Professor Frank Ambrosio Addresses Incoming Students

As last year's winner of the Dorothy Brown award, Professor Frank Ambrosio (Philosophy) was asked to welcome incoming students at this year's New Student Convocation on Sunday, August 30th.  (The Dorothy Brown award is given annually by the student body to the faculty member who has had the strongest impact on the students’ collegiate experience.)  In his brief address, Ambrosio, who collaborates with CNDLS on the MyDante project, explored the idea of a liberal arts education as "an education that liberates." According to Ambrosio, "Liberal education frees questions from the constraint of answers that claim to be 'good enough.' It frees minds from the dogma of settled opinion and frees them for the reality of mystery." You can view a video of Ambrosio's remarks here.

Professor Frank Ambrosio addressed incoming students at this year's New Student Convocation, exploring the idea of a liberal arts education as "an education that liberates."

As last year’s winner of the Dorothy Brown award, Professor Frank Ambrosio (Philosophy) was asked to welcome incoming students at this year’s New Student Convocation on Sunday, August 30th.  (The Dorothy Brown award is given annually by the student body to the faculty member who has had the strongest impact on the students’ collegiate experience.)  In his brief address, Ambrosio, who collaborates with CNDLS on the MyDante project, explored the idea of a liberal arts education as “an education that liberates.” According to Ambrosio, “Liberal education frees questions from the constraint of answers that claim to be ‘good enough.’ It frees minds from the dogma of settled opinion and frees them for the reality of mystery.”

You can view a video of Ambrosio’s remarks here.

CNDLS Web 2.0 Experiments

CNDLS is researching innovative educational uses for a wide variety of Web 2.0 tools, including microblogging, social bookmarking, and data visualization tools. For example, Georgetown Spanish students plot Che Guavara’s journey through Latin America using Google Earth; English MA thesis writers follow each other’s research using Yahoo! Pipes; and students at the University of Texas in Dallas share comments and questions via Twitter during history class. Visit our Experiments blog for case studies, resources, and tips on how you might use these and other tools in the classroom, and watch for announcements of upcoming workshops on these topics. If you have ideas for future Web 2.0 experiments, please contact us.

CNDLS is researching innovative educational uses for a wide variety of Web 2.0 tools, including microblogging, social bookmarking, and data visualization tools.

CNDLS is researching innovative educational uses for a wide variety of Web 2.0 tools, including microblogging, social bookmarking, and data visualization tools.

For example, Georgetown Spanish students plot Che Guavara’s journey through Latin America using Google Earth; English MA thesis writers follow each other’s research using Yahoo! Pipes; and students at the University of Texas in Dallas share comments and questions via Twitter during history class.

Visit our Experiments blog for case studies, resources, and tips on how you might use these and other tools in the classroom, and watch for announcements of upcoming workshops on these topics. If you have ideas for future Web 2.0 experiments, please contact us.

CNDLS offers Blackboard workshops

Starting this week, CNDLS staff members Gorky Cruz, Peter Janssens, and Susan Pennestri are leading a number of Blackboard training sessions for faculty, focusing on Blackboard basics, communication and collaboration tools, assignments, and assessment tools.  Visit the CNDLS Blackboard support page to find out more and to register for these workshops.

Starting this week, CNDLS staff members are leading a number of Blackboard training sessions for faculty.

Starting this week, CNDLS staff members Gorky Cruz, Peter Janssens, and Susan Pennestri are leading a number of Blackboard training sessions for faculty, focusing on Blackboard basics, communication and collaboration tools, assignments, and assessment tools.  Visit the CNDLS Blackboard support page to find out more and to register for these workshops.

2009-2010 Doyle Faculty Fellows Announced

CNDLS is pleased to announce the Faculty Fellows for the pilot year of the Doyle Initiative, which is designed to support and challenge Georgetown faculty seeking to foster active student engagement with difference and the diversity of human experience. These fellows have been meeting over the summer to share ideas with one another and with CNDLS staff as they develop strategies to integrate discussions of diversity and inclusion into their academic course material.  For more about this exciting new initiative and for further background on the curriculum infusion approach, see the Doyle Initiative page. 2009-2010 Doyle Faculty Fellows: Shelly K. Habel, Sociology Department Ronald P. Leow, Department of Spanish & Portuguese Dana Luciano, English Department James M. Mattingly, Philosophy Department W. Gerrod Parrott, Psychology Department Mark Carl Rom, Government Department and Georgetown Public Policy Institute Heather M. Voke, Philosophy Department Andria Wisler, Program on Justice and Peace Jennifer Woolard, Psychology Department

CNDLS is pleased to announce the faculty fellows for the pilot year of the Doyle Initiative, which is designed to support and challenge Georgetown faculty seeking to foster active student engagement with difference and the diversity of human experience.

CNDLS is pleased to announce the Faculty Fellows for the pilot year of the Doyle Initiative, which is designed to support and challenge Georgetown faculty seeking to foster active student engagement with difference and the diversity of human experience. These fellows have been meeting over the summer to share ideas with one another and with CNDLS staff as they develop strategies to integrate discussions of diversity and inclusion into their academic course material.  For more about this exciting new initiative and for further background on the curriculum infusion approach, see the Doyle Initiative page.

2009-2010 Doyle Faculty Fellows:

Shelly K. Habel, Sociology Department

Ronald P. Leow, Department of Spanish & Portuguese

Dana Luciano, English Department

James M. Mattingly, Philosophy Department

W. Gerrod Parrott, Psychology Department

Mark Carl Rom, Government Department and Georgetown Public Policy Institute

Heather M. Voke, Philosophy Department

Andria Wisler, Program on Justice and Peace

Jennifer Woolard, Psychology Department

“An Age of Composition”

In the following post, CNDLS Writer/Editor Theresa Schlafly explores questions about technology and students' writing skills. We are living in an "age of composition," according to Florida State University Professor Kathleen Blake Yancey.  All of us, especially students, are constantly writing and publishing for different audiences and in different formats –  we are blogging, texting, emailing, crafting essays, and composing poetry. The ratio of formal to informal writing that students produce may be surprising: In Michael Wesch’s video “A Vision of Students Today,” a student in a large lecture classroom holds up notebook pages which read “I will write 42 pages for class this semester… and over 500 pages of email.” Professors often view the informal writing that students do on their own as a distraction from their academic work – it’s easy to understand their aversion to these forms of writing when faced with students emailing during class or turning in essays riddled with abbreviations and spelling errors.  But might it be possible to teach students to connect these very different writing processes in a productive way? While previous studies of student writing have only examined academic writing, a recent Stanford University study, described in this Chronicle article and also discussed in a recent Wired magazine column, explored all types of writing done by its subjects.  Academic opinions seem to vary widely on whether useful connections can be made between students’ informal and academic writing. Do blogging, emailing, and other types of online writing help develop students’ awareness of audience, tone, and voice? Or do these types of writing reinforce bad habits of disorganization, misspelling, and sloppy grammar? Perhaps further research, such as this Stanford study or Georgetown’s Thresholds of Writing project, will shed light on these controversial questions. In the meantime, students will keep producing prolific quantities of informal writing, which Yancey exhorts us to “ignore… at our own peril.”

CNDLS Writer/Editor Theresa Schlafly explores questions about technology and students' writing skills, drawing on a recent Stanford study which analyzed students' informal writing along with their written assignments.

In the following post, CNDLS Writer/Editor Theresa Schlafly explores questions about technology and students’ writing skills.

We are living in an “age of composition,” according to Florida State University Professor Kathleen Blake Yancey.  All of us, especially students, are constantly writing and publishing for different audiences and in different formats –  we are blogging, texting, emailing, crafting essays, and composing poetry. The ratio of formal to informal writing that students produce may be surprising: In Michael Wesch’s video “A Vision of Students Today,” a student in a large lecture classroom holds up notebook pages which read “I will write 42 pages for class this semester… and over 500 pages of email.”

Professors often view the informal writing that students do on their own as a distraction from their academic work – it’s easy to understand their aversion to these forms of writing when faced with students emailing during class or turning in essays riddled with abbreviations and spelling errors.  But might it be possible to teach students to connect these very different writing processes in a productive way?

While previous studies of student writing have only examined academic writing, a recent Stanford University study, described in this Chronicle article and also discussed in a recent Wired magazine column, explored all types of writing done by its subjects.  Academic opinions seem to vary widely on whether useful connections can be made between students’ informal and academic writing. Do blogging, emailing, and other types of online writing help develop students’ awareness of audience, tone, and voice? Or do these types of writing reinforce bad habits of disorganization, misspelling, and sloppy grammar?

Perhaps further research, such as this Stanford study or Georgetown’s Thresholds of Writing project, will shed light on these controversial questions. In the meantime, students will keep producing prolific quantities of informal writing, which Yancey exhorts us to “ignore… at our own peril.”

Science in the Public Interest Program Premieres New Collaborative Tool

In a post on her blog, CNDLS Assistant Director for Science Programs Janet Russell talks about an exciting new social networking tool which will be used this fall by Professor Francis Slakey's students in the Science in the Public Interest program (SPI).  The tool, called GlobalSolver, will enable students to receive feedback from experts in various fields as they work together to draft legislation related to science issues. To read more about this innovative project, and how Slakey's approach to his class has evolved, visit Janet's blog here.

CNDLS Assistant Director for Science Programs Janet Russell talks about an exciting new social networking tool which will be used this fall by Professor Francis Slakey's students in the Science in the Public Interest program (SPI).

In a post on her blog, CNDLS Assistant Director for Science Programs Janet Russell talks about an exciting new social networking tool which will be used this fall by Professor Francis Slakey’s students in the Science in the Public Interest program (SPI).  The tool, called GlobalSolver, will enable students to receive feedback from experts in various fields as they work together to draft legislation related to science issues. To read more about this innovative project, and how Slakey’s approach to his class has evolved, visit Janet’s blog here.

CNDLS and CCNMTL Collaborate on Project Rebirth Educational Initiative

CNDLS is pleased to announce a partnership with Columbia University’s Center for New Media Teaching and Learning (CCNMTL) to develop the Project Rebirth Learning Collaboratory, a virtual environment for the study of documentary footage related to the effects of September 11, 2001. Project Rebirth, directed by Georgetown alumnus Jim Whitaker (C'90), is a documentary film chronicling the recovery of ten people coping with the aftermath of 9/11 and the redevelopment of the World Trade Center site.

Built to complement a digital library of Project Rebirth’s archival footage, the Project Rebirth Learning Collaboratory will create a social learning environment powered by flexible web-based tools to connect a broad community of researchers, educators, and community-based practitioners. Users will be able to edit, tag, annotate, and share clips of the footage with one another, and to reflect on the footage through blogs and multimedia digital stories.

CNDLS and CCNMTL will work together to develop the technological infrastructure for the social learning environment and to design pedagogical strategies to incorporate Project Rebirth into courses from a variety of disciplines. Not only will this learning environment allow for explorations of themes such as trauma, narrative, memory, and recovery, but it will also enable research on aspects of student learning, including metacognition, affect, and empathy.

More background on Project Rebirth can be found here. We look forