- Blogging for Teaching and Learning
- The Blogosphere: What's in It for Me?
- Do You Blog? Weblogs for Educators
- Bloggercon Webcast
- AEGL 101 (Fall 2003)
- AEGL 101 (Spring 2004)
- Writing for Moment (Fall 2003)
- English 1102 Course Blog (Spring 2004)
- Rhetoric 1101 (Fall 2003)
- FroshComp (Spring 2004)
- Blogging Through English Literature (Spring 2004)
- Interactive Webpublishing (Spring 2004)
Free Blog Publishing
Laptop Pilot Information
- 06/08/2003 - 06/14/2003
- 06/15/2003 - 06/21/2003
- 06/22/2003 - 06/28/2003
- 06/29/2003 - 07/05/2003
- 07/06/2003 - 07/12/2003
- 07/13/2003 - 07/19/2003
- 07/20/2003 - 07/26/2003
- 08/10/2003 - 08/16/2003
- 08/17/2003 - 08/23/2003
- 09/07/2003 - 09/13/2003
- 09/28/2003 - 10/04/2003
- 10/05/2003 - 10/11/2003
- 11/02/2003 - 11/08/2003
- 03/07/2004 - 03/13/2004
- 03/21/2004 - 03/27/2004
- 03/28/2004 - 04/03/2004
- 04/04/2004 - 04/10/2004
- 04/11/2004 - 04/17/2004
- 05/09/2004 - 05/15/2004
This blog was created in July 2003 in support of a project associated with the USCA Ubiquitous Campus Computing Grant. The blog was modified in April 2004 as part of USCA's 2004 Academic Technology Conference. If you would like to join the discussion, please contact Karl Fornes (email@example.com).
Wednesday, August 20, 2003
Testing. This is a test. If you see this, use the mail links to let me know what you think of this template. How does it look? I'm afraid it's a little dark.
If you're looking for more information about aegl 101--Exploring Techno/literacy, loosen up and enjoy the summer. The Fall 2003 semester doesn't begin for another six weeks. Until then, I will be experimenting with this site. Feel free to watch and provide feedback. If you want to see my thoughts, check out "laptop 101", the blog I'm using to track my struggles developing this project.
The archives should contain more detail about my efforts to make sure students were aware that the course would include laptops and the workshop.
I created the flyer and talked to the faculty facilitators during the July orientation, and I sent an email with the flyer attached to the entire campus for the August registration period. Nonetheless, apparently, only four students received the information. On the other hand, at least two students received misinformation. I suppose I should take solace in that, eh. I'm convinced that the lack of organizational communication is at the heart of the difficulties in getting new programs off the ground. Perhaps this is most true on a college campus in which so many people operate only within their personal sphere of knowledge/expertise. Thinking back, this was also true several years ago when we were beginning the rising junior writing portfolio. At least now I have a better understanding of the frustrations experienced by the advisement office.
I spoke with David A. late this afternoon and his experience with the four students this morning has him convinced that the semester is on the verge of disaster from a support perspective. I'm still at least somewhat optimistic. I've tried to create the syllabus in anticipation of problems surfacing near the beginning of the semester (e.g. the portfolio approach, in which the final evaluation of the students' work occurs at the end of the semester). We'll see how long my optimism lasts.
The semester begins tomorrow.
Monday, August 18, 2003
Writing with Web Logs
I've begun cleaning up this web site a bit and, while I was doing so, thought I would try to create a link to an article in DISCUS using my "BlogThis!" option in my web browser. Pretty nifty, eh?
The New York Times relates how grade schools are using the web to provide students with an audience. According to the artile, the students reacted overwhelmingly positively, both in terms of enthusiasm and learning outcomes.
I'll take "Things I Already Know" for $500, Alex! Okay, that's a little cynical. It's nice to see this sort of work discussed with some basic knowledge of teaching writing in the mainstream media, and, perhaps, I shouldn't be too tough on the NYT folks. They've had a rough couple of months.