Learning Environment, Education 225
VoiceThread is a user-friendly way to share power point presentations, videos, photos, and other media. Students and professors can record video or audio responses, draw on the media to highlight certain points, and comment in text form. This site is useful for discussion outside of the classroom, allowing students to focus on the topic at hand and reflect in a collaborative way.
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- Upload power points
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The phrase "feminism unbound" is strange to me. I thought at first I understood it, but when we began to discuss this phrase in class, I got even more confused. So I sat down to think about it on my own. I thought about the rigors of society, the boundaries have set for ourselves and others, the world we have been told should exist. As someone who has chosen to go to an all-women's college I know I follow certain boundaries within the walls of Bryn Mawr College, regulations the college sets for me. I began to think of similar institutions. A friend of mine also goes to a single-sex institution, Wabash College, an all-men's college in Indiana. Wabash sets regulations for its students as well. A potential new regulation is a gender studies graduation requirement. This debate struck a chord with me, especially when I discovered the contorted view of gender studies some members of the institution had created around this issue . . .
"[The] wimpy, neutralized guys that gender feminists are trying to create: men who are not committed to constructive struggle and conflict and fighting for a cause and coming out the winner." (Michaloski and Allman) This statement was made by Dr. David P. Kubiak, a Classics professor at Wabash College in relation to the debate at Wabash over the proposition of a gender studies graduation requirement.
One thing I have learned from the NGLC blended learning and from working with various edu-tech tools and developers, is that the market is very much in flux. Inspired in part by the success of blended learning and the buzz around MOOCs, many companies are working on many different innovative tools and courseware packages, often in response to real needs identified by teachers and students. This is great news, but for the immediate future it means that most of us at some point will need to teach and learn with a tool that is still "in beta" and lacks the robust customer support or functionality of older, more established software.
I've written before about how difficult, yet ultimately rewarding, it can be to get used to working in a "live beta" mode, in which you publish or publicly try something you know to be half-baked, in order to get feedback on how it works in a real-world setting. A recent EdSurge article also offers some concrete logistical tips for instructors who find themselves in this position, due to the newness of the software tools they are trying to use -- such as workarounds for tools that lack "single sign-on" functionality.
One thing that I have learned from the course so far are the different kinds of technology that are present in the classrooms as well as their implications. I have always looked down on technology since I find it to be a distraction rather than a aid in learning. Our outlook on technology in the classroom is forever changing and we definitely take technologies (both old and new) for granted. My rose would be the encouragement to "think outside the box" and participate in different ways that differ from my math education. My thorn would be that because my computer is broken, it really discourages me from doing my readings online and participating in the types of technologies we're learning about.
I felt like this unit was a good introduction and laid down the foundation for the class: defining the terms and posing the big questions to contemplate over the course of the semester. It has encouraged me personally to engage with and explore technology that I have been reluctant to experiment with in the past, including prezi and instagram, and I am excited to continue to learn. We have also established initial contact with our pen pals in Ghana and while we are uncertain about the development of that relationship at this point, I am excited about the possibilities. The prospect of an undeveloped structure to this part of the course is exciting but at the same time, a bit anxiety provoking, and so I hope we can help future participants by laying down some sort of structure for them.
Here is the link to my inquiry project:
February 12th, 2013
How do you know the difference between abuse and discipline?
Abuse vs. Discipline
excessive, beating, more force duration. long term, issues external to the child, impulsive, can it be cultural, less related to child, child cannot learn the system it is too arbitrary
washing mouth out with soap, modify behaviors, hit spank, rational, no conflict across cultural setting-school/home/ grocery, varies by gender, child can learn system and succeed, rational lecturing explaining why
types of Discipline:
- writing lines
Traditional vs. Progressive Discipline