Category Archives: Education

commentpress in the classroom 2

There are a couple of nice classroom implementations of CommentPress that I wanted to share, one that we set up by request, another done independently.
1. The first is an edition of Dante’s Inferno (Longfellow translation) for a literature seminar at the Pacific Northwest College of Art, “The Seven Deadly Sins,” taught by Trevor Dodge.
2. The second is “Man-Computer Symbiosis,” a seminal text in the history of computing by J.C.R. Licklider for a Harvard History of Science course, “Introduction to the History of Software and Networks”. This was brought to my attention by the teacher, Christopher Kelty, a professor of anthropology at Rice University, who is teaching this term at Harvard.
It’s still early in the semester but you can already see a substantial amount of discussion unfolding on both sites (be sure to use the “Browse Comments” navigation on the right sidebar to get a sense of where in the document discussion is happening, and who is participating). Kelty in particular encourages other knowledgeable readers from around the Web to make use of the Licklider text.

learning from youtube

Alex Juhasz, a prof at Pitzer College and member of the MediaCommons community, has just kicked off an exciting experimental media studies course, “Learning From YouTube,” which will be conducted on and through the online video site. The NY Times/AP reports.
The class will be largely student-driven, developed on the fly through the methods of self-organization and viral production that are the MO of YouTube. In Juhasz’s intro to the course (which you can watch below), she expresses skepticism about the corporate video-sharing behemoth as a viable “model for democratic media,” but, in the spirit of merging theory with practice, offers this class as an opportunity to open up new critical conversations about the YouTube phenomenon, and perhaps to devise more “radical possibilities.”

Over on the MediaCommons blog, Avi Santo provides a little context:

…this initiative is part of a long history of distance learning efforts, though taken to another level, both because of the melding of subject matter and delivery options, but also the ways this class blurs classroom boundaries physically and conceptually. We need to acknowledge this history, both innovative and failed, if we want to see Juhasz’s efforts as more than an interesting experiment, but as one emerging out of a long tradition of redefining how learning happens. As media scholars, we are on the forefront of this redefinition, able to both teach about and through these technologies and able to use our efforts to both critique and acknowledge their uses and limitations…

ny times could open door to born-digital textbooks

Facing a far from certain future, the New York Times continues to innovate impressively, announcing yesterday a new venture in distance learning with six initial partner universities: the New York Times Knowledge Network. Among other things, this could help pave the way to a long overdue rethinking of textbooks.
Selected passages from Scott Jaschik in Inside Higher Ed:

Some of the online courses will also make use of Times content that is a centerpiece of the services being offered to colleges, on enrollment-based subscription plans. These packages will provide access to special packages of content -? summaries of articles, interactive maps, video, audio, graphs -? on a wide range of topics (the European Union, nanotechnology and so forth). Professors at institutions that subscribe would be able to make customized course Web pages, with their own content alongside these content packages. For the many topics covered on which there are updates, professors can elect to have material updated automatically or at the end of the semester.

Robert L. Caret, president of Towson [one of the universities participating in the Times network], said he sees the materials providing “a broader, richer educational experience to students.” He said he saw this as something Towson could do at minimal cost. The university plans to charge students the equivalent of a laboratory fee, maybe $100 to $150, for access to the
Times materials. But he said student costs should not go up because he sees the online resources replacing some textbooks, and replacing them with material that is more current and more interactive.

Nudelman [NYT director of education] said that the Times did not view its new offerings as course-management systems in competition with Blackboard or others, but as complements to those systems. Nudelman said that the target audience for the Times for these services would be every higher education institution. “This is an absolute fit. We’ve been doing work in education for over 70 years, and this fits in with our ability to partner with the universities, colleges, and K-12, to work on distribution of information, news and entertainment, and to convene communities around credible content,” she said.

And in a comment on the IHE piece, Michael P. Lambert, Executive Director at Distance Education and Training Council, points out that the Times‘ new effort falls in a long line of continuing education programs through newspapers:

The Times entry to the distance learning field is a continuation of a tradition of “courses by newspaper” first launched in the U.S. by the Editor of the Mining Herald in Scranton, PA, in 1890. Thomas J. Foster started investigating coal mine accidents in his newspaper, and this led to a series of “instructional articles” in mine safety. His “course by newspaper” hit a nerve with the public. Soon, Foster was getting mail from around the world on the topic of mine safety, and from this editorial platform, he launched the International Correspondence Schools (ICS). By 1895, ICS had enrolled over 10,000 people in his correspondence programs, and by 1910, over 1.3 million, by 1945, over 5 million, and by 2007, over 13 million have enrolled. Today, ICS’ pioneering work in “continuing education for everyone” is carried on faithfully by Penn Foster College of Scranton, a DETC accredited distance learning institution. So there is a long and noble tradition of newspapers in bringing learning opportunities to the world, and the New York Times is a welcome entry to this tradition.

mlk in commentpress… and an offer

The other day a fellow named Nate Stearns posted a remark on the recent post about using CommentPress in classroom situations.

