Academic Suicide
Posted: March 12, 2014 Filed under: Methodology, Universities | Tags: blogs, college paper, english 2810, grammar, Unessay, writing Leave a comment »The so-called “college paper” has been a debated topic practically since its initial inception. A recent class statement brought the debate to the forefront of my mind. Professor O’Donnell stated, in a tone of bemusement, that his students tend to perform better on the blog assignments than on their actual papers. It does seem odd that a discrepancy exists between two writing exercises. However, the answer formed almost immediately within my thoughts and has expanded through the discussion of prescriptive rules versus descriptive. The reason students are so terrible at writing the “college paper” boils down to differences between prescriptive rules and descriptive rules. With that I commit myself to academic suicide by breaking the general guidelines and prescriptive rules of academic writing and adhering only to grammatical prescriptive rules and a more formal dialect to explain the phenomenon of why students are incapable of writing the traditional North American college Read the rest of this entry »
Project update: meshes complete; common repository established
Posted: October 14, 2012 Filed under: Uncategorized | Tags: blogs, News, publication, Research, Ruthwell, status, technology Leave a comment » A brief project update. Now that we are starting to get our data in usable shape, we hope to report more regularly here about what we are doing. Last week, Matteo, Marco, and their students at ISTI finished processing the main meshes of the cross, minus the textures. This means, in essence, that we have […]English 1900j (Fall 2012): Blogs
Posted: September 4, 2012 Filed under: Uncategorized | Tags: active learning, blogs, digital pedagogy, exercises, fall-2012, instructions, Methodology, Teaching Leave a comment »In this course you are expected to maintain a blog. Postings will be required from you most weeks. And every so often you are asked to review and/or comment on your blog postings and those of your class mates.
tags: active learning, blogs, digital pedagogy, exercises, instructions, teaching
Blogs, Wikis, and LMSs. Some notes on my practice
Posted: August 25, 2012 Filed under: Applications, Classroom practice, Digital Humanities, Digital pedagogy, Essays, General, Moodle, Teaching, technology | Tags: blogs, digital pedagogy, lms, students, techniques, Tips, wikis Leave a comment »Ryan Cordell and I had been exchanging tweets on the use of blogs, wikis, and the like in class. Since 140 characters is good for many things, but not this, I promised him I’d write up a quick description of the practice I’ve developed over the last few years.
The context for this is the Moodle Learning Management System (LMS), which I’ve been using in its 1.x and 2.x versions. There’s no reason why you couldn’t do this with loose wiki, blogging, and microblogging systems. But I’m still reluctant to require students to release their school work publicly.
Should I keep this blog? Should I retweet yours? Scholarly responsibility and new publication models
Posted: August 24, 2012 Filed under: Applications, Digital Humanities, Essays, General, Research, Scholarly publishing, Textpattern, Wordpress | Tags: blogs, Ernesto Priego, instititonal repository, Matt Schneider, retweeting, Twitter Leave a comment »I’ve been engaged with on-line scholarly publication for almost two decades. For a while in the middle of the first decade of this century in fact, my most popular and most often cited publication was a 1998 webpage describing my plans for an electronic edition of the Old English poem Caedmon’s Hymn Read the rest of this entry »
Class 2.0: Digital technology & digital rhetorics in the undergraduate classroom.
Posted: February 8, 2014 | Author: dpod | Filed under: Research-and-comment, Universities | Tags: blogs, composition, essays, grading, higher education, methods, pedagogy, techniques, Unessay | 5 Comments »I just posted the slides for my lecture to the Department yesterday: Class 2.0: Digital technology & digital rhetorics in the undergraduate classroom.