Wisconsin Union Blend

I attended a Delta roundtable dinner recently and heard Professor Sharon Dunwoody from the School of Journalism and Mass Communication give a talk on “Framing Science.” She describes a frame as a narrative scaffolding — a necessary interpretive framework for making sense of information. She referenced an article in The Scientist in which the authors, Matthew C. Nisbet & UW-Madison’s Dietram A. Scheufele, talked about using framing to engage the public on the subject of science:

“[S]cientists must learn to focus on presenting, or “framing,” their messages in ways that connect with diverse audiences. This means remaining true to the underlying science, but drawing on research to tailor messages in ways that make them personally relevant and meaningful to different publics. For example, when scientists are speaking to a group of people who think about the world primarily in economic terms, they should emphasize the economic relevance of science - such as, in the case of embryonic stem cell research, pointing out that expanded government funding would make the United States, or a particular state, more economically competitive.”

Dunwoody offered some good strategies for framing:

• Have a sensitivity to the audience - To whom are you delivering the message?
• Have a strong narrative - Storytelling is a powerful way to frame your message
• Vividness - Bring a sense of excitement and energy to your message.
• Brevity - We’ve all listened to people drone on and on about their work. Don’t do this.
• Have a sensitivity to the audience - Yes, it is so important that it needed to be said twice.

Doug and I have talked about podcasting as a way for faculty and other instructional staff to extend their classrooms and share their teaching, research and stories with the rest of Wisconsin. As part of workshops that we’ve given on podcasting, we’ve talked about the importance of the Wisconsin Idea. The challenge that we’ve posed to instructors is to ask themselves why a person who is not a student in their class should care about what they are talking about in their course. What would make the average person choose to listen to their lectures, their thoughts, and stories? Why would people in the general public want to subscribe to their podcast?

To say that such an external audience is not a priority is just wrong. We’ve got a 100 year-old tradition at this University that says otherwise. To say that our work speaks for itself is equally misguided. We need to use the kinds of strategies that Dunwoody lists to frame our work and make it easier for people to understand.

And framing is not specific to science. We all need to work on how we craft our stories so that we can make them lively and accessible. It’s not just a marketing tool. It’s a way of telling citizens, especially of our State, that a necessary part of our work is explaining why what we do has an impact on their lives.

If you’ve been bit by the blog-reading bug, you know that you can very quickly fill up your RSS reader with way too many subscriptions. Fortunately, most of the time, you don’t have to read and respond to each and every post. It is easy enough to skim through collections of posts, looking for those that are most relevant. And of course, there is the wonderful “Mark all as Read” button, a feature in most RSS readers, which instantly relieves the guilt of falling 3 or 30 or 300 posts behind on your reading.

But what happens when blogging and commenting on other students blog posts, becomes a central part of a course? With 20 or more students each writing one or more posts a week, just keeping up with the blog can quickly become a significant part of the weekly workload - for both the students and the instructor. Can students and teachers get away with hitting the “Mark all as read” button?

This is one of the challenges that has come up in a class I’m helping out with this semester that has turned a long-standing paper portfolio project into an online portfolio incorporating both blog-like and wiki-like interaction. When asked to give feedback on the project, nearly all of the students wrote that they like how the online portfolio gives them the opportunity to post their ideas, reflect on their readings, and continue class discussions outside of class. There was wide-spread agreement that the portfolio was an integral and useful part of the class. But when asked what could be improved, several of the students mentioned having difficulty keeping up on what their peers are writing. A few said that it was hard to sift through the many posts to find those that are most relevant each week.

We initially thought that “tagging” would be a solution to the latter problem, but so far it seems that the students don’t really use the tags to navigate the site. We added a “Top Tags this Week” block to the main page, to help students keep track of the topics that are receiving the most attention in class. We also switched over to a short abstract for each post on the front page, so that students didn’t feel as if they have to read every word of every post. This helped a bit, but students still noted that they were sometimes overwhelmed by all of the posts. And so, we’ve come up with a dashboard view, that allows students to quickly choose what they want to read based on the authors and titles of each post.

In addition to improving the layout and design of the site, we’re also thinking about how to frame student expectations. One initial hope for this project was that it would take the individual and potentially lonely act of producing a portfolio and make it social and interactive. Students can click on the “My Contributions” page to see their own evolving portfolio, or they can dive into the river of news, or the tags, to explore the work of their peers. Unlike the paper-based portfolio project, we wanted students be able to benefit from and build upon the work of their peers. This is certainly happening - students are starting to reference each others posts, and are occasionally extending upon their peers’ post ideas and formats. But the process of selecting, reading, and reacting to the work of their peers remains challenging.

And so, I’m asking for your help. If you were tasked to create an introductory guide to course blogging, what advice would you give to help frame students expectations? How would you help them deal with the inevitably overwhelming flood of information? What other advice would you give to make sure students time and energy was put to best use in these environments?

I’ll put a few of my initial ideas into the comments, but I’m most looking forward to seeing what you have to say!

And now you can.

I didn’t get many takers on the suggestion of a road trip, but Susan Gibbons has given me permission to share the photos she took of the new Gleason Library on the University of Rochester campus. Anybody interested in new learning spaces and how students can play a vital role in shaping these spaces should check this out. In some of the photos you’ll see the student drawings/conceptualizations (on stands) that informed the design of the space.

The Chronicle of Higher Education Wired Campus blog has an excellent summary of the Educause 2007 panel discussion on the Spellings Commission report and “The Role of Information Technology in an Age of Access, Affordability, and Accountability.” I only have a couple of small notes to add:

• The need to incorporate more accountability into our daily practice was the most tangible recommendation of the panelists in this session. All three panelists discussed the need for increased transparency and accountability in higher education. Charlene Nunley, President Emerita, Montgomery College said it best: “It is ok to try something and fail - but it is not ok to not know whether something has succeeded and failed.” I’d add that we also need to know why things succeed or fail, and to make our process transparent enough that both our successes and our failures become useful lessons for the IT community.
• Another key theme, though a somewhat less tangible one, was broad and deep change in higher education practice. Nunley said that “vast cultural changes need to be brought about in our institutions” and then she drew some applause and laughter when she cautiously offered that many faculty are very intent on doing things the way they have always been done. This played well with the Educause audience, but I can’t help but think that it is not only the faculty that fall into the trap of momentum.
• David Ward, our chancellor emeritus, and current president of the American Council on Education, said that in order to make these sweeping changes happen, we need to focus on the successful pilots in progress that are happening already on a small scale. “Some of the best breakthroughs are on a disciplinary basis,” he noted, later adding that “the reformers out there don’t feel appropriately recognized. We need to figure out how to scale up some of the experiments that are going on. Scaling up of good practices is where change can happen.”

All in all, a very good session.

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Tucked away in the corner of a Thursday evening poster session was my pick for Educause 2007’s coolest session of the week, Lafayette College’s use of the content management system Drupal for:

two highly flexible and distinctly different online spaces: a departmental Web site full of easily edited and highly searchable documentation, current news, and dynamic RSS feeds, and a campus-wide community space where blogging, photo sharing, podcasting, and class discussions coexist.

Very cool! The poster, From Blogs to Brawn: Deploying Flexible Web Applications, was presented by Courtney Bentley, Instructional Technology Program Coordinator at Lafayette College.

The community space side of the equation, which Lafayette calls Soapbox 2.0, puts Drupal’s blogging, polling, and photosharing modules to work for students, faculty, and staff. Their use of the Organic Groups module makes it easy for any registered user to create a group, whether it be for a student initiated class study group, an instructor led class blog, a student sporting group, or an administrative unit looking for collaborative project space.

This flexible, user driven collaborative space is a great model to follow as we look to building our own collaborative spaces.

To get a sense of how it is working at Lafayette, be sure to check out their Hall of Fame page with stats on the Soapbox’s first year: http://ww2.lafayette.edu/~soapbox/hof/

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Susan Gibbons from the University of Rochester challenges us to get to know our NetGen students. At Rochester, the libraries hired an anthropologist (Nancy Foster) to do ethnographic research to help guide decisions about how to improve its institutional repository. Foster stayed busy by doing similar work with the many different “tribes” (Gibbons’ word) of the campus — faculty, graduate students and, most notably, undergrads.

Through various methodolgies including photo elicitation exercises, mapping diaries, and design workshops, Gibbons and Foster gathered a ton of student input for the development of an ideal learning space.

They outline their work in creating a student-centered academic library on the campus. The report can be found at http://www.tiny.cc/GzthX. (Note: I LOVE a good tiny url!)

It was a really inspiring presentation and I hope I get a chance to see this space. Anybody want to take a ride to Rochester?

Drawing on Technology: A Blueprint for Adopting E-Portfolios got me thinking about an alternative blueprint for LessonShare. Some of the early feedback from TAs on LessonShare has focused on “credit.” Will I get credit for my work? Will my course coordinator be able to see my contributions? If I update a lesson, how will I get credit for my updates?

In approaching LessonShare, we had rather idealistically assumed that TAs would find intrinsic value in sharing their teaching materials with colleagues, and were surprised to find that for many, the main interest lied in amassing a personal tally of their contributions to the department - in a sense - a portfolio.

As I took a look at the portfolio projects in this session, and saw how each teacher’s contributions were beneficial for the cohort of teachers in training, I began to wonder if our central focus with LessonShare (sharing), might need a bit of a remix.

The initial step in this direction should be fairly straight-forward. The “My Contributions” view that we developed for our Mexican Migration Portfolio should provide a nice foundation for something similar in LessonShare. Some of the next potential steps, however, might prove more challenging.

A collection of every lesson you’ve ever created or modified is far from a portfolio. To illustrate this one of the presenters made the distinction between the working portfolio, containing each and every contribution, and the “get a job portfolio” which is the result of sifting and winnowing. While I can imagine a couple of ways to approach the challenge of helping a user find and collect their best work, I don’t think we have a model in place for this. We also don’t have a bridge from LessonShare to a more public facing version of the “get a job” portfolio, something that would, I think, prove to be highly motivating for TAs.

Michael Reese & Richard Shingles‘ presentation - Digital Field Assignments: Course Projects for the Net Generation - provided several excellent examples of instructors integrating research and instruction. Many of the projects also had a clear “service” element involved, though the courses did not seem to be connected to any official university service learning initiative. For me, this was a welcome reminder that service learning need not be its own distinct, separate area of coursework, but can be (should be, I think) an integrated expectation across the curriculum.

Anybody use Pipes? Think about aggregating three or four RSS feeds into a single super feed.

Michael Reese and Richard Shingles from the Johns Hopkins University presented on digital field assignments. Digital field assignments are course activities in which students collect and analyze data from the field using digital technologies. Students use digital resources to research issues, topics and interests on campus and in the local community. They enter their data and see it visualized using an Interactive Tool. It’s really interesting to see how these projects get students involved with using their technology skills to research subjects in and outside of their classes.

Both Doug Worsham and I attended this session and we both thought it would be a natural extension to see these digital field assignments evolve into some kind of service learning opportunities.

I also thought it was interesting to hear Michael Reese talk about the need to get students outside with technology instead of sitting in computer labs or at their desks with it. It’s a healthy perspective to balance with the attention that is given to work in virtual worlds.