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Month: August 2011

Published on Leave a comment on Social Impact of Social Media

Twitter Pickles

Do you have any stereotypes in mind about users of social media? If popular culture is any indication, the common view would seem to be that people who use Facebook, Twitter and the like are narcissistic, superficial, self-involved, self-important and just plain silly. And of course, it's mainly the younger generation that is perceived as having a social media problem. The consequences for public life, for an educated and engaged citizenry, would seem to be quite dire.

Do we view our students this way?

If so, it might be worth taking a look at the Pew Internet & American Life Project's recent report, Social networking sites and our lives.

Among the findings, there is evidence that many may find surprising. For example, social media users are more "politically engaged" than the general population.

Furthermore:

There is no evidence that [social networking site] users, including those who use Facebook, are any more likely than others to cocoon themselves in social networks of like-minded and similar people, as some have feared.

This is the first national survey of its kind, and worth a quick look — if you don't mind challenging those amusing stereotypes.

PS: If you're interested in this sort of thing, you might want to check out the "Social Media, Social Justice" panel at Rising Tide 6.

Published on Leave a comment on A Necessary Failure?

Circle of Chairs

Over the past year or two I've become increasingly interested in the idea of contemplative pedagogy. This is the notion that we can foster a more thoughtful way of living and learning in our students and in ourselves by cultivating reflective and meditative practices in our teaching.

To this end, I've relished the opportunity to engage in a series of discussions on this topic with faculty, and I've challenged myself to incorporate contemplative practices into these sessions whenever appropriate.

Most recently I had the opportunity to lead a short discussion with participants in the Faculty Communities of Teaching Scholars. Our theme this year is "Promoting Critical Thinking and Self-Authorship in the First Two Years." Contemplative practices seem like a perfect fit for developing self-authorship, and so once again I attempted to teach by example. As we were thinking so intensely about our students' needs and capacities, I decided to conduct a loving-kindness meditation. Also known as Metta Bhavana, this is an ancient practice from the Buddhist tradition. I modified the typical practice to focus specifically on our students.

In some ways, I may have been overreaching. I am not a practicing Buddhist, and more to the point I had never done Metta Bhavana before. Nevertheless, I went forward with it. I even went so far as to rearrange our classroom into a configuration more conducive to the practice.

I was fairly pleased with the results. Certainly I did get some good feedback from the participants, with at least one person saying she repeated the practice later on her own time. That's wonderful.

All the same, in some ways I consider the exercise at least a partial failure. The problem was not the practice itself, I think, so much as what followed. I was so intent on preparing for the Metta Bhavana itself that I did not attend to the context. I failed to make a strong connection between the meditative practice and the larger conversations that had been emerging in the classroom over the previous days. That left some participants wondering what to make of it all.

But if this was a failure, at least it was an educational and perhaps necessary one. I learned a valuable lesson. Several in fact. Always attend the context. Always make the connection. When trying something new, don't neglect these important basics.

Published on Leave a comment on Bb Tip #44: Are You Ready?

In the event of an emergency that disrupts the University’s ability to have classes on campus for an extended period of time, you can be ready to continue your classes online. Here are some things you can do to be prepared should the need arise.

  • Understanding and Building Your Course
    • Getting Started with Course Environment (Video) (PDF)
    • Getting Started with Course Content (PDF)
  • Utilize Blackboard’s Communication Tools
  • Collecting Student Work
    • Getting Started with Assignments (PDF)
  • Utilize Blackboard’s Collaboration Tools
    • Blogs, Wikis, Journals, & Discussion Boards Explained (PDF)
  • Posting Grades
    • Getting Started with the Grade Center (PDF)

Want more information?
Step-by-step instructions are available [PDFs] as well as
on-demand videos.
Signup for Blackboard workshops or request one-on-one help.
Visit the Blackboard FAQs for additional blackboard information
or email or call Janice Florent: (504) 520-7418

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Published on 7 Comments on Bb Tip #43: Merging Courses

Blackboard has a Section Merge Tool that allows faculty to combine two or more courses into a single course. Previously you had to request ITC merge courses for you. Now you can merge courses yourself.

Using the Section Merge Tool to combine courses can be useful when you are teaching multiple sections of the same course or when you are teaching a course that is cross-listed. Merging courses allows you to have all the students in a single Blackboard course which can be useful for collaborative work. Merging courses reduces the number of courses an instructor has to manage within Blackboard, especially when each section has identical content.

Once you’ve merged courses you can upload your course content and assignments into the merged course; communicate with the students in the merged course; setup collaborative course work; and have one gradebook for the merged course. You can create groups within your merged course that correspond to the original course sections. This way you can target a particular course section (group) of students for specific things (e.g. send email to a specific group, make content available to specific group, enter/view gradebook entries for a specific group, etc.)

NOTE: Merging of courses is typically done at the start of the semester before content is added and before students submit course work. You should wait to merge courses if there is a possibility that there will be last minute changes to instructor course section assignments. You should carefully consider whether merging courses is right for you. Some disadvantages to merging courses are:

  • Course enrollments for the merged courses will be combined which can make grading student work a challenge. You can use smartviews to make grading easier.
  • If you decide you want to unmerge courses after students have submitted course work, student work and grades will be lost. Only student enrollments are retained when you unmerge courses.

Follow these steps to do it.
In order to merge courses you must be listed as the instructor for each of the courses. Login to Blackboard and click on the [Section Merge] tab. Click on [Click Here to Create and Manage Merged Courses] on the Section Merge Tool page. Click on [Setup New Merged Course] on the Manage Merged Courses page. Carefully select ALL courses you want to be merged (combined) from the list and click [Submit]. On the Select Existing Course page, select the course you want to be the merged (combined) course (i.e. the course where you want all enrolled students to be and where you want to upload course contents). Click [Submit]. You should see a green confirmation bar indicating the merge was successful. Only the merged course name will appear in the list of courses for both the instructor and enrolled students. 

Want more information?
Step-by-step instructions are available [PDF].
Visit the Blackboard FAQs for additional blackboard information
or email or call Janice Florent: (504) 520-7418