Future of learning to be determined by students, panel says

Though they discussed a wide array of topics, the Future of Learning Panel centered its conversation on one theme articulated by session Chair Cathy Davidson: “How do we make the most of traditional institutions and unite worlds that are not always part of our institutions as traditionally conceived?”

The panel consisted of five professors from Duke University:

* Cathy Davidson, co-founder of HASTAC – the Humanities, Arts, Science and Technology Advanced Collaboratory
* Laurent Dubois, a historian of French colonialism and the Caribbean
* Negar Mottahedeh, a highly respected academic author who staged the first-ever Twitter Film Festival
* Mark Anthony Neal, the author of four books, a frequent commentator for National Public Radio and contributor to several on-line media outlets
* Tony O’Driscoll, author of “Learning in 3D: Adding a New Dimension to Enterprise Learning and Collaboration,” with Karl M. Kapp.



In addition to discussing the future, the panelists talked about some of their individual experiments with technology in the classroom. Mottahedeh spoke about her experiment with the Twitter Film Festival in her introduction to film studies class. Students posted video clips to a class blog and Tweeted about them with links to analysis. The effort attracted more than 300 followers from all walks of life.

Dubois is currently working on a project called the Haiti Lab that will link Haitian students with faculty through the Internet to continue education while the country is still in a state of disrepair.

WWW 2010 - "The Future of Learning is the Web." From left to right: Laurent Dubois, Negar Mottahedeh, Mark Anthony Neal. Photo by Elon University Relations photographer Kim Walker.

“There’s a need for the university to be a space of rapid reaction,” he said. “Haiti needs an immediate plan and action.”

Davidson drew national press attention by writing a blog post titled “How to Crowdsource Grading,” which encouraged educators to use peer learning to evaluate students’ work and make it public. Now that the end of the semester is approaching, Davidson said her class did surprisingly well, producing a high caliber of work and motivated by the fact that it will be published.

O’Driscoll is teaching a class in which students put all deliverables into the creative commons and evaluate one another’s work. He said students held one another accountable for the material they produced, even asking to use his criteria to assign grades.

Neal has used his classes to take students’ knowledge into the Durham community through live webcasts, one of which drew 10,000 viewers. He also posts prompts to his exam questions publicly to employ generative learning.

Much of the panel’s spirited discussion was generated from audience questions, addressing issues like the use of Twitter during class, the ways technology affects student attention, and computer games as motivational learning.

“To allow students to be on their blackberries and computers is giving up a lot of power associated with being in ivory tower,” Anthony said.

WWW 2010 - "The Future of Learning is the Web." Cathy Davidson. Photo by Elon University Relations photographer Kim Walker. Creative Commons rights

Though some argue that electrons distract students rather than enhance their experiences in the classroom, Davidson pointed out that just because students stare at their instructors does not mean that they are paying attention.

Some of the panelists felt that the use of social media during class could actually enhance the student experience. O’Driscoll said he uses a class hash tag to monitor student interest and questions, as a replacement for the “note card technique” of collecting questions. There are even filter applications available to help determine the most relevant questions.

“Teaching does not exist in a pristine way,” Davidson said, noting that learning will continue to change as technology advances.

O’Driscoll said he hopes that more educators will follow the example of a game-based school called Quest to Learn that uses the “magic circle” method to enthrall students. He said teachers need to find “the magic between solid instructional design and the magic circle, and ground it deeply in good, solid pedagogy.”

Mottahedeh ended the discussion by noting that it isn’t the technology that will determine the future but the students.

“Students are the difference in the world, and we’ll figure out together how they will make that difference,” she said.

-by Rachel Cieri

Thanks Rachel! Here's the original story



Yup...once again I tweeted through my entire panel!

#Brainquake: Why I won't be joining #Boobquake

When Hojatoleslam Kazem Sedighi made his stupid comment that immodestly dressed women cause earthquakes, he of course joined fellow fundamentalist religious preachers such as Pat Robertson who have made similar claims about marginalized groups, women, the poor, third world nations, etc being responsible for natural disasters. In the case of Pat Robertson he went so far as accusing Haitians of having made a “pact with the Devil.”

The Sedighi comment was no news to Iranian women, nor was it a funny joke. For over 3 decades the Islamic Republic has used and abused women's bodies and women's socio-economic and political rights in shaping and defining its repressive policies. Iranian women have fought back in various ways, one of which has been to dress “subvervily” but as it is evident in the Green Movement (the name the Iranian opposition is known by) , it is not their “beauty” or bodies that they have utilized in fighting against a brutal theocracy but their brains, their creativity, art, writings etc.

Golbarg Bashi and I are saddened that Jen McCreight (a blogger at Blag Hag), and the so-called feminist response has been “showing off some cleavage for ‘Boobquake’ this Monday”. This campaign has aroused the evidently insatiable enthusiasm of the web community, male supporters in particular who can’t wait to see “regular” girls and women, many their direct friends to “showing off their tits”.

Her own words suggest a lighthearted mockery, a statement on women's rights and a desire to scientifically test Sadeqi's claims.



Everyday women and young girls are forced to “show off cleavage” and more in order simply to be heard, to be seen, or to advance professionally. The web is already filled with images of naked women; the porn industry thrives online and many young girls are already vulnerable to predatory abuse. Violence against women and girls has consequences for the sexualisation of women and girls. The extent of their sexualization is evident in the hundereds of replies that pour into the “Boobquake” Facebook page where women write, apologetically: "I don’t have boobs, not fair" or "Hey, I only have a C cup… ” and “what about those of us who no longer have a cleavage? they sag too low.”

World-wide, the sexualisation of women and younger girls, as young as pre-schoolers is a genuine problem and as mothers, feminists, and young women ourselves we believe that it is time to move away from this “bare it all” mentality.

Let’s create a “Brainquake” and show off our resumes, CVs, honors, prizes, accomplishments (photo evidence), because the Hojatoleslam and the Islamic Republic of Iran are afraid of women’s abilities to push for change, to thrive despite gender apartheid (Did you know that over 64% of students studying at universities in Iran are women?) Let’s honor their accomplishments by showing off our abilities, our creativity, our ingenuity, and our smarts on our blogs, on Wikipedia, on Twitter, on Youtube, on Flickr and all over Facebook. And remember to use hashtag #brainquake on Twitter.


Join the Brainquake Facebook event page here: http://www.facebook.com/event.php?eid=100832899962032

Here's some inspiration:
Why I won't be joining the "Boobquake"




UPDATE: So here's the first Youtube video for #Boobquake. I guess we could say this is the first response to #boobquake & #brainquake's call to action in one swell package, well kinda?!? Rock the ayatollah!