduating seniors reported that Simpson Library did not have the information sources in theatre and drama that they needed. A faculty review of the sources and services available, however, indicated otherwise. When questioned as to their proficiency with library services, seniors who indicated they felt very comfortable in the library found the library acceptable; conversely, students who indicated that they did not feel comfortable with the library sources and services were more likely to indicate that the library did not meet their needs. Generally, those interviewed did not take advantage of, or find helpful if they did, current basic information literacy training available to them at the university. The department then decided to define a strategy ensuring all theatre students had the necessary skills to successfully navigate the services, technology, and information sources in the Simpson Library. The outcome is a discipline-specific information literacy module, available as a stand-alone or course-integrated tool, focusing on research methods including definition of a research question and search method, identification of potential information sources, and locating, as well as successfully using, sources in the Simpson Library. By extension, this information literacy module teaches effective information-seeking skills useful outside the university community as well.
• Timothy O'Donnell (UMW), "Arguendoclass.com: The Scoop on the Inter-University Online Debate Classroom"
  This presentation will examine an inter-university online class experiment between argumentation classes at the University of Mary Washington and Wake Forest University.
• Mara Scanlon (UMW), "Wikiphobia: Entry on the Long Poem"
  The long poem is a slippery, hybrid genre of literature for which shape, viability, and even qualifying works are passionately debated. In a senior English seminar on American Long Poems that I teach, I have in the past asked students to use their final exam to articulate, after a semester’s immersion in the poems and criticism about them, just what a long poem is or whether it is even productive to ask or answer that question. These exams provided an opportunity for reflection, textual comparison, and summative thinking about the course material. This presentation will focus on a course innovation from Fall 2005, when I replaced that final exam project with a semester-long collaborative wiki on which the class was asked to construct an extended definition of the genre Long Poem, drawing on work from the class and, as necessary, other research. Reflecting on the wiki the class completed as well as my own very cautious initial attempt to include such technology for the first time, I trace some moments of student and instructor ownership over the medium (both within and beyond the semester itself) and reflect also on how the wiki project both enhanced collaborative learning and possibly undermined critical commitment.

 

12:30-1:30
Combs 139
luncheon plenary presentation: "a fantastico expedition: massive web innovation on $6.95 a month"
umw division of teaching and learning technologies

Pick up your lunches in the Combs Hall Front Lobby and join UMW Instructional Technology Specialists Martha Burtis, Patrick Gosetti-Murrayjohn, Jim Groom, Andy Rush, and Jerry Slezak for a discussion of how services available on a commercial web-hosting service have transformed both their work with UMW faculty and their own professional development.

 

1:30-2:45
plenary panel discussion
"What is web 2.0?"
jon udell, rachel smith, and cyprien lomas

Web-enabled services such as Google, Flickr, del.icio.us, MySpace, Facebook, blogs, wikis, podcasting, and Wikipedia are regularly cited as "Web 2.0" technologies. But what is Web 2.0? Is it real? Is it hype? Is it already so commercialized as to be essentially meaningless?

In October, 2005, Tim O'Reilly crafted what he called a "compact definition of Web 2.0":

Web 2.0 is the network as platform, spanning all connected devices; Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continually-updated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and services in a form that allows remixing by others, creating network effects through an "architecture of participation," and going beyond the page metaphor of Web 1.0 to deliver rich user experiences.

In a March/April, 2006 EDUCAUSE Review article, Bryan Alexander picks up the thread:

The term is audacious: Web 2.0. It assumes a certain interpretation of Web history, including enough progress in certain directions to trigger a succession. The label casts the reader back to Sir Tim Berners-Lee’s unleashing of the World Wide Web concept a little more than a decade ago, then asks: What forms of the Web have developed and become accepted enough that we can conceive of a transition to new ones?

Many people—including, or perhaps especially, supporters—critique the “Web 2.0” moniker for definitional reasons. Few can agree on even the general outlines of Web 2.0. It is about no single new development. Moreover, the term is often applied to a heterogeneous mix of relatively familiar and also very emergent technologies. The former may appear as very much “Web 1.0,” and the latter may be seen as too evanescent to be relied on for serious informatics work. Indeed, one leading exponent of this movement deems continuous improvement to be a hallmark of such projects, which makes pinning down their identities even more difficult.1 Yet we can survey the ground traversed by Web 2.0 projects and discussions in order to reveal a diverse set of digital strategies with powerful implications for higher education.2 Ultimately, the label “Web 2.0” is far less important than the concepts, projects, and practices included in its scope.

Join our distinguished guest speakers for a discussion of the "Web 2.0" phenomenon and its implications for teaching and learning.

 

2:45-3:00 - Break

3:00 - 4:15
Combs 139
Plenary presentation: "Assembling information in the sciences"
cyprien lomas, educause learning initiative scholar-in-residence

 

 

4:15-4:30 - Break

4:30 - 5:30
Combs 349
Workshop/demonstration: "Pachyderm: a multimedia authoring environment "
Rachel smith, new media consortium

 

 

5:30
wine and cheese reception
sidewalk outside combs (if inclement weather, combs foyer)