MRG How-To-Contribute
From wsuwiki
To Contribute an Article
- Log in (use the "log in" in the upper right hand part of the screen)
- Click "Edit" next to [Proposed Articles/Resources]
- Type in the citation of the article, so that it can be easily located in case it is selected as the main reading for that week's meeting. If the article is available online, please include the URL to the PDF or html version of the article.
- Below the citation, provide the article abstract and/or a brief (1-2 sentences) description of the article and why, in your opinion, this article would be a worthwhile read.
IMPORTANT: The deadline for submitting articles to be considered for the upcoming MRG meeting (every other Wednesday) is 9:00am on the previous Friday.
An article (or articles) will be selected by the MRG group members, and an announcement stating the article choice will be posted on the MRG wiki page by noon of the Friday before the meeting. At this time the selection is done by the members of WSU CTLT [1] (CUE 502) who participate in the MRG. We will do our best to improve this process to make it more democratic as new members join the group.
Proposed Articles/Resources
Why Professor Johnny Can't Read:Understanding the Net Generation's Texts - Here's the official abstract from Innovate: "One way of better understanding Net-Generation learners is to examine the texts they create on online social networking, blogging, and image sites as well as in virtual worlds. Mark Mabrito and Rebecca Medley explore the nature of Net-Generation texts as a reflection of the cognitive differences between this generation's students and their older instructors, discuss the unique challenges this group of learners may present for instructors who do not share their technological immersion, and suggest the means by which such challenges may be overcome. To accommodate the needs of the Net Generation, Mabrito and Medley suggest that faculty must reconsider traditional pedagogy and integrate more innovative ways of instruction for this significantly different population of students." --Lorena O'English 01:30, 12 October 2008 (UTC)
Metagenomics: A Call for Bringing a New Science into the Classroom (While It's Still New) Anne Jurkowski,* Ann H. Reid,† and Jay B. Labov‡
The article can be accessed on line at: http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2104496 The PDF is availalbe there as well.
Metagenomics is a super interesting new field - in a nutshell : When we try to pick out anything by itself, we find it is tied to everything else in the universe" John Muir 1911.
What is very relevant to the work that all of us do, I think, is the call that this paper makes to authentically involve wider communities at all levels in cutting edge research - not just as a service, or because experiential learning works, but also because it can help forward the research more quickly and more deeply in important and interesting ways.
Early August Article:
This article is about libraries and institutional repositories, but I think its really about the internal and external perils and pitfalls of implementing new systems, and I think it has relevance for CTLT work: Salo, Dorothea. Innkeeper at the Roach Motel. Library Trends 57:2 (Fall 2008).
http://digital.library.wisc.edu/1793/22089
Abstract: Trapped by faculty apathy and library uncertainty, institutional repositories face a crossroads: adapt or die. The “build it and they will come” proposition has been decisively proven wrong. Citation advantages and preservation have not attracted faculty participants, though current-generation software and services offer faculty little else. Academic librarianship has not supported repositories or their managers. Most libraries consistently under-resource and understaff repositories, further worsening the participation gap. Software and services are wildly out of touch with faculty needs and the realities of repository management. These problems are not insoluble, but they demand serious reconsideration of repository missions, goals, and means. --Lorena O'English 12:58, July 18, 2008 (Pacific Daylight Time)
Conversation as Experiential Learning by Ann C. Baker, Patricia J. Jensen and David A. Kolb. Management Learning, 2005
Access the pdf here: http://mlq.sagepub.com/cgi/reprint/36/4/411?ck=nck
Abstract: This article proposes a framework relevant to the continuous learning of individuals and organizations. Drawing from the theory of experiential learning, the article proposes conversational learning as the experiential learning process occurring in conversation as learners construct meaning from their experiences. A theoretical framework based on five process dialectics is proposed here as the foundational underpinning of conversational learning. The five dialectics—apprehension and comprehension; reflection and action; epistemological discourse and ontological recourse; individuality and relationality; status and solidarity—are elaborated. As participants engage in conversation by embracing the differences across these dialectics, the boundaries of the dialectics open a conversational space. Attending to this conversational space enables those in the conversation to remain engaged with each other so that differing perspectives can catalyze learning experientially and promote individual learning and organizational learning. Key Words: conversation; conversational space; dialectic; dialogue; experiential learning; organizational learning
Rationale from Ashley who's proposing (but Kimberly found it initially): This is a good follow up to 5/7 MRG related to the role of conversation and dialogue in developing adaptive expertise and lots of other stuff too.
Overcoming dangerous learning: The role of critical reflection in cross-cultural interactions by Ariane Berthoin Antal & Victor J. FriedmanV, Emek Yezreel College, Israel and Social Science Research
Centre Berlin (WZB), Berlin, Germany. Discussion Paper SP III 2004-106
Wissenschaftszentrum Berlin für Sozialforschung (2004)
Access the pdf here: http://skylla.wzb.eu/pdf/2004/iii04-106.pdf
Abstract:
Rapid globalization has increased the need and opportunity for interactions between people from different cultural backgrounds. Experience is often considered the best teacher and experiences with cross-cultural interactions represent important opportunities to learn to deal with differences. Drawing on a collection of 260 cases, this contribution argues that even when people enter into cross-cultural interactions with the intention of learning new ways of seeing and doing things, they often draw conclusions that make them unreceptive to information that might contradict what they already think. Thus, learning from experience can be dangerous when it inhibits inquiry and closes off new knowledge. This contribution illustrates the kinds of “dangerous learning” we have encountered in our research and presents strategies of critical self-reflection and interaction to generate shared understandings of situations, desired outcomes, and appropriate actions. Zusammenfassung
Rationale from Kimberly:
This article seems relevant to our university's global focus, our work with the Global Resources group, our upcoming work with EdAbroad. I also see potential cross-overs with any program which includes "experiencial learning" without supporting the process of analysis, integration and application. Connects to Angelo's views on the huge impact of preconceptions and misconceptions. Article is a bit long, but quite readable.
Note:
These researchers have another interesting article called Negotiating Reality: A Theory of Action Approach to Intercultural Competence (2005) accessible here http://mlq.sagepub.com/cgi/reprint/36/1/69.pdf?ck=nck
From that abstract: The dominant stream of thought in international management literature frames this situation as a problem of conflict and offers generalized models of cultural difference as guides to adaptation for avoiding conflict. This article offers an alternative approach to intercultural competence, negotiating reality, that engages cultural conflict as a resource for learning.
Still At Risk: What Students Don't Know Even Nowby Frederick Hess 2008
This results of a recent survey of American 17 year olds has been getting a lot of press in the news - NY Times, CBS, etc. My Ed Ad 571 College Teaching Students are blogging about it this week: see http://edad571.blogspot.com/ for what they have to say. Lots to grapple with! Ashley You can access a PDF of the report here: http://www.aei.org/publications/pubID.27576,filter.all/pub_detail.asp
Student engagement in distance learning environments: A comparison of threaded discussion forums and text–focused Wikis by Fei Gao and David Wong, appearing in First Monday, Volume 13 Number 1 - 7 January 2008
http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2018/1921
The purpose of this study was to improve the quality of students’ online discussion of assigned readings in an online course. The article discusses a text–focused Wiki that simultaneously displayed the assigned reading and students’ comments side by side in adjacent columns (much like the Bridge Document tool did).
Nils
Twilight of the Book, from the New Yorker http://www.newyorker.com/arts/critics/atlarge/2007/12/24/071224crat_atlarge_crain
The author presents a number of ideas and reports on studies that impact the way we mix media and sharpen the design of assignments. Some of the implications and discussion are specific to our work--the relationship of audio voice over to PowerPoint slides, for instance. Some pertains to our rapidly changing culture.
Gary
Here’s an interesting article about the relationship between academic performance and feedback, in Scientific American Mind (a new journal), for a future MRG:
http://www.sciam.com/article.cfm?id=the-secret-to-raising-smart-kids
Although Matt Tedder gave this to Corinna and I for ideas in childrearing, it certainly applies to undergraduate education and includes some university examples.
Laura
Millennial Net Value(s): Disconnects Between Libraries and the Information Age Mindset (There is also a shorter version of this article in Educause Review, [http://www.educause.edu/ir/library/pdf/eqm0640.pdf Disconnects Between Library Culture and Millennial Generation Values]. Although this (both of these!) article is about libraries, there are lots of lessons to be drawn from it in terms of other policy/technology issues in higher education. --Lorena O'English 08:11, July 23, 2007 (Pacific Daylight Time)
E-learning 2.0 http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1
By Stephen Downes, National Research Council of Canada
This article discusses the implications of Web 2.0 on learning. Might be a good resource for faculty and those interested in a global campus.
--Theron 13:43, July 6, 2007 (Pacific Daylight Time)
The “What” and “Why” of Goal Pursuits:Human Needs and the Self-Determination of Behavior by Edward L. Deci and Richard M. Ryan of The Department of Psychology, University of Rochester. (It can be found from http://www.psych.rochester.edu/SDT/publications/pub_need.html)
Self-determination theory posits that competence, autonomy and relatedness are basic human psychological needs and meeting those needs is crucial for psychological growth, intellectual growth and well-being. I thought that this article will provide us insight into how to create social contexts in higher education settings that support satisfaction of the basic needs to facilitate intrinsically motivated behavior and learning for students as well as for faculty. YoonJung Cho
"The Interpreter" The New Yorker, April 16, 2007, pp. 118-137 (available from Judy) This piece depicts a missionary turned linguist's adventures with a "primitive" people in the Amazon and an ensuing set of adventures making his perceptions understood by his colleagues in the academy. The Piraha have a unique language that defies traditional (read Chomsky) linguistic understanding. The people with their difficult to access language and peculiar (from our vantage) culture are profoundly resistant to change. Sound familiar? The implicit analogies are important and should provide us with some interesting comparisons and insights into our work. Gary Brown
http://www.aacu.org/peerreview/documents/PRWI07_fink.pdf The Power of Course Design to Increase Student Engagement and Learning AAC & U peerReview, winter 2007. I suggest this article primarily for its 'taxonomy of significant learning' figure and its 'model of integrated course design'. The taxonomy includes consideration of prior learning (called foundational knowledge) as well as the 'human dimension' which focuses on the direct relevance of course material to students lives and their interactions with others. Tom Angelos discussion of the need to unlearn prior to learning new concepts is extended further by the taxonomy offered here to get to deeper learning. Fink goes on to discuss how to design courses in learning centered, systematic, and integrated way. He also includes the use of Wiggins' educative assessment concept. Overall this article is a direct hit on some of the business of ctlt designers and any others who care about significant student learning. Randy Jorgensen
http://insidehighered.com/views/2007/01/26/banta Jan. 26 "A Warning on Measuring Learning Outcomes" By Trudy W. Banta I propose this piece for a discussion of the merits/demerits of standardized testing for assessing student learning. The comments following the article are also of interest and I expect they reflect the thoughts of many faculty here about the use of standard tests. Banta argues against such tests and comes out in favor of e-portfolios as an assessment method for learning after critiquing such tests effectively. Randy J.
Evidence Guide: A Guide to Using Evidence in the Accreditation Process: A Resource to Support Institutions and Evaluations Teams Western Association of Schools and Colleges
I’d like to recommend that we read the What is Evidence? and What Constitutes Good Evidence? (pp.7-12) in the WASC Evidence Guide. I looked at the Northwest Commission on Colleges and Universities website (our accrediting agency) and feel that what is described very clearly and compellingly in the WASC document maps well with what NWCCU considers as evidence. I think that this evidence discussion will help us in our current exploration of how to foster outcomes assessment as a transformative process in our colleagues across campus. I also think it will give us some concrete ways to talk about evidence and ways to represent it to those who become partners in the scholarship of teaching and learning (or to prompt those who are not currently partners to become partners). Ashley
Fostering Integrative Learning through Assessment * Ross Miller, Association of American Colleges and Universities http://www.carnegiefoundation.org/files/elibrary/integrativelearning/uploads/assessment_copy1.pdf This piece notes the prevalence of reflective essays as an assessment tool for integrative learning. I think the effort to assess student learning outside of the classroom requires such reflective writing on behalf of students which the student employment rubric can be applied to. Any partners for discussing this? Randy
Faculty Attitudes and the Development of Students' Critical Thinking by Lisa Tsui http://muse.jhu.edu/journals/journal_of_general_education/v050/50.1tsui.html Some instructors here at WSU seem to have expressed in norming sessions low expectations of our students abilities to learn critical thinking. This piece examines some of the influences of such attitudes and offers a few ideas about how to mitigate those influences and increase the self-efficacy of instructors in fostering critical thinking. Anyone care to partner with me to discuss this? Randy
“Argument Maps Improve Critical Thinking”Also at http://www.csse.monash.edu.au/~ctwardy/lab.shtml#critical Here is a piece about use of a software program that allow students to map out their thoughts on an issue and the subsequent gains in their assessed critical thinking. Perhaps such a tool could be offered to faculty and students here as a means to increase critical thinking in a variety of areas in and out of class. Who might be interested in pairing with me to discuss/critique this piece? Randy
Fischer, Jodi & Foubert, John TEACH ME, BUT DON'T DISAGREE WITH ME, from About Campus, Nov-Dec 2006 http://www3.interscience.wiley.com/cgi-bin/fulltext/113508950/PDFSTART
I offer this article promoting civil discourse because it contains a good examination of the polarized climate now present for the discussion of current affairs. The authors advocate a form of critical thinking applied to controversial issues. Randy
Freedman, S. G. (2006, August 30) On Education: Upon Further Reflection, A Few Random Thoughts. New York Times.
I think this "pop" piece read in conjunction with a research piece on the perception of reflection, and a practical piece on how to use reflection in (and out) of the classroom would generate a rich discussion on reflection as a learning technique. What do you think? user:gtvanek
Freedman, S. G. (2006, August 30) On Education: Upon Further Reflection, A Few Random Thoughts. New York Times.
I think this "pop" piece read in conjunction with a research piece on the perception of reflection, and a practical piece on how to use reflection in (and out) of the classroom would generate a rich discussion on reflection as a learning technique. What do you think? user:gtvanek
Future School
Alvin Toffler tells us what's wrong -- and right -- with public education. (www.edutopia.org/1750) Another big picture discussion would no doubt emerge, but the ideas associated with integrating technology to meet individual learners has some roots in a few of our projects, and it would be useful to start with what folks in Community and Rural Sociology are doing/starting to do.
Here's the Grant Wiggins piece on feedback in the context of assessment I suggest: http://www.newhorizons.org/strategies/assess/wiggins.htm Randy
In Defense of Lecturing Mary Burgan From Change November/December 2006
Reflecting on the Readings
Before, during, or after the Wednesday MRG session, individuals can go to the wiki MRG group and build upon the selected reading/resource by commenting, elaborating, etc. To do this:
- Create a new Wiki article for the article
- In the text of the reading's proposal (MRG How to Contribute page), create a link to a new page for the article, by editing and adding [[title of article]]. (If the title is long, you might choose to shorten it, but don't need to.)
- Save your edit
- Click on the link you just created which will go to a new blank page for the reading.
- Edit the new page adding these elements:
- [[Category:MorningReadingGroup]] (note there are no spaces)
- The bibliographic information for the article (Tip: you can copy this from the MRG How to Contribute page just before you save your edit.)
- On a new line below the bibliographic info add: Discussed by MRG on date
- On another new line, add: ===Reactions from Readers=== (This text will make a seperator and heading)
- Finally, add your own comments and thoughts on the article. If you use the format ;Your name: your comments it will set of your name in bold and indent your comments like this:
- Nils
- I think these instructions make the process clearer.
- After the article had been discussed in MRG, please delete its reference from the Proposed Articles section of MRG How to Contribute page.