This is a great idea for AP Language and Comp classes where we naturally and habitually pick apart a wide variety of essays, histories, and journalism….I could imagine whole networks of overworked high school APers tearing apart, say, Thoreau’s Walden or King’s Letter from Birmingham jail.

As a test, I quickly threw together an edition of MLK’s famous epistle, throwing in also as an appendix the statement by eight Alabama clergyman to which it was responding.
mlkcommentpress.jpg
I’m repeating now our offer to repost, by request, this or any other available text on a unique CommentPress site dedicated to your high school or college class. It’s up to you whether we password-protect the site or leave it open. There’s a strong case to be made for insulating class discussion from public scrutiny, or worse, abuse -? especially in a high school context. In a collegiate setting, though, I can see why it might make sense to raise the stakes a bit, as Daniel Anderson suggested in another comment:

In teaching there is real leverage in having a group in place with motivation–the problem is that is extrinsic motivation in many case–grades. So, adding the public layer is really helpful in that it brings a complementary sense of creating something for others and, hopefully, internal motivation.

So there it is. We’re VERY eager to see CommentPress in action and so are offering this modest service of setting up installations. School is back in session, or will be any day now, so if you’d like us to set something up to kick off the year, drop us a note in the comments here, or email me at ben@futureofthebook.org. (Nate, just say the word and we’ll happily reproduce the MLK text for you.) Feel free to pick off the list we threw together last week, but by no means feel limited to that.
Incidentally, it was an interesting exercise breaking up King’s text into pages. The letter has no formally delineated sections but it does have about six distinct rhetorical “movements,” which I did my best to draw out here. If you request a CommentPress edition from us, feel free to be incredibly explicit as to how you’d like the text broken up and how you’d like the sections titled. For the Letter, I simply used quotations from the first sentence of paragraph of that section, which seems to do a decent job of indicating the essence of each of King’s arguments and hopefully to draw the reader in with the sound of his voice. Speaking of voice, there’s no free recording of King reading the whole Letter, but if there had been we could have easily included it as an optional audio track. If any of you have an audio version of the text you want to use, or images for that matter, point us to it/them and we might be able to work those in.

commentpress in the classroom

So CommentPress is out in the world and continues to develop in small ways (version 1.3 was put out last week), but there are still only a few observable cases apart from our own projects in which it’s been put to use. One thing we’d like to do with it is to set up a small library of public domain short stories, essays and poems for use in high school or college classes – ?CP is best geared for close readings and we’re very curious to see how this might come into play in a pedagogical context. We’d offer this as a free service to any teacher who was interested in trying it out: basically, set up a dedicated installation with the desired text and give it to their class as its own social edition. Note: when I posted this earlier today I had said only high school. This idea is still in gestation and all our conversations up to this point had focused, somewhat arbitrarily, on a high school scenario, but commenters rightly pointed out that this should be open to both primary and higher ed, and so it would be.
We threw together a short list of possible texts which you’ll find below. We can also see this being done with video clips where basically you break up a movie into small commentable chunks and embed them in place of a text. Granted, there are a variety of new video annotation tools hitting the web these days but nothing I’ve yet come across that does a good job of integrating comments by multiple viewers (anyone seen anything along these lines?).
Please shout out other appropriate titles and if you’re a teacher who’d be interested in experimenting with this, or know teachers who might be, please forward this along. Also, if you have ideas or suggestions for how this service ought to work, we’re all ears. This is just an initial floating out of the idea.
Swift, A Modest Proposal
US Constitution, Bill of Rights
The Magna Carta
MLK, Letter from Birmingham Jail (maybe not PD)
Lincoln, Gettsyburg Address
Harriet Ann Jacobs, Incidents in the Life of a Slave Girl
Paine, Common Sense
Emerson, Self-Reliance
Thoreau, Civil Disobedience
Plato, Apology/Phaedo/Crito
Montaigne, Of Friendship
Joyce, The Dead
Melville, Bartleby the Scrivener
Wharton, Roman Fever
Hawthorne, Young Goodman Brown
Perkins Gilman, The Yellow Wallpaper
O’Henry, The Gift of the Magi
Jack London, To Build a Fire
Ambrose Bierce, Occurrence at Owl Creek Bridge
Stephen Crane, The Open Boat
Poe, The Tell-Tale Heart, Fall of the House of Usher
Washington Irving, Sleepy Hollow
Arthur Conan Doyle, various
Kafka, The Judgement
Tolstoy, Death of Ivan Ilych
Emily Dickinson, selection
Whitman, selection
Poe, The Raven
Blake, Songs of Innocence/Experience, selection
Wordsworth, selection
Donne, selection
Robert Frost, from Boy’s Will/North of Boston
Shakespeare sonnets, selection
(With poetry it would make sense to put comments on each line. I can imagine a nice edition of Shakespeare’s sonnets working this way.)

macarthur and HASTAC open $2 million digital media and learning competition

From Cathy Davidson at HASTAC:
As part of its $50 million initiative on Digital Media and Learning initiative launched last year (www.digitallearning.macfound.org), the John D. and Catherine T. MacArthur Foundation has just announced support for a $2 million open Digital Media and Learning Competition, with entries due on October 15, 2007. All details about the competition and application requirements can be found at www.dmlcompetition.net. Awards will be made in two categories, Innovation Awards and Knowledge-Networking Awards. Innovation Awards ($100,000 and $250,000) will support learning pioneers, entrepreneurs, and builders of new digital learning environments for formal and informal learning. Knowledge-Networking Awards ($30,000-75,000) will support communicators in connecting, mobilizing, circulating or translating new ideas around digital media and learning. Primary applicants must be U.S. citizens or residents, however other members of a research team need not meet this requirement.
The competition is administered by HASTAC (“haystack”—Humanities, Arts, Science, and Technology Advanced Collaboratory), an innovative “Web 2.0” virtual institution of more than eighty institutes, centers, and community organizations anchored at the University of California Humanities Research Institute and the John Hope Franklin Center at Duke University. Anyone can join the HASTAC network by registering on the website (www.hastac.org) and contributing content and ideas, including podcasts, blogs, or collaborative opportunities.

cathy davidson of duke on the value of wikipedia

Cathy Davidson at Duke continues to impress me with her willingness to publicly take on complicated issues. Here’s a link to an article she wrote for this week’s Chronicle of Higher Education (re-blogged on the Hastac site) in which she takes one of the most progressive and positive stances in relation to Wikipedia that i’ve seen from a senior and highly regarded scholar. [and here’s a link to a piece i wrote a few months back which takes on Jaron Lanier’s critique of Wikipedia.]

open source influence on education

The Online Education Database is running a story on the way the Open Source movement changed education, that assumes a causal relationship between the two:

MIT provides just one of the 10 open source educational success stories detailed below. Open source and open access resources have changed how colleges, organizations, instructors, and prospective students use software, operating systems and online documents for educational purposes. And, in most cases, each success story also has served as a springboard to create more open source projects.

This reminds me of something I have often wondered: Was the open source movement the catalyst for opening up education? Or was it simply the advent of instant communication and easy to copy digital media? Haven’t the ideals of open source long existed in academia?

scholarpedia: sharpening the wiki for expert results

Eugene M. Izhikevich, a Senior Fellow in Theoretical Neurobiology at The Neurosciences Institute in San Diego, wants to see if academics can collaborate to produce a peer reviewed equivalent to Wikipedia. The attempt is Scholarpedia, a free peer reviewed encyclopedia, entirely open to public contributions but with editorial oversight by experts.
scholarpedia.jpg At first, this sounded to me a lot like Larry Sanger’s Citizendium project, which will attempt to add an expert review layer to material already generated by Wikipedia (they’re calling it a “progressive fork” off of the Wikipedia corpus). Sanger insists that even with this added layer of control the open spirit of Wikipedia will live on in Citizendium while producing a more rigorous and authoritative encyclopedia.
It’s always struck me more as a simplistic fantasy of ivory tower-common folk détente than any reasoned community-building plan. We’ll see if Walesism and Sangerism can be reconciled in a transcendent whole, or if intellectual class warfare (of the kind that has already broken out on multiple occasions between academics and general contributors on Wikipedia) — or more likely inertia — will be the result.
The eight-month-old Scholarpedia, containing only a few dozen articles and restricted for the time being to three neuroscience sub-fields, already feels like a more plausible proposition, if for no other reason than that it knows who its community is and that it establishes an unambiguous hierarchy of participation. Izhikevich has appointed himself editor-in-chief and solicited full articles from scholarly peers around the world. First the articles receive “in-depth, anonymous peer review” by two fellow authors, or by other reviewers who measure sufficiently high on the “scholar index.” Peer review, it is explained, is employed both “to insure the accuracy and quality of information” but also “to allow authors to list their papers as peer-reviewed in their CVs and resumes” — a marriage of pragmaticism and idealism in Mr. Izhikevich.
After this initial vetting, the article is officially part of the Scholarpedia corpus and is hence open to subsequent revisions and alterations suggested by the community, which must in turn be accepted by the author, or “curator,” of the article. The discussion, or “talk” pages, familiar from Wikipedia are here called “reviews.” So far, however, it doesn’t appear that many of the approved articles have received much of a public work-over since passing muster in the initial review stage. But readers are weighing in (albeit in modest numbers) in the public election process for new curators. I’m very curious to see if this will be treated by the general public as a read-only site, or if genuine collaboration will arise.
It’s doubtful that this more tightly regulated approach could produce a work as immense and varied as Wikipedia, but it’s pretty clear that this isn’t the goal. It’s a smaller, more focused resource that Izhikevich and his curators are after, with an eye toward gradually expanding to embrace all subjects. I wonder, though, if the site wouldn’t be better off keeping its ambitions concentrated, renaming itself something like “Neuropedia” and looking simply to inspire parallel efforts in other fields. One problem of open source knowledge projects is that they’re often too general in scope (Scholarpedia says it all). A federation of specialized encyclopedias, produced by focused communities of scholars both academic and independent — and with some inter-disciplinary porousness — would be a more valuable, if less radical, counterpart to Wikipedia, and more likely to succeed than the Citizendium chimera.