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Teaching and Learning in Digital Dialogue

This presentation describes how Professor Christopher Long uses blogs to build a community of education in his Philosophy courses.
by

Christopher Long

on 1 February 2016

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Transcript of Teaching and Learning in Digital Dialogue

Teaching and Learning
in Digital Dialogue
Blurring
Boundaries
"The communal aspect of this class was something incredibly unique. "
Daniel Mininger, Student, Fall 2009
Presented by Christopher P. Long
Dean, College of Arts and Letters
Professor of Philosophy
Michigan State University

@cplong | @deancplong
The blog combines the best aspects of both the writing and speaking mediums: it allows us to formulate our thoughts in the clear, well-structured, and concise manner intrinsic to writing ... and yet it also allows us to respond to each other individually ...
Tony Arnold, Student, Fall 2009
The Blog
A Living Document
Site of Community
Co-authored
Dialogical
Engaging Students through Technology
"I think that with few Athenians, so as not to say the only one, I attempt the political art truly and I alone of those now living do political things ..."
Socrates, Gorgias 521d6-7
Philosophy 200, Penn State
Ancient Greek Philosophy, Fall 2009
Educational
Objectives
Excellences of Writing
Clarity & Precision
Organized toward a Thesis
Analysis
Conceptual Sophistication
Striking Formulations
Excellences of Dialogue
Comfort with Ambiguity
Openness to Difference
Articulate Own Voice
Civil Debate
Pedagogical
Principles
Community
A "social environment ... is truly educative in its effect in the degree to which an individual shares or participates in some conjoint activity."
John Dewey, "Democracy and Education," 26.
"... the learning that is most personally transformative turns out to be the learning that involves membership in ... communities of practice."
Etienne Wenger, "Communities of Practice," 6.
Conjoint
Activities
Shared
Practice
Course
Structure
Ongoing, Substantive Writing on the Blog
Weekly Round-up Podcasts
Final Research Paper Old School Style
Assessment 4x per semester, privately
With this blog ... and with the class in general, we don't just go to class, we ARE the class -- we are active participants.
Pam Dorian, Student, Fall 2009
Reliquish Control
Empower Engagement
Rubric
No Assignments Dictated
Continuous Reflection in writing, in public
Cultivate Habit of Blogging
No Number of posts
Cultivating
Dialogue
"What happened on the blog shaped and directed what we spoke about, with relevant comments being brought up and showcased to everyone..."
Jordan Sanford, Student, Fall 2009
Amplify to Emphasize
Weave posts into Classroom
Call on the Reticent
Competition
"...I know a few students (myself included) who would vie for their post to be shown."
Jordan Sanford
Time
Life
Semester
Outside Class
In-Class
Course Blog
Marina McCoy, professor at BC
BC Students Comment
PSU Students Welcome
Exposure to different Perspectives
Limits and Possibilities
Of Openness
Diversity of Perspectives
Disruptive Forces
Habits of Response
Anonymity & Responsibility
Working and
Learning
"But isn't it a lot of work?"
A Different Kind of Work
Teacher as Learner
Always Reading Everywhere
Assessment
Students are Familiar
Reviewing what was Read
Confirming Impressions
Reinforce Strong Work
http://www.cplong.org/website/wp-content/uploads/2013/06/Blogging-Scoring-Rubric.pdf
http://tinyurl.com/LongBlogAPA
Full transcript