Discussion of "great ideas" commercial
The underlying question was "How does this relate to internet pedagogy?" The BMW commercial is only on the web. it is therefore a "web product." It was examined for content, context, metaphor, repurposing, manifest and latent messages, etc.
A mini-lecture focused on "theory of text". This section began with an assumption (to be questioned and tested) that the internet is essentially a text medium. The author - reader - text model from literary theory was introduced to show how complex understanding text can be.
Text was defined broadly, beyond traditional print text as "any message presented in a form whose existence is independent of sender and receiver." By that definition, television, cinema, radio are all "texts" to be read. Also, by that definition, "reading the internet" becomes a critical idea.
Textual fundamentalism was defined as the belief that texts always say just what they mean. On the other hand, Derrida argues provocatively that " a written text can usrvive the absence of its author, the absence of its addressee, the absence of its object, the absence of its context, the absence of its code... and still be read."
The class concluded with a introduction to a website called TED (Technology, Entertainment, Design). Ted is a high powered exclusve think tank which holds an annual conference in Monterey California. The highlight of the conference is a series of 20 minute high powered presentations by the attendees. These have been placed on the web and ar avaialble for free use.
The class concluded by viewing the presentation by Sir Ken Robinson, British educator who specializes in the domain of creativity. His talk argued that we need to enhance and support creativity in the learner. In relation to this course, the message should be: How can internet pedagogy add to a creative way of thinking and teaching and learning?
Interestingly and perhaps tellingly, the 20 minute video (on Mp4 concluded with the 30 second "great ideas" BMW commercial we had discussed at the beginning of the class.
Next Class: Discussion of assignments and social bookmarking tutorial.
Thursday, September 20, 2007
Class One Summary
This class introduced the concept and potential of internet pedagogy.
Several internet metaphors were introduced including the information superhighway, digital library, electronic mail, electronic marketplace, digital world, dumpster and panopticon.
Themes running through the course were identified as
Low cost / no cost
User friendly
Postmodernism (alternative conflicting discourses
Teachers are teachers, not technicians
Other themes include democracy, social justice, globalization and the Canadian discourse.
The class concluded with an exercise. They viewed (three times) a commercial by BMW which stated “What if great ideas were no longer cherished? What if they carried no importance or held no value? There is a place where artistic vision is protected. Where inspired design ideas live on…”
Students were to submit a one page analysis. Interpretation or summary of the commercial for discussion in the next class.
Several internet metaphors were introduced including the information superhighway, digital library, electronic mail, electronic marketplace, digital world, dumpster and panopticon.
Themes running through the course were identified as
Low cost / no cost
User friendly
Postmodernism (alternative conflicting discourses
Teachers are teachers, not technicians
Other themes include democracy, social justice, globalization and the Canadian discourse.
The class concluded with an exercise. They viewed (three times) a commercial by BMW which stated “What if great ideas were no longer cherished? What if they carried no importance or held no value? There is a place where artistic vision is protected. Where inspired design ideas live on…”
Students were to submit a one page analysis. Interpretation or summary of the commercial for discussion in the next class.
Saturday, September 8, 2007
Assignment Two: Paper and Project
EDUB 5840 Internet Pedagogy
Dr. Denis Hlynka
September 2007
Assignment #2: Paper and Presentation
NOTE: THE IB PAPER PART OF THIS ASSIGNMENT HAS BEEN CANCELLED. IT IS REPLACED BY A PRESENTATION AND HANDOUT ONLY.
1. Produce a paper dealing with a topic of your choice dealing with internet pedagogy grounded in some (perhaps 4-8) of the course readings
2. The paper will follow the IB (International Baccalaureate) model as described below in #4.
3. The paper must include the following:
1. The paper is approximately 4 pages or 1000 words
2. The paper is written completely in third person
3. Topic selection: Select a topic relevant to your interests or needs, but related to the course readings.
4. The paper is divided into six sections
a. The Plan (In one paragraph, state the purpose of your investigation.) 25-50 words
b. Summary of evidence. This is the crux of your content. Produce at least a dozen key points and for each provide a footnote which references where the points came from. 250-500 words
c. Evaluation of sources: Evaluate at least two of your sources. One page. Discuss their potential credibility, strengths, possible biases.
d. Analysis: 2 pages 250-500 words
e. Conclusion: One paragraph 100 words
f. Bibliography
5. Grading:
a. Plan 2 10
b. Evidence 5 25
c. Evaluation 4 20
d. Analysis 5 25
e. Conclusion 2 10
f. Bibliography 2 10
Total 20 100
EDUB 5840 Internet Pedagogy
Dr. Denis Hlynka
Assignment: Class Presentation
1. Select one of the readings presented in the course “textbook.”
2. Report to class with a five minute presentation. Be prepared to lead a discussion on the topic.
3. Prepare a one page handout to accompany your presentation which includes the following information:
Title/Topic:
Context:
Target Audience (Who does this paper think you are?):
Content.
Relevance to internet pedagogy
Bibliography/References
Dr. Denis Hlynka
September 2007
Assignment #2: Paper and Presentation
NOTE: THE IB PAPER PART OF THIS ASSIGNMENT HAS BEEN CANCELLED. IT IS REPLACED BY A PRESENTATION AND HANDOUT ONLY.
1. Produce a paper dealing with a topic of your choice dealing with internet pedagogy grounded in some (perhaps 4-8) of the course readings
2. The paper will follow the IB (International Baccalaureate) model as described below in #4.
3. The paper must include the following:
1. The paper is approximately 4 pages or 1000 words
2. The paper is written completely in third person
3. Topic selection: Select a topic relevant to your interests or needs, but related to the course readings.
4. The paper is divided into six sections
a. The Plan (In one paragraph, state the purpose of your investigation.) 25-50 words
b. Summary of evidence. This is the crux of your content. Produce at least a dozen key points and for each provide a footnote which references where the points came from. 250-500 words
c. Evaluation of sources: Evaluate at least two of your sources. One page. Discuss their potential credibility, strengths, possible biases.
d. Analysis: 2 pages 250-500 words
e. Conclusion: One paragraph 100 words
f. Bibliography
5. Grading:
a. Plan 2 10
b. Evidence 5 25
c. Evaluation 4 20
d. Analysis 5 25
e. Conclusion 2 10
f. Bibliography 2 10
Total 20 100
EDUB 5840 Internet Pedagogy
Dr. Denis Hlynka
Assignment: Class Presentation
1. Select one of the readings presented in the course “textbook.”
2. Report to class with a five minute presentation. Be prepared to lead a discussion on the topic.
3. Prepare a one page handout to accompany your presentation which includes the following information:
Title/Topic:
Context:
Target Audience (Who does this paper think you are?):
Content.
Relevance to internet pedagogy
Bibliography/References
Assignment One: Portfolio "Ideas worth trying"
EDUB 5840 Internet Pedagogy
Dr. Denis Hlynka
September 2007
Assignment #1: Course Portfolio
“Ideas Worth Trying: Internet Pedagogy in the (elementary/science/physics/grade 7/etc.) classroom” Project.
You are to develop a portfolio that explores the potential of the internet for teaching and learning in your particular subject or interest area. The portfolio will consist of an exploration of 10-15 internet-based databases, concepts, “tools”, software or websites. Each should will be organized on a minimum of one page using the following structure:
Title, Description (What is it?),
Pedagogic Possibilities (How can it be used in the classroom?)
Potential Problems (What is the downside of this idea? Where might problems arise?)
Example (Provide an example of how the idea might be used.
References (Include here any websites consulted.)
Conclusion/Summary/Rating.
Some Details
Your portfolio should be accompanied by an introductory page and a conclusion page. Writing is to be in the third person, and should be written for a generic audience who might pick up the document without any knowledge of the course. In other words, this is an objective document, not subjective.
Some potential resources, tools, websites or concepts to explore
1. Blogspot.com
2. Google Images
3. Google Scholar
4. Google Docs
5. Database:Oxford English Dictionary
6. Database: Dissertation Abstracts
7. Website: UM Commons
8. Portal: UM Jump
9. Questia.com
10. Imdb.com
11. Ted.com
12. De.lic.ious.com
13. Wikipedia
14. Wikiquote
15. Wikihow
16. Nicenet.com
17. You tube
18. Netmeeting
19. Yahoo messenger
20. My Face
21. webquest
Grading
Grading is holistic, based on content, discussion, as well as writing, and presentation skills.
Dr. Denis Hlynka
September 2007
Assignment #1: Course Portfolio
“Ideas Worth Trying: Internet Pedagogy in the (elementary/science/physics/grade 7/etc.) classroom” Project.
You are to develop a portfolio that explores the potential of the internet for teaching and learning in your particular subject or interest area. The portfolio will consist of an exploration of 10-15 internet-based databases, concepts, “tools”, software or websites. Each should will be organized on a minimum of one page using the following structure:
Title, Description (What is it?),
Pedagogic Possibilities (How can it be used in the classroom?)
Potential Problems (What is the downside of this idea? Where might problems arise?)
Example (Provide an example of how the idea might be used.
References (Include here any websites consulted.)
Conclusion/Summary/Rating.
Some Details
Your portfolio should be accompanied by an introductory page and a conclusion page. Writing is to be in the third person, and should be written for a generic audience who might pick up the document without any knowledge of the course. In other words, this is an objective document, not subjective.
Some potential resources, tools, websites or concepts to explore
1. Blogspot.com
2. Google Images
3. Google Scholar
4. Google Docs
5. Database:Oxford English Dictionary
6. Database: Dissertation Abstracts
7. Website: UM Commons
8. Portal: UM Jump
9. Questia.com
10. Imdb.com
11. Ted.com
12. De.lic.ious.com
13. Wikipedia
14. Wikiquote
15. Wikihow
16. Nicenet.com
17. You tube
18. Netmeeting
19. Yahoo messenger
20. My Face
21. webquest
Grading
Grading is holistic, based on content, discussion, as well as writing, and presentation skills.
Course Assignments
EDUB 5840 Internet Pedagogy
D. Hlynka
Course Assignments
September 2007
Course Assignments
1. A portfolio consisting of 10-15 capsule summaries and examples of selected internet ideas, concepts and “tools” for the teaching of your subject area. See below for details. (40%) Due: First class in November.
2. A class presentation based on at least one of the course readings and accompanying handout paper. (30%) Due: On-going throughout the course.
3. Miscellaneous short exercises to be announced in class. (10%) Due: As assigned
4.A final examination, consisting of identification and essay questions, held on the last class period (20%). Due: last class
Late assignments may be submitted only with the consent of the instructor.
Evaluative feedback will be provided before the last date for voluntary
withdrawal where possible.
D. Hlynka
Course Assignments
September 2007
Course Assignments
1. A portfolio consisting of 10-15 capsule summaries and examples of selected internet ideas, concepts and “tools” for the teaching of your subject area. See below for details. (40%) Due: First class in November.
2. A class presentation based on at least one of the course readings and accompanying handout paper. (30%) Due: On-going throughout the course.
3. Miscellaneous short exercises to be announced in class. (10%) Due: As assigned
4.A final examination, consisting of identification and essay questions, held on the last class period (20%). Due: last class
Late assignments may be submitted only with the consent of the instructor.
Evaluative feedback will be provided before the last date for voluntary
withdrawal where possible.
Tuesday, August 28, 2007
Course Outline
EDUB5840
September 2007
Instructor: Dr. Denis Hlynka
Office: 236 Education
Email: dhlynka@cc.umanitoba.ca
Office hours: Immediately after class, or by appointment
Calendar description
An introduction to the internet for teaching and learning. Focus on instructional applications of the internet for all levels from K-12 as well as adult, postsecondary and training settings. Current research will be examined and monitored for its relevance to this fast changing field.
Narrative course description
Within a few short years, the internet has become ubiquitous. Five years ago, You-tube, wikipedia, open source software, and the I-phone did not exist. The internet has exploded as a new communications device.
This course begins with two caveats. First, the internet was not developed for education and pedagogy. While the internet may have much educative and pedagogical potential, that was not its original intent. Second, this is not a technical course dealing with “how to” produce webpages, use email, or fine-tune your computer to be able to access I-tunes or Real Audio or mp4. Teachers are not technicians. This course deals with pedagogy and how it is impacted by educational technologies. This course will explore the potential of the internet for teaching and learning
Course Format
This course follows the traditional format of weekly lectures, seminars and tutorials. This is not a lab course. Access to a computer lab will be provided if and when necessary. Students are expected to have access to a computer beyond class time.
Objectives
This course is designed for post baccalaureate teachers from K-12, and in higher and adult education In addition, the course has application to those involved in training programs in business, government and industry.
Students enrolled in Internet Pedagogy can expect to:
1. Develop a "comfort level" with the internet as a potential educational resource.
2. Explore pedagogic opportunities of the web.
3. Examine selected specific websites as both exemplary and problematic.
4. Examine the multiplicity of web metaphors, such as the web as a highway, a library, a communicator and a marketplace.
5. Explore social issues related to the web such democracy, anarchy and politics.
6. Identify web sources of instructional and curriculum materials.
7. Summarize basic relevant research on the use of the internet in teaching and learning.
8. Summarize new directions in education promised by the internet
9. Explore ethical issues dealing with the web in education including issues of cheating, plagiarism, bullying and copyright.
10. Examine the potential and the dangers of e-learning.
Evaluation
1. A portfolio consisting of 10-15 capsule discussions and examples of selected internet “tools” for the teaching of your subject area. See below for details. (40%)
2. A presentation and paper of at least 1500-2000 words (6-8 double-spaced
pages), following the IB model to be described below. (30%) based on course readings.
3. Exercises. To be announced in class. (10%)
4.A final examination, consisting of identification and essay questions, held on the last class period (20%).
Late assignments may be submitted only with the consent of the instructor.
Evaluative feedback will be provided before the last date for voluntary
withdrawal were possible.
Instructions for email contact:
Due to the large amount of email received, please begin the subject line with EDUB 5840 followed by the specific subject. (eg. EDUB 5840 Question; EDUB 5840 Final Paper; EDUB 5840 Clarification please). When you submit an attachment, please label it with your last name. (Attachments get separated from emails and have to be re-labeled.)
Grading
Letter Grade Grade Point Level of Achievement Percentage Range
A+ 4.50 Exceptional 95 and above
A 4.00 Excellent 90-94
B+ 3.50 Very Good 85-89
B 3.00 Good 80-84
C+ 2.50 Satisfactory 75-79
C 2.00 Adequate 70-74
D 1.00 Marginal 60-69
F 0.00 Failure Below 60
Textbook
There is no formal textbook for the course. A virtual textbook will be pieced together from online readings.
Course outline / Tentative schedule
Course themes and topics
1. The pervasiveness and ubiquitousness of the internet.
2. Web metaphors: utopian and distopian
3. The changing role of information in the digital age
4. Pedagogy in the digital age. How the internet shapes pedagogy and curriculum. How the internet changes the way we teach and students learn.
5. Ethics and the internet. Netiquette. The dark sided of the internet: Cyberbullying, cyberplagiarism, cheating, cyberpornography, stalking
6. Democracy, the internet and pedagogy
7. Societal impact of the internet. The internet and modern existence
8. Globalization vs. localization
9. How the internet changes the way we think and the way we do research.
General
This course subscribes fully to all aspects of the University of Manitoba ROASS document as found in the general calendar.
PLAGIARISM: Student attention is drawn to statements in the University calendar regarding academic dishonesty including plagiarism and cheating of any kind. Plagiarism or cheating is a serious offence.
EVALUATIVE FEEDBACK As much as possible, formative evaluative feedback will be provided before the VW date. However, due to the project nature of this course, such feedback may not always be forthcoming. Students are therefore urged to contact their professor before the VW date, if in doubt.
LATE ASSIGNMENTS POLICY Late assignments will be permitted if and only if students have discussed the issue with the instructor before the due date. Students will NOT be allowed to re-write papers to raise their final grade.
BIBLIOGRAPHY
Required readings
*Documents with asterisks are available on google. It is expected that students will be able to search and find as necessary. Note that this is a truncated bibliography, with full source documentation deliberately omitted.
*Barney, D. (2007). One nation under Google: Citizenship in the technological republic.
*Benjamin, W. (1936). The work of art in the age of mechanical reproduction
*Birsch, D. G. Graham: The internet: A philosophic inquiry (book review)
*Borgman, A. (1999) Society in the postmodern era
*Cooke, A. (2000) The Magic of the Internet
*Croft, C. (2007). The twenty-first century museum and gallery
*Davis, D. (1996). The idea of a 21st century museum
*Eco, U, (1996) From Internet to Gutenberg by Umberto Eco
*Giles, J. *Internet encyclopedias go head to head
*Graham, G. (nd). Anarchy and the internet
*Greene, M. and Baer, M. (2000). What does Globalization mean for teaching and learning
*Hall, M. (2000). The New Imperialism of Borderless Education
*Hall, M. (2000). Realizing the Virtual Hamburger: Education and the margins of the network society.
*Kenway, J. The information superhighway and postmodernity. by Jane Kenway
*Lewis, G. (2006) *Blogging Democracy: The contribution of political blogs to democracy. By Gareth Lewis
*Owston, R. D., (1997). The World Wide Web: A technology to enhance teaching and learning
*Ratzan, L. (2000). Making sense of the Web: A metaphoric approach by L.
*Rothenberg D. (1997) How the Web Destroys the Quality of Students' Research Papers
*Solomon, D. (2006). I ’ve got nothing to hide and other misunderstandings of privacy
Additional Bibliography
Achterhuis, H. (Ed.), & Crease, R. P. (Tran.). (2001). American philosophy of technology. Bloomington, IN: Indiana University Press.
Barney, D. (2000). Prometheus wired: The hope for democracy in the age of network technology. Vancouver: UBC Press.
Blake, N. (Ed.),& Standish, P. (Ed.). (2000). Enquiries at the interface: Philosophical problems of online education. Oxford: Blackwell.
Carey, J. W. (1992). Communication as culture: Essays on media and society. New York: Routledge.
Cavalier, R. J. (Ed.). (2005). The impact of the internet on our moral lives. New York: State University of New York Press.
Cottle, T. J. (2001). Mind fields: Adolescent consciousness in a culture of distraction. New York: Peter Lang.
Dakers, J. R. (Ed.). (2006). Defining technological literacy: Towards an epistemological framework. New York: Palgrave.
Dusek, V. (2006). Philosophy of technology: An introduction. Malden, MA: Blackwell.
Ferre, F. (1988). Philosophy of Technology. Englewood Cliffs, N. J.: Prentice Hall.
Franklin, U. M. (1990). The real word of technology. Toronto: Anansi.
Raschke, C. A. (2003). The digital revolution and the coming of the postmodern university. New York: RoutledgeFalmer.
Seiter, E. (2005). The internet playground: Children's access, entertainment, and mis-education. New York: Peter Lang.
Slack, J. D., & Wise, J. M. (2005). Culture + Technology.New York: Peter Lang.
Video
Anderson, Chris (2004). Technology’s long tail. http://www.ted.com/index.php/talks/view/id/72
Baraniuk, Richard (2006): Goodbye, textbooks; hello, open-source learning. http://www.ted.com/index.php/talks/view/id/25
Bezos, Jeff (2003): After the gold rush, there's innovation ahead. http://www.ted.com/index.php/talks/view/id/105
Gore, Al (2006): 15 ways to avert a climate crisis. http://www.ted.com/index.php/talks/view/id/1
Kelly, Kevin (2005): How does technology evolve? Like we did. http://www.ted.com/index.php/talks/view/id/19
Robinson, Ken (2006): Do schools kill creativity? http://www.ted.com/index.php/talks/view/id/66
Leadbeater, Charles (2005): The rise of the amateur professional http://www.ted.com/index.php/talks/view/id/63
Negroponte, Nicholas (2006): The vision behind One Laptop Per Child http://www.ted.com/index.php/talks/view/id/41
Pogue, David (2006): When it comes to tech, simplicity sells. http://www.ted.com/index.php/talks/view/id/7
Wales, Jimmy (2005): How a ragtag band created Wikipedia. http://www.ted.com/index.php/talks/view/id/37
September 2007
Instructor: Dr. Denis Hlynka
Office: 236 Education
Email: dhlynka@cc.umanitoba.ca
Office hours: Immediately after class, or by appointment
Calendar description
An introduction to the internet for teaching and learning. Focus on instructional applications of the internet for all levels from K-12 as well as adult, postsecondary and training settings. Current research will be examined and monitored for its relevance to this fast changing field.
Narrative course description
Within a few short years, the internet has become ubiquitous. Five years ago, You-tube, wikipedia, open source software, and the I-phone did not exist. The internet has exploded as a new communications device.
This course begins with two caveats. First, the internet was not developed for education and pedagogy. While the internet may have much educative and pedagogical potential, that was not its original intent. Second, this is not a technical course dealing with “how to” produce webpages, use email, or fine-tune your computer to be able to access I-tunes or Real Audio or mp4. Teachers are not technicians. This course deals with pedagogy and how it is impacted by educational technologies. This course will explore the potential of the internet for teaching and learning
Course Format
This course follows the traditional format of weekly lectures, seminars and tutorials. This is not a lab course. Access to a computer lab will be provided if and when necessary. Students are expected to have access to a computer beyond class time.
Objectives
This course is designed for post baccalaureate teachers from K-12, and in higher and adult education In addition, the course has application to those involved in training programs in business, government and industry.
Students enrolled in Internet Pedagogy can expect to:
1. Develop a "comfort level" with the internet as a potential educational resource.
2. Explore pedagogic opportunities of the web.
3. Examine selected specific websites as both exemplary and problematic.
4. Examine the multiplicity of web metaphors, such as the web as a highway, a library, a communicator and a marketplace.
5. Explore social issues related to the web such democracy, anarchy and politics.
6. Identify web sources of instructional and curriculum materials.
7. Summarize basic relevant research on the use of the internet in teaching and learning.
8. Summarize new directions in education promised by the internet
9. Explore ethical issues dealing with the web in education including issues of cheating, plagiarism, bullying and copyright.
10. Examine the potential and the dangers of e-learning.
Evaluation
1. A portfolio consisting of 10-15 capsule discussions and examples of selected internet “tools” for the teaching of your subject area. See below for details. (40%)
2. A presentation and paper of at least 1500-2000 words (6-8 double-spaced
pages), following the IB model to be described below. (30%) based on course readings.
3. Exercises. To be announced in class. (10%)
4.A final examination, consisting of identification and essay questions, held on the last class period (20%).
Late assignments may be submitted only with the consent of the instructor.
Evaluative feedback will be provided before the last date for voluntary
withdrawal were possible.
Instructions for email contact:
Due to the large amount of email received, please begin the subject line with EDUB 5840 followed by the specific subject. (eg. EDUB 5840 Question; EDUB 5840 Final Paper; EDUB 5840 Clarification please). When you submit an attachment, please label it with your last name. (Attachments get separated from emails and have to be re-labeled.)
Grading
Letter Grade Grade Point Level of Achievement Percentage Range
A+ 4.50 Exceptional 95 and above
A 4.00 Excellent 90-94
B+ 3.50 Very Good 85-89
B 3.00 Good 80-84
C+ 2.50 Satisfactory 75-79
C 2.00 Adequate 70-74
D 1.00 Marginal 60-69
F 0.00 Failure Below 60
Textbook
There is no formal textbook for the course. A virtual textbook will be pieced together from online readings.
Course outline / Tentative schedule
Course themes and topics
1. The pervasiveness and ubiquitousness of the internet.
2. Web metaphors: utopian and distopian
3. The changing role of information in the digital age
4. Pedagogy in the digital age. How the internet shapes pedagogy and curriculum. How the internet changes the way we teach and students learn.
5. Ethics and the internet. Netiquette. The dark sided of the internet: Cyberbullying, cyberplagiarism, cheating, cyberpornography, stalking
6. Democracy, the internet and pedagogy
7. Societal impact of the internet. The internet and modern existence
8. Globalization vs. localization
9. How the internet changes the way we think and the way we do research.
General
This course subscribes fully to all aspects of the University of Manitoba ROASS document as found in the general calendar.
PLAGIARISM: Student attention is drawn to statements in the University calendar regarding academic dishonesty including plagiarism and cheating of any kind. Plagiarism or cheating is a serious offence.
EVALUATIVE FEEDBACK As much as possible, formative evaluative feedback will be provided before the VW date. However, due to the project nature of this course, such feedback may not always be forthcoming. Students are therefore urged to contact their professor before the VW date, if in doubt.
LATE ASSIGNMENTS POLICY Late assignments will be permitted if and only if students have discussed the issue with the instructor before the due date. Students will NOT be allowed to re-write papers to raise their final grade.
BIBLIOGRAPHY
Required readings
*Documents with asterisks are available on google. It is expected that students will be able to search and find as necessary. Note that this is a truncated bibliography, with full source documentation deliberately omitted.
*Barney, D. (2007). One nation under Google: Citizenship in the technological republic.
*Benjamin, W. (1936). The work of art in the age of mechanical reproduction
*Birsch, D. G. Graham: The internet: A philosophic inquiry (book review)
*Borgman, A. (1999) Society in the postmodern era
*Cooke, A. (2000) The Magic of the Internet
*Croft, C. (2007). The twenty-first century museum and gallery
*Davis, D. (1996). The idea of a 21st century museum
*Eco, U, (1996) From Internet to Gutenberg by Umberto Eco
*Giles, J. *Internet encyclopedias go head to head
*Graham, G. (nd). Anarchy and the internet
*Greene, M. and Baer, M. (2000). What does Globalization mean for teaching and learning
*Hall, M. (2000). The New Imperialism of Borderless Education
*Hall, M. (2000). Realizing the Virtual Hamburger: Education and the margins of the network society.
*Kenway, J. The information superhighway and postmodernity. by Jane Kenway
*Lewis, G. (2006) *Blogging Democracy: The contribution of political blogs to democracy. By Gareth Lewis
*Owston, R. D., (1997). The World Wide Web: A technology to enhance teaching and learning
*Ratzan, L. (2000). Making sense of the Web: A metaphoric approach by L.
*Rothenberg D. (1997) How the Web Destroys the Quality of Students' Research Papers
*Solomon, D. (2006). I ’ve got nothing to hide and other misunderstandings of privacy
Additional Bibliography
Achterhuis, H. (Ed.), & Crease, R. P. (Tran.). (2001). American philosophy of technology. Bloomington, IN: Indiana University Press.
Barney, D. (2000). Prometheus wired: The hope for democracy in the age of network technology. Vancouver: UBC Press.
Blake, N. (Ed.),& Standish, P. (Ed.). (2000). Enquiries at the interface: Philosophical problems of online education. Oxford: Blackwell.
Carey, J. W. (1992). Communication as culture: Essays on media and society. New York: Routledge.
Cavalier, R. J. (Ed.). (2005). The impact of the internet on our moral lives. New York: State University of New York Press.
Cottle, T. J. (2001). Mind fields: Adolescent consciousness in a culture of distraction. New York: Peter Lang.
Dakers, J. R. (Ed.). (2006). Defining technological literacy: Towards an epistemological framework. New York: Palgrave.
Dusek, V. (2006). Philosophy of technology: An introduction. Malden, MA: Blackwell.
Ferre, F. (1988). Philosophy of Technology. Englewood Cliffs, N. J.: Prentice Hall.
Franklin, U. M. (1990). The real word of technology. Toronto: Anansi.
Raschke, C. A. (2003). The digital revolution and the coming of the postmodern university. New York: RoutledgeFalmer.
Seiter, E. (2005). The internet playground: Children's access, entertainment, and mis-education. New York: Peter Lang.
Slack, J. D., & Wise, J. M. (2005). Culture + Technology.New York: Peter Lang.
Video
Anderson, Chris (2004). Technology’s long tail. http://www.ted.com/index.php/talks/view/id/72
Baraniuk, Richard (2006): Goodbye, textbooks; hello, open-source learning. http://www.ted.com/index.php/talks/view/id/25
Bezos, Jeff (2003): After the gold rush, there's innovation ahead. http://www.ted.com/index.php/talks/view/id/105
Gore, Al (2006): 15 ways to avert a climate crisis. http://www.ted.com/index.php/talks/view/id/1
Kelly, Kevin (2005): How does technology evolve? Like we did. http://www.ted.com/index.php/talks/view/id/19
Robinson, Ken (2006): Do schools kill creativity? http://www.ted.com/index.php/talks/view/id/66
Leadbeater, Charles (2005): The rise of the amateur professional http://www.ted.com/index.php/talks/view/id/63
Negroponte, Nicholas (2006): The vision behind One Laptop Per Child http://www.ted.com/index.php/talks/view/id/41
Pogue, David (2006): When it comes to tech, simplicity sells. http://www.ted.com/index.php/talks/view/id/7
Wales, Jimmy (2005): How a ragtag band created Wikipedia. http://www.ted.com/index.php/talks/view/id/37
Saturday, May 19, 2007
Reading: One Nation under Google by Darin Barney
This lecture can be downloaded in print form at http://www.harthouselecture.ca/. The audio is available here.
Darin Barney delivered the 2007 Hart House lecture, March 2007. This short paper/lecture presents a useful starting point to considr the role of technology in education today. It needs to be noted that the lecture does NOT deal with education per se, but focuses on technology and democracy.
Our focus in our class discussions will be to re-focus Dr. Barney's comments to the field of education. Your task is to download the article, read it, and be prepared to discuss each of the six "chapters" as they relate to the role of technology in teaching and learning.
Darin Barney delivered the 2007 Hart House lecture, March 2007. This short paper/lecture presents a useful starting point to considr the role of technology in education today. It needs to be noted that the lecture does NOT deal with education per se, but focuses on technology and democracy.
Our focus in our class discussions will be to re-focus Dr. Barney's comments to the field of education. Your task is to download the article, read it, and be prepared to discuss each of the six "chapters" as they relate to the role of technology in teaching and learning.
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