1 greater expectations for 21st century learning: the implications of technology for the nature of...

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Greater Expectations for 21st Century Learning: The Implications of Technology for the Nature of General Education Series

Redefining Writing

Patricia O’Connor Associate Professor- English Georgetown University

Andrea LunsfordProfessor - EnglishStanford University

Greater Expectations for 21st Century Learning: The Implications of Technology for the Nature of General Education Series

Redefining Writing

Patricia O’Connor Associate Professor- English Georgetown University

Andrea LunsfordProfessor - EnglishStanford University

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• AAC&U “Greater Expectations” AAC&U “Greater Expectations” ProgramProgram

• TLT Group Web site TLT Group Web site • Lead article in latest issue of Lead article in latest issue of

Liberal EducationLiberal Education• This series of webcasts (first four This series of webcasts (first four

announced; more to come)announced; more to come)


Redefining WritingRedefining WritingRedefining WritingRedefining Writing

• One element of one of five defining One element of one of five defining outcomes of liberal education, as outcomes of liberal education, as defined by AAC&Udefined by AAC&U

• Today we focus on just one type of Today we focus on just one type of writing – writing – writing “papers” in writing “papers” in disciplinary coursesdisciplinary courses• An outcome of education An outcome of education • Crucial to the process of higher education – Crucial to the process of higher education –

research, expression, assessmentresearch, expression, assessment


Multimedia Projects as Multimedia Projects as WritingWritingMultimedia Projects as Multimedia Projects as WritingWriting

• Should students sometimes create Should students sometimes create multimedia projects in disciplinary multimedia projects in disciplinary courses instead of always writing courses instead of always writing linear text? linear text? • In what ways might such multimedia In what ways might such multimedia

projects be “better” for those purposes? In projects be “better” for those purposes? In what circumstances?what circumstances?

• Programmatic and institutional issues?Programmatic and institutional issues?


Our PanelOur PanelOur PanelOur Panel

• Main presentersMain presenters• Prof. Patricia O’Connor, English, Georgetown Prof. Patricia O’Connor, English, Georgetown

University & Visible Knowledge ProjectUniversity & Visible Knowledge Project• Prof. Andrea Lunsford, Program on Prof. Andrea Lunsford, Program on • Writing and Rhetoric, Stanford UniversityWriting and Rhetoric, Stanford University

• Also participating (voice, chat room)Also participating (voice, chat room)• David Starrett, Southeast Missouri UniversityDavid Starrett, Southeast Missouri University• Ross Miller, AAC&URoss Miller, AAC&U• Corinne Araez, Stanford UniversityCorinne Araez, Stanford University• Steven Saltzberg, TLT Group Senior AssociateSteven Saltzberg, TLT Group Senior Associate• Stephen C. Ehrmann, TLT GroupStephen C. Ehrmann, TLT Group

Using Hypertext in TeachingUsing Hypertext in TeachingAppalachian LiteratureAppalachian Literature

Patricia E. O’ConnorPatricia E. O’ConnorGeorgetown UniversityGeorgetown UniversityWashington, DC 20057Washington, DC 20057

[email protected]@georgetown.edu

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Goals Goals How do students learn to use associative thinking to How do students learn to use associative thinking to

enhance closer reading of texts and their contexts? enhance closer reading of texts and their contexts? Does intertextual integration exhibit deeper Does intertextual integration exhibit deeper understanding?understanding?

How does hypertextual amplification assist us to How does hypertextual amplification assist us to expand student curiosity and show how "slowing expand student curiosity and show how "slowing down" as we read can allow for increased down" as we read can allow for increased associations among texts? associations among texts?

Does this examination and modeling of intermediate Does this examination and modeling of intermediate processes lead to a richer understanding?processes lead to a richer understanding?

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Goals, cont.Goals, cont.

How can students learn to consider a word, How can students learn to consider a word, concept, or issue in its history as well as in concept, or issue in its history as well as in its current range of use? its current range of use?

How does collaborative effort impact How does collaborative effort impact student understanding?student understanding?

website: website: http://lumen.georgetown.edu/projects/postertool/index.cfm?fushttp://lumen.georgetown.edu/projects/postertool/index.cfm?fuseactioneaction==poster.display&posterIDposter.display&posterID=251=251

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Sample Student Home PagesSample Student Home Pages

http://lumen.georgetown.edhttp://lumen.georgetown.edu/faculty/oconnor/river/u/faculty/oconnor/river/

//http://http://lumen.georgetown.edu/faculumen.georgetown.edu/faculty/oconnorlty/oconnor//

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What I’ve learned What I’ve learned Best to use 10-15 minutes of class time for several mini-Best to use 10-15 minutes of class time for several mini-

meetings of the groups at various stages of the course. meetings of the groups at various stages of the course.

Paradox: Workshops on Web technologies have the most Paradox: Workshops on Web technologies have the most effectiveness after the projects have been started. Yet, students effectiveness after the projects have been started. Yet, students need training to get started!need training to get started!

Interim reports by groups to the whole class are crucial to Interim reports by groups to the whole class are crucial to getting groups to move to deeper understanding of both getting groups to move to deeper understanding of both technical and intellectual aims of the project.technical and intellectual aims of the project.

Frustration level is high in regards to publishing the final Frustration level is high in regards to publishing the final webpages.webpages.

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What I’ve Learned –cont.What I’ve Learned –cont. Class presentations should occur two weeks before final due Class presentations should occur two weeks before final due

date to allow for adjustments inspired by others' presentations.date to allow for adjustments inspired by others' presentations.

Final work should conclude at least two weeks before the end Final work should conclude at least two weeks before the end of the course.of the course.

Number of hours spent on the websites varies significantly for Number of hours spent on the websites varies significantly for groups.groups.

Students do not evenly understand (or perhaps agree) that Students do not evenly understand (or perhaps agree) that depth of understanding can be shown through a series of depth of understanding can be shown through a series of internal links to deeper thinking through embedding their internal links to deeper thinking through embedding their associations and cross linking to passages that show similar associations and cross linking to passages that show similar concepts. concepts.

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Students craft essays Students craft essays connecting textual passages connecting textual passages to course themes.to course themes.

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Hypertext writing on James Still’s Hypertext writing on James Still’s River of EarthRiver of Earth

http://lumen.georgetownhttp://lumen.georgetown.edu/faculty/oconnor/riv.edu/faculty/oconnor/river/passage2.htmer/passage2.htm

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SynthesisSynthesis

Students craft essays Students craft essays connecting textual passages to connecting textual passages to other literature. other literature.

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Students’ essays question the gender Students’ essays question the gender roles through their comparison of roles through their comparison of several characters and their close several characters and their close analysis of shifts within one analysis of shifts within one character.character.

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Women and PatriarchyWomen and Patriarchy As mentioned in our thematic analysis of River of Earth, her As mentioned in our thematic analysis of River of Earth, her

husband, Brack, becomes paralyzed by his sense of familial husband, Brack, becomes paralyzed by his sense of familial obligation and consequently cannot turn away his cousins, for obligation and consequently cannot turn away his cousins, for “as long as [they’ve] got a crust, it’ll never be said [Brack] “as long as [they’ve] got a crust, it’ll never be said [Brack] turned my kinfolks from my door” (Still 5). This adamancy, turned my kinfolks from my door” (Still 5). This adamancy, although admirable in theory, causes his wife and children to although admirable in theory, causes his wife and children to suffer as the food supply dwindles. ---essay by Rory Boylesuffer as the food supply dwindles. ---essay by Rory Boyle

Alpha, realizing her husband’s impotence, takes matters into Alpha, realizing her husband’s impotence, takes matters into her own hands by burning down her own house, thus her own hands by burning down her own house, thus banishing her in-laws from their home. Alpha appears “calm banishing her in-laws from their home. Alpha appears “calm and triumphant” as she muses over her smoldering and triumphant” as she muses over her smoldering homehome, for , for she knows that their new residence in the smoke house will she knows that their new residence in the smoke house will keep food in her children’s mouths (Still 11). –Rory Boylekeep food in her children’s mouths (Still 11). –Rory Boyle

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Women and PatriarchyWomen and Patriarchy Perhaps the closest Perhaps the closest parallel to Alpha parallel to Alpha BaldridgeBaldridge lies in lies in The The

Dollmaker’sDollmaker’s Gertie Nevels. Much like Alpha [in Gertie Nevels. Much like Alpha [in River of EarthRiver of Earth] ] she constantly demonstrates her fortitude in the face of shocking she constantly demonstrates her fortitude in the face of shocking hardship. hardship.

The first instance that displays her great strength occurs when she The first instance that displays her great strength occurs when she takes her youngest child, Amos, to the doctor after he has fallen takes her youngest child, Amos, to the doctor after he has fallen deathly ill. Besides the obvious shock that a mother must feel at deathly ill. Besides the obvious shock that a mother must feel at witnessing her baby choke to death, Gertie must drive her mule into witnessing her baby choke to death, Gertie must drive her mule into oncoming traffic in order to get to the nearest doctor miles away. oncoming traffic in order to get to the nearest doctor miles away.

. . . she takes matters into her own hands as she fastens a . . . she takes matters into her own hands as she fastens a tracheotomy for her baby out of a piece of wood she finds at the tracheotomy for her baby out of a piece of wood she finds at the side of the road. Clearly, Gertie does not posses any of the docility side of the road. Clearly, Gertie does not posses any of the docility and passive subversion that Appalachian women allegedly typify. and passive subversion that Appalachian women allegedly typify. ---from essay by Rory Boyle---from essay by Rory Boyle

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AnalysisAnalysis

However, despite the However, despite the decided courage and decided courage and influence that Gertie influence that Gertie displays, she ultimately displays, she ultimately defers her own dreams defers her own dreams for the wishes of her for the wishes of her husband. husband.

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Further AnalysisFurther Analysis Clearly, she does not relish her dependency on the breadwinning of a man, Clearly, she does not relish her dependency on the breadwinning of a man,

not even of her beloved husband. Yet, Gertie eventually reconciles herself not even of her beloved husband. Yet, Gertie eventually reconciles herself to this dependency as she agrees to move to Detroit where Clovis can earn to this dependency as she agrees to move to Detroit where Clovis can earn greater pay as a factory worker. Gertie’s ultimate deference to her greater pay as a factory worker. Gertie’s ultimate deference to her husband’s lifestyle attests to the patriarchal structure of the Appalachian husband’s lifestyle attests to the patriarchal structure of the Appalachian family. This parallels [family. This parallels [River of Earth’sRiver of Earth’s] Alpha’s reluctant acceptance of a ] Alpha’s reluctant acceptance of a coalmining lifestyle, despite her dream of a permanent home of her own coalmining lifestyle, despite her dream of a permanent home of her own that will free her dependence on the coal industry.that will free her dependence on the coal industry.

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Final Analyses Final Analyses The acceptance of the husband’s choice despite its The acceptance of the husband’s choice despite its

incongruence to their own desires, and in spite of the strength incongruence to their own desires, and in spite of the strength each woman demonstrates, speaks to the dominance of the each woman demonstrates, speaks to the dominance of the male in the familial structure. -from essay by Rory Boylemale in the familial structure. -from essay by Rory Boyle

River of EarthRiver of Earth offers a particularly good study of the offers a particularly good study of the homeplace because it discusses the conflict of the Appalachian homeplace because it discusses the conflict of the Appalachian people caught between two competing ways of living: in the people caught between two competing ways of living: in the camp townscamp towns of the mining industries, or to remain on the of the mining industries, or to remain on the family farmfamily farm being self-supportive. The metaphor of this being self-supportive. The metaphor of this struggle is captured in the struggle is captured in the marriagemarriage of Alpha and Brack of Alpha and Brack Baldrige, and their competing beliefs of the importance of the Baldrige, and their competing beliefs of the importance of the homeplace locate a major conflict in Appalachian culture. homeplace locate a major conflict in Appalachian culture. --from essay by Andrew Owen--from essay by Andrew Owen

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Depicting and DefiningDepicting and Defining

Describing through illustrations.Describing through illustrations. Hardburly Coal Camp–from Hazard Ky Bank Hardburly Coal Camp–from Hazard Ky Bank

collectioncollection

http://lumen.georgetown.edu/faculty/oconnor/river/coal_camp2.htmhttp://lumen.georgetown.edu/faculty/oconnor/river/coal_camp2.htm

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What I’ve Learned on Using ImagesWhat I’ve Learned on Using Images

My students benefit from collaborative activity. They show each other My students benefit from collaborative activity. They show each other ways to create visual enhancements in our workshops and in the ways to create visual enhancements in our workshops and in the presentations of their work.presentations of their work.

They move from merely mimetic images to historically accurate archival They move from merely mimetic images to historically accurate archival photos.photos.

From using single pictures they have learned to include picture From using single pictures they have learned to include picture galleries that change as the reader scrolls over the text.galleries that change as the reader scrolls over the text.

They create annotations on graphic sources that appear when a picture is They create annotations on graphic sources that appear when a picture is touched, making the sites more readily accountable for sourcing as well touched, making the sites more readily accountable for sourcing as well as accessible for those who are visually impaired.as accessible for those who are visually impaired.

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Using Archival Photos Shows Using Archival Photos Shows Deepened Understanading Deepened Understanading

Shahn, Ben. "Kentucky Shahn, Ben. "Kentucky coal miner, Jenkins, coal miner, Jenkins, Kentucky." October 1935. Kentucky." October 1935. America from the Great America from the Great Depression to World War Depression to World War II: Photographs from the II: Photographs from the FSA-OWI, 1935-1945 FSA-OWI, 1935-1945 <http://memory.loc.gov/a<http://memory.loc.gov/ammem/fsowhome.html> mmem/fsowhome.html> [fsa 8a16946] (November [fsa 8a16946] (November 10, 2003).10, 2003).

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Homeplace in AppalachiaHomeplace in Appalachia

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Archival Photos on HomeplaceArchival Photos on Homeplace

Homeplace in AppalachiaHomeplace in Appalachia Post, Marion Walcott. "Mountain home. Post, Marion Walcott. "Mountain home.

Breathitt County, Kentucky." Nov. 1940. Breathitt County, Kentucky." Nov. 1940. America from the Great Depression to America from the Great Depression to World War II: Photographs from the FSA-World War II: Photographs from the FSA-OWI, 1935-1945 OWI, 1935-1945 <http://memory.loc.gov/ammem/fsowhome.<http://memory.loc.gov/ammem/fsowhome.html> fsa 8c13653 (November 10, 2003)html> fsa 8c13653 (November 10, 2003)..

http://lumen.georgetown.edu/faculty/oconnor/river/homeplace2.htmhttp://lumen.georgetown.edu/faculty/oconnor/river/homeplace2.htm


Amrit RaoAmrit Rao


SURVEY URLSURVEY URLSURVEY URLSURVEY URL

http://CTLSilhouette.wsu.edu/surveys/ZS33080

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