New Media Technologies and Teaching/Learning

Dear Readers,

Most recent issue of Academic Commons:

"New Media Technologies and the Scholarship of Teaching and Learning," edited by Randy Bass (with Bret Eynon and an editorial group at the Center for New Designs in Learning and Scholarship at Georgetown University) explores the intersection between new media, teaching and learning in higher education today. In addition to essays by Bass and Michael Wesch, Cathy Davidson talks about learning in the new humanities, and Eynon, Kathleen Yancey, Barbara Cambridge and Darren Cambridge discuss the state of our e-portfolios.

The issue also features "The Difference that Inquiry Makes," a collection of teaching-and-learning case studies from Bass and Eynon's Visible Knowledge Project, exploring work from twenty different institutions. If you haven't already discovered it on your own, take a look. It's a fascinating read and a font of provoking ideas, re-imagining the ways in which we teach and learn.

And the best part? There's more to come. Look for additional essays and case studies soon. You can find the full table of contents here .

We also want to announce that a HASTAC Scholars Discussion Forum , based on key ideas in this issue, will launch March 23. Details to follow.


Best wishes,

The Editors at Academic Commons

Teaching with Twitter (and introducing 12 Seconds)

Hear how David Parry, a professor at the University of Texas at Dallas, uses Twitter, a messaging service, for his courses here.

See 12 Seconds for a video tool that functions in a similar manner.

Avoiding the 5 Most Common Mistakes in Using Blogs with Students

1. Ineffective Contextualization
2. Unclear Learning Outcomes
3. Misuse of the environment
4. Illusive grading practices
5. Inadequate time allocation

Read more on this at: http://www.campustechnology.com/articles/68089_1/

Encyclopedia of Information Technology Curriculum Integration

New in the Campus Library reference collection (1st floor)!

Encyclopedia of Information Technology Curriculum Integration
(ebook version, too)
Edited By: Lawrence A. Tomei, Robert Morris University, USA

From the publisher:

As more and more universities, schools, and corporate training organizations develop technology plans to ensure technology will directly benefit learning and achievement, the demand is increasing for an all-inclusive, authoritative reference source on the infusion of technology into curriculums worldwide.

The Encyclopedia of Information Technology Curriculum Integration amasses a comprehensive resource of concepts, methodologies, models, architectures, applications, enabling technologies, and best practices for integrating technology into the curriculum at all levels of education. Compiling 154 articles from over 125 of the world’s leading experts on information technology, this authoritative reference strives to supply innovative research aimed at improving academic achievement, teaching and learning, and the application of technology in schools and training environments.

Understanding the Net Generation's Texts

From TL Infobits August 2008 (thanks to Rob Estes for sharing..):

UNDERSTANDING THE NET GENERATION'S TEXTS

In "Why Professor Johnny Can't Read: Understanding the Net Generation's Texts" (INNOVATE, vol. 4,no. 6, August/September 2008), Mark Mabrito and Rebecca Medley of Purdue University Calumet discuss the difference in literacy skills between the current generation of college students and the faculty who teach them. They describe the differences between the two groups as "not a generation gap but an information processing gap" that can be bridged by faculty experiencing the digital world from the students' perspectives.

"Much has been written about the way in which the [Net-Generation] learner acquires and processes information. Coming of age in an environment saturated by technology, where the digital world interacts more and more seamlessly with the "real" world, means that these students represent the first generation of virtual learners--learners accustomed to seeking and building knowledge in a technology-enhanced environment. When these learners seek information, they are more likely to look for it online than anywhere else since this is the environment with which they are most familiar. Are educators rising to the challenge of teaching these students? Some evidence suggests that they are not."

The paper is available online at
http://www.innovateonline.info/index.php?view=article&id=510
Registration is required to access articles; registration is free.