[SLED] Offer a Curriculum? was Re: not powerpoint again, was Re: teaching and learning in second life...my aha moment
rochelle at mazar.ca
Sun Apr 5 11:45:27 PDT 2009
I've linked my project as an alternative form to conveying ideas in
powerpoint presentation a zillion times:
I'm doing a presentation next week, and I'll have another alternative to
show after that.
On Sun, Apr 5, 2009 at 1:28 PM, Jeremy Kemp <jeremykemp at yahoo.com> wrote:
> I think we have reached a point where further debate is less interesting
> than debate-informed ACTION.
> I propose a "non PowerPoint-focused" curriculum to lay these questions to
> rest. If someone on SLED is advocating a strong stance toward that end -
> such as Jeremy Hunsinger - then it might be very useful for the community to
> have a curriculum to work from.
> As an example curriculum, please see:
> SAYING "when you whip out the slides, you've likely lost the battle" is not
> productive. DOING an exemplary curriculum as an alternative to PowerPoint
> displays is productive.
> I am not making an argument but rather suggesting that more argument is
> just more noise. We need less noise and more tools.
> --Jeremy Kemp
> San Jose State University
> School of Library and Information Science
> --- On Sun, 4/5/09, jeremy hunsinger <jhuns at vt.edu> wrote:
> From: jeremy hunsinger <jhuns at vt.edu>
> Subject: Re: [SLED] not powerpoint again, was Re: teaching and learning in
> second life...my aha moment
> To: "Patricia F Anderson" <patriciafanderson at gmail.com>
> Cc: "SL Educators (The SLED List)" <educators at lists.secondlife.com>
> Date: Sunday, April 5, 2009, 5:46 AM
> I'm sorry you feel I'm badgering people, but alas no, belittling me
> won't cause me to quit trying to make the point. I didn't bring up
> powerpoint in this round and I had no reason to until you brought it up.
> I deal with administrators a fair amount myself. I just start off, I
> think from a different position. I say... your school should not be
> in SL unless:
> 1. you have a community of sl users. and i tell that that this cannot
> be developed after the fact, you need faculty on board in world before
> you start.
> 2. you have resources that you can dedicate to sl projects in support
> of that community.
> 3. you have evaluative methods to measure the effectiveness of your
> use of your space.
> 4. you are willing to accept the interaction of a broad community and
> broad array of content that may not meet your mission.
> that is where i start, and usually it turns them off because they
> don't have 1. and they are worried about 4. so i'd say... if you
> are still selling people and you have community on campus already....
> then you should develop the community and let them deal with the
> administrators. put time into the 'enthusiastic', and they will
> generally solve 1,2 and 4, without issue. and if they've been in
> world long enough they'll probably not be discussing power point too
> On Apr 5, 2009, at 8:30 AM, Patricia F Anderson wrote:
> > Jeremy, you're beating a dead horse, or preaching to the choir. I am
> > not going to fight about it. We all agree that the model you espouse
> > is delightful. Just please quit badgering people about it? Personally,
> > I don't care whether or not you believe the experiences I've
> > described. They aren't your experiences, lucky you. :)
> > Administrators, like faculty and students, are fundamentally people
> > and it takes all kinds to make the world go round. Different strokes
> > for different folks, and folks *are* different, with different
> > skillsets, assumptions, learning styles. RL or SL, we don't live in a
> > one-size-fits-all world.
> > On Sun, Apr 5, 2009 at 8:19 AM, jeremy hunsinger <jhuns at vt.edu>
> >>> Jeremy, yes, we do here have trouble selling the idea of SL to
> >>> administrators in general and many students.
> >> i don't think so with administrator... students yes, but using
> >> powerpoint(and keep in mind that powerpoint really is just a
> >> metaphor for a
> >> whole range of technologies) isn't going to help with students.
> >> They've
> >> seen powerpoint, they know what it means and they know how the
> >> majority of
> >> professors use it.
> >>> We have a devoted core,
> >>> but we end up having biannual meetings on how are we going to
> >>> persuade
> >>> others of the value.
> >> I would guess that... if you are trying to convince someone to become
> >> excited about an opportunity... when you whip out the slides,
> >> likely, as i've already noted... lost the battle for the audience.
> >>> We try a lot of different things, and for some
> >>> administrators have found the "professional presentations in
> >>> to be
> >>> the most persuasive. If that is what it takes for them to get it,
> >>> well
> >>> then, that is where we will start.
> >> i'm sorry, i do not believe you there. I wish i could and
> >> such
> >> people really do exist, but if they do exist, and you are
> >> recruiting them to
> >> sl using powerpoint in world, then I hope you see the problem,
> >> because
> >> clearly they do not see the problem and i doubt they will any time
> >> soon. so
> >> what you are doing is bourdieuian reproduction... and that is
> >> most of the
> >> problems with education in SL right now, first it was reproducing the
> >> teaching environment, and now we are still reproducing the tools of
> >> the
> >> teaching environment. No wonder over 95% of the students i've
> >> talked to
> >> leave sl right after their class and are never seen again.
> >>> I'm just saying don't throw the baby out with the
> bathwater. I
> >>> wouldn't want to see either immersive or slideshows depended
> >>> exclusively. Or any other one tool, for that matter. I am far too
> >>> aware of the hammer/nail problem ("if I have a hammer,
> >>> looks like a nail").
> >> I'm saying the bathwater is killing the baby, it robs it of the
> >> excitement,
> >> interest and pretty much the only thing that sl has going for it
> >> which is
> >> 'doing things'. students find it boring or uninteresting,
> this we
> >> know. now
> >> administrators want to do more slideshows?
> >>> I push the immersive builds also, but find them to be something
> >>> certain segments of my target audience really don't get, and
> >>> refuse to
> >>> struggle to understand. They find them more entertaining rather
> >>> engaging or educational.
> >> those three are not separate. there is nothing particularly
> >> educational
> >> that cannot be entertaining and engaging. it is usually just more
> >> work to
> >> make things entertaining and engaging, and powerpoint is less work as
> >> someone noted last time. it is less work and familiar..
> >>> Others *DO* get it. I also work with
> >>> communities with disabilities, so am always pushing the concept of
> >>> providing content in a wide variety of ways. So, I will use
> >>> tool I have if it works for the audience I am trying to reach.
> >>> Different strokes for different folks.
> >>> - Patricia / Lexi
> >>> On Sat, Apr 4, 2009 at 12:13 PM, Cathy Anderson
> >>> <cathywyo1 at yahoo.com>
> >>> wrote:
> >>>> I first entered SL on August 1, 2008 and wandered around and
> >>>> of felt
> >>>> like "what's the point.." by necessity I
> returned in January. I
> >>>> then toured
> >>>> as many educational sites as I could then participated in a
> >>>> writing group at
> >>>> The Learning Experience..that was when I could really see the
> >>>> potential..a
> >>>> group of diverse people coming together to exchange and
> >>>> what they
> >>>> had written..it was wonderful!
> >>>> PPTs can be embedded learning objects that can add to the
> >>>> learning..but
> >>>> they shouldn't be the only "tool in the drawer."
> If students
> >>>> participate in
> >>>> a classroom environment that only uses PPTs they too may
> >>>> "what's the
> >>>> point..." and the sad thing is we are not using SL or
> seeing its
> >>>> full
> >>>> potential.
> >>>> I have attended some sessions at conferences in which we
> >>>> sites,
> >>>> observed demonstrations, and participated in discussions that
> >>>> pushed the
> >>>> limits of SL..in fact discussions that were richer than real
> >>>> conferences ..if you could keep up with the texts/chat.
> >>>> I think we are all savvy enough to recognize that some methods
> >>>> delivering course content in order to meet learning ojbectives
> >>>> are best
> >>>> delivered using one delivery method but not the other. The
> >>>> is that we
> >>>> are able to consistently evaluate the effectiveness of what we
> >>>> are doing and
> >>>> make adjustments if necessary.
> >>>> Cathy
> >>> --
> >>> Patricia Anderson / SL: Perplexity Peccable
> >>> pfa at umich.edu OR patriciafanderson at gmail.com
> >>> Emerging Technologies Librarian, Health Sciences Libraries
> >>> University of Michigan
> >>> 1135 East Catherine
> >>> Ann Arbor, MI 48109
> >>> _______________________________________________
> >>> Educators mailing list
> >>> To unsubscribe
> >>> https://lists.secondlife.com/cgi-bin/mailman/listinfo/educators
> > --
> > Patricia Anderson / SL: Perplexity Peccable
> > pfa at umich.edu OR patriciafanderson at gmail.com
> > Emerging Technologies Librarian, Health Sciences Libraries
> > University of Michigan
> > 1135 East Catherine
> > Ann Arbor, MI 48109
> Educators mailing list
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