Tag Archives: 2012

Student Work Kiosk at the Art Gallery

Recently the Yale University Art Gallery installed a touch-screen kiosk populated with work from Professor Laura Wexler’s seminar titled “Photography and Memory”. For the kiosk, we recorded students reading a short paper (or an excerpt of the same) written in response to one of the photographs displayed in the YUAG’s study gallery space as part of this course. Thanks to the YUAG’s touchscreen, visitors can browse the kiosk by person or by work to hear the students’ scholarship from the seminar. Along with short and full audio files from the student readings, the kiosk presents pictures of the students and the works discussed, as well as transcripts of the readings. This kiosk came together in a flurry of effort and coordination among Professor Wexler, the YUAG, ITG, and the Photo + Design group of ITS. The kiosk will only be up for another couple of weeks, so go take a look today!

students and instructor around the kiosk

ELI 2012, Day 3 (Final Day)

(Cross-posted and edited from my own site.)

On the third and final day of ELI, I managed to get my barbecue-stuffed self to three sessions, only two of which were worth the effort. The first one of the day was S. Craig Watkins from Texas speaking on “Beyond the Digital Divide: Reimagining Learning in a World of Social and Technological Change”. While the presentation had flaws, it was ultimately an engrossing examination of a new sense of the notion of a digital divide. Where a decade ago the term was used to discuss issues of access, primarily along economic lines, Watkins reframed the argument to look at issues of participation and mastery. I do wish he had included data on racial/ethnic groups other than white, African-American, and Latino in the presentation.

Session #2 for the day was another chance to see Gardner Campbell in action, this time in talking with a team from Virginia Tech on “Living, Learning, Cyberspace: A Program-Wide Blogging Initiative for Virginia Tech’s Honors Residential College”. In fact, one of the key strengths and weaknesses of the session was that the team included — gasp — a student. While the student was a self-described introvert and struggled having the majority of the session on her shoulders, it was also a rare opportunity to see a fledgling learn and to watch communities of practices replicating themselves before our eyes. As Lave and Wenger noted in their original work, “legitimate peripherality can be at the articulation of related communities,” and a conference such as ELI is a clear example of an that interstitial space.

Of the third session, the less I say the more charitable I will be. To be brief, I’ll just say that Catherine Casserly‘s talk on “Sharing and Protecting Ideas and Knowledge in the 21st Century” misjudged her audience substantially. Put another way, if her introduction to Creative Commons and their licensing offerings, as well as OERs, was new to the majority of the people there, I don’t think it’s a conference I’ll benefit from attending any further.

(There’s an archive of the tweets at The Archivist, in which I am ambivalently proud of featuring prominently. The links above and in previous posts to the sessions will take you to pages containing video if there is any.)

ELI 2012, Day 2

(Cross-posted from my own site.)

My second days in new environments are always radically different from my firsts. I don’t believe I’m alone in this. And in using ‘radically’, I mean very much that they are rooted differently than the first days. The first day is always a little giddy, usually from greater or lesser sleep deficits, and often contains overconsumption of something. The second day is when the tired catches up with me, particularly if the new environment has involved communicating in a second or other language or negotiating a second or other culture.

So it has been also with ELI 2012 in Austin, Texas. Yesterday kept me up for 21 hours and included a barbecue dinner that couldn’t be beat. Today started with a business videoconference and found me settling in to more nearly routine tweeting. Yesterday featured a provocative and energetic keynote as well as a lively panel debate and the chance to meet one of the icons of reflective blogging and learning, of reflective instructional technology. Today’s roster of sessions was much less exciting and much more get-down-to-business. Barbecue was the primary connector thread, it seemed, with another visit and another feast that couldn’t be beat.

What most drew my attention today were two sessions in fairly different veins. The first was a trio of short presentations in a nontraditionally configured session space. As a way of promoting their wares, a prominent furniture provider donated (I will speculate that it was donated, but that may be insufficiently cynical of me) various sorts of chairs and tables to allow setting up a space with both adequate presenter-fronted room and adequate breakout areas. The design was nothing terribly counter-intuitive or unusual, but I would vote for it being the norm rather than a pure presenter-fronted design.
Continue reading

ELI 2012, Day 1

(Cross-posted from my own site.)

It’s been a whirlwind day, and I’ve been more or less up since 3.30a EST this morning, so I won’t guarantee lucidity or accuracy. But that just means that I am being unafraid about getting into the messy business of learning, to paraphrase Gardner Campbell.

Speaking of Gardner, I finally had a chance to see the man live and direct in a panel debate on learning analytics. I should rather say Learning Analytics, since part of what came out of the panel was a proper problematization of the notion of analytics. Whose analytics? What analytics? What is being measured? What is being ignored, hidden, obscured? The other members of the panel were Randall Bass of Georgetown’s Center for New Designs in Learning and Scholarship, John Campbell of Purdue, and John Fritz of the University of Maryland – Baltimore County.

At times, the fissures between those we could broadbrush as pro-analytics (J. Campbell, Fritz) and anti-analytics (Bass, G. Campbell) loomed large. Campbell (G.) and Bass spoke of long timeframes and patience, Fritz and Campbell (J.) spoke of what we can do now and of timeframes less than 5 years. Bass used a coinage of “slow analytics”, explicitly connecting with the Slow Food movement. Campbell (G.) began with comments about his background with Milton, Bass discussed his 20 years of engagement with educational research and noted his PhD; Campbell (J.) and Fritz didn’t refer to their backgrounds at all and spoke of the need to address issues of scale.
Continue reading