Monday, September 22, 2008

The Effect of Web-enhancement on Classes – Quantitative Research.

An article by Wingard (2004) ,
Classroom Teaching Changes in Web-Ehanced Courses,
"assessed the kinds of changes that occur in face-to-face instruction when faculty add Web enhancements to their course. "

It comes up with some expected and unexpected results. The affected faculty expected the following:
  • more efficient face-to-face interactions, better class discussions
  • more active learning,
  • less lecture
  • more readily available practice and feedback opportunities for students, and
  • more student-centered instruction.
That was essentially the case; moreover, “an unanticipated consequence of continual and comprehensive student access to course materials and resources was an elevation of faculty's expectations for students" [emphasis mine].

Where change was noted it was much more likely to be positive.

Source: Educause. Follow link in first sentence for full article.


Monday, September 15, 2008

The Reluctant Fundamentalist

In honor of the first meeting this semester of Multicultural Literature Book Club sponsored by the Intercultural Center (and since prior commitments will keep me from our discussion tomorrow, 9-16-8, in the ICC at noon) this post is a book review.

Special thanks to Barb Stransky for tracking down an audio version of the book for me.
I audio-read/ listened to the text. The best discussion I’ve found might be found at shortlist for the Booker Prize site, an online debate over the merits of the short list for the 2007 Booker Prize.


At first I found the first person thing annoying. 1st person narrators are notoriously unreliable, ambiguous and subjective, and he refers to that when he says his “history” is at least true in its essence. That said, this makes it unconventional and artistic. The choice provokes discussion and avoids trite resolution.


The novella is overtly symbolic, in the nature of a Hawthorne novel, and is best understood in terms of an allegory. Wikipedia notes that his name, Changez, is Urdu for Genghis. The Chilean bookseller’s reference to young men captured and trained to kill for their adopted groups is Christian, right? But Genghis Khan’s tribe exchanged princes with the Romans in the same way. Maybe even Genghis himself, (if I remember my history channel).


Erica symbolizes the American dream, much like the Statue of Liberty or any other physical monument. Like Gatsby, Changez reinvents himself for the object of his desire, this Erica/ AmErica.


The crux is the Ghost seduction scene – where, after a failed attempt at “possession” – to “have her” - he tells (Am)Erica, “Imagine I’m Chris.” Changez hijacks the ghost of Chris and uses it to ram the twin pillars of Erica’s long guarded treasure. This results in, as the French would say, “La petit mort her first with another man (she’d only reached climax one other time since Chris’ death, where she pulled her own trigger while imagining Chris.) Like the towers on 9/11, her shudders signal collapse and impeding devastation.


Or does Changez offer himself up as a vehicle for the ghost – himself a spiritual victim of a long lost idea? We can’t trust his rationalizations. Was Changez the plane or the hijacker? Meat puppet or metaphysical date-rapist? I see him as the incubus who destroys his lover and loses his soul. His rationalizations for co opting the dead Chris smacks of the rationalizations of date rapists on a recent episode of “The Closer.”


The allegory isn't pure or consistent. Working for Underwood Sampson, he’s been blind and weak, but he regains his strength after his hair grows out.Christianity is a clear source of the allegory, but Changez shifting identifications with disparate images shows his actions are rationalizations for baser motives rather than the altruistic goals put forth in a monologue meant, after all, to detain and expose an enemy combatant, so anything said is unreliable. Does he blame some Delilah for cutting his hair? Would he say anything's fair in love or war? Could the pillars be also a Philistine prison?


And what about Chris – and obvious Christ figure who died for the sins of others (remember he died of lung cancer though he’d never smoked until he learned his death was inevitable and immediate)?


Wednesday, September 10, 2008

Teachers Should have an Angel (online shell)

Angel is a place to put your stuff - online: a learning management system (LMS) also called a Course Management System (CMS). Here we use Angel mostly for fully online or distance learning, but other campuses provide an LMS for any class offered. You want to have Angel for an on-ground class, such as:
  • Copyright protection. Having content behind a password protected shell/firewall/ whatever, may keep the college from getting sued. Copyright law is ambiguous - sometimes intentionally so, and anyone can benefit from an added layer of protection. See Dr. Rosemary Talub’s Presentation from SIDLIT.
  • Students who transfer will have to use an LMS - Blackboard at KU, KSU Online at KSU or Moodle at Baker. They function similarly.
  • Students want it.
Students and faculty have widely and wildly different expectations. The embedded tables are from an Educause article which provided a meta-analysis of over 100 universities and community colleges. Our own Chan Tung published similar results.

Also, although the process may differ from department to department, it requires a) institutional approval b) at least a semester advance notice c) that you take a "course" online from OES - to learn the system and get the students' perspective.

Because instructors may not know what section of a course they will be teaching or if it will fill, it’s challenging to arrange to have web-enhancement, particularly for an adjunct.

What are other obstacles, resistance, do faculty have to web-enhancement?