Jennifer Marlow, The College of Saint Rose Abstract This article is a teaching “failure narrative” that describes a first foray into wiki (mis)use in a topics-based writing class. This pedagogical story is informed by theories of collaborative writing developed within the field of composition paired with concepts of “collective intelligence” and “knowledge communities” used by [...]
Technologues and Pedagogues: How an Instructional Technologist and an Instructor Transformed a Course and Improved Student Writing
September 25, 2012
Baynard Bailey, Vassar College
Natalie Friedman, New York University
A faculty member and an instructional designer discuss their incorporation of Wordpress in a sixty student literature course.
Steps, Stumbles, and Successes: Reflections on Integrating Web 2.0 Technology for Collaborative Learning in a Research Methods Course
Kate B. Pok-Carabalona, the Graduate Center of the City University of New York Abstract This paper reflects on a semester-long experience of integrating several Web 2.0 technologies including Google Groups, Google Docs, and Google Sites into two Research Methods classes based on an active constructivist model of pedagogy. The technologies used in the course allow [...]
Let’s Go Crazy: Lenz v. Universal in the New Media Classroom
xtine burrough, California State University, Fullerton Emily Erickson, California State University, Fullerton Abstract This article examines the Lenz v. Universal case, demonstrating how it can serve as a unique vehicle to teach students about fair use and the creative transformation of copyrighted content. The authors—a visual communications professor and a media law professor—discuss the ways [...]
