Poet Ponders the Digital

What happened to the blogosphere? Why is the USENET dead? How did Yahoo and Google groups (listserv-like services) wither so quickly? Why is podcasting struggling? The answers to some of the above questions are simple: USENET was killed because ISPs feared being sued for the amount of illegal files being distributed via the newsgroups. Groups and listservs died thanks to a mix of spam and inconvenient delivery methods. Who doesn't stuggle to manage a flood of email as it is, without mailing lists? Forums require frequent visits, and the "loudest," most annoying members drive the curious and open-minded away. Forums are now for true believers… arguing about ideological purity. Podcasts and music downloads have lost ground to streaming audio and audio-on-demand services. It's still "podcasting" in a form, but through larger services like iHeartRadio and TuneIn. Blogging and forums are the saddest loss, to me, though I miss the USENET programming ne...

Like most educators interested in technology and pedagogy, I have followed the digital revolution down many dead-end paths. We want to believe in publishing (and sharing) for the masses, but I'm less convinced today than I was twenty years ago that the masses want to share serious ideas. The masses want to share kitties, their latest meals, breaking celebrity gossip, and photos they will regret sharing almost as soon as the images enter the data stream. Blogger. Facebook. Twitter. Tumblr. I have five semi-active Blogger-based blogs. My wife and I have a less active writing blog. I have Facebook pages for the blogs, Twitter feeds, and two Tumblr accounts. The traffic to the blogs is in decline, from thousands of weekly visits to a few hundred. The Facebook pages are also trailing off, as Facebook seeks to charge for promoting content. Twitter just annoys me, with an endless stream of automated tweets. I do have one account from which I follow real people posting real,...

I have always preferred to work alone, despising group work. Apparently, I'm not the only person to realize group work is absolutely not better  than working alone:   http://www.nytimes.com/2012/01/15/opinion/sunday/the-rise-of-the-new-groupthink.html?_r=1&pagewanted=all Pedagogically, I've always thought that groups allow students to avoid improving some skills. When I assign a group project, the best design student ends up doing the layout and design. Yes, that makes perfect sense and results in the best grade, but it doesn't help the student most in need of practice. Sure, we should play to our strengths on teams, but school is also about improving your weaknesses. We must balance letting students focus on their favorite tasks and skills against the need to get students to do what they don't realize they can do. Teams allow too many students to avoid work, while other students end up doing extra work. I want to work on my own, most of time, and that's ...

When I have attended meetings or conferences and the topic was online courses, a great deal of attention is paid to the "target audience" for online education. The assumption is that online courses are ideal for certain groups: Workers seeking to complete a degree. Rural residents unable to relocate or travel to a campus. Disabled students requiring accommodations. Non-traditional students (meaning everything from older to unusually young). These might be ideal "targets" if a university operates as nothing but a business, but even private institutions have a responsibility to deliver the best, most meaningful educational experience to all qualified students. I would argue the pressure on for-profit institutions is actually greater because there is a skepticism in academia towards the profit motive. And what we ignore when we think of "target audiences" is that the descriptions do not reflect the personalities of the students. Online courses, from hybrids t...

Selected Bibliography Some texts either specifically or indirectly on the history of education and education theory (pedagogy) that have influenced me. The list is exported from my Bookends database, so there might be some formatting errors. I am trying to clean up my database, but I have several thousand books in the system (and on my shelves). Beniger, James. The Control Revolution: Technological and Economic Origins of the Information Society Cambridge: Harvard University Press, 1986. Berlin, James A. Rhetorics, Poetics, and Cultures : Refiguring College English Studies . Lauer Series in Rhetoric and Composition. West Lafayette, Ind.: Parlor Press, 2003. Corbett, Edward P. J., Nancy Myers, and Gary Tate. The Writing Teacher's Sourcebook . 4th ed., New York: Oxford University Press, 2000. 0195123778 (alk. paper) Cuban, Larry. The Blackboard and the Bottom Line : Why Schools Can't Be Businesses . Cambridge, Mass.: Harvard University Press, 2004. ---. How Scholars T...

The word "community" is overused in academic fields, but it is the best word for what it on my mind today. I closed a Web server this week on which I had created a Drupal and MediaWiki site on special education. The site was functional for about two years, which is an eternity online. The reality is that online communities come and go so rapidly that what was popular a year or two ago is often "inactive" now. There are dozens of Yahoo groups that are dedicated to special education. Most of these were active five years ago, but have since fallen out of favor with users. Just as the Usenet groups and most "listservs" have faded away in the last five years, so have many online forums. The Internet has accelerated the speed with which a community grows, propers, and then declines. The timeline of the Internet is punctuated by technologies and business ideas that were "hot" for a moment. When is the last time you used IRC or read a newsgroup? Remember...

I went back to requiring weekly responses to readings and lectures after two semesters without the requirement. I know students always complained about weekly responses and I found that the grades in a course would not change with or without the responses. But, something told me that the online conversations were valuable. There are already 138 posts to the forums on Moodle this semester. The students are using the forums actively, along with the group wiki pages I set up on Moodle for students. The posts reflect a much deeper attention to detail than I think the students exhibited in the courses without weekly responses. While the grades might not be different without the responses, I'm convinced the overall quality of work and reflection is higher. I realize that if the grading were more objective this would not be an issue — in a writing course we always "curve" the grades somewhat based on the work in that class. Also, I think the students rise to what they perc...

Students have submitted their first assignments via Moodle and are starting to use the Moodle-based Wiki system for group projects. I have a lot of ideas for using this system, so I'll have to consider how the ideas might be shifted to Blackboard just in case. I like the use of standards within the Moodle Wiki and how easy it was to create a Wiki per group. I am going to be grading papers today, so I'll learn about returning them with grades tonight. So far, I'm obviously pleased with how flexible the system is. There are often too many choices, but I'm willing to tolerate some of the complexity for the extra power I seem to have as an instructor. Maybe newer versions of Blackboard will be as flexible. If I accept a post at a BB-only campus, I hope to have some time to play with any modules they have added. Moodle is working so much better for me that I'd hate to go back, though.

Moodle is definitely proving to be more flexible and, sometimes, more efficient than Blackboard. I created five groups for class today in under 15 minutes, something I could not do as quickly in Blackboard. I then created a Wiki for each group in only three steps. The Wiki in Moodle does use HTML instead of Wikitext, but that's okay with me and should be okay for students. The system is new for most students, but they seem to have far less difficulty than my previous classes with Blackboard. That's a definite positive to using Moodle. The campus interviews I have for tenure-track posts use Blackboard. If hired, I would certainly want to advocate for Moodle, now. Unfortunately, such choices are seldom up to instructors and few IT departments want to support several platforms. Reporting is overly detailed in Moodle; I would prefer a chart or something by student. Still, it is nice to be able to check so many student activities. Next week I collect my first online assignment and r...

This year has been a study in contrasts. I chose to teach a traditional technical writing course in the fall and a hybrid course during the spring semester. The differences in student projects, the quality of their analyses, and general attitudes is remarkable. I know research found no easily quantified differences in learning outcomes. However, I think anyone could compare the group projects between these courses and see a difference in the products. While the lessons learned and the facts students retain might be similar, the results do demonstrate something. Some elements of are "intangible" because they are social and philosophical. For example, groups struggled online, even with guidance and gentle remainders to establish schedules and routines. In the traditional course, groups developed stronger bonds and worked together frequently. It should be noted that the face-to-face (F2F) students exchanged more e-mail and chatted more often than the students on the officia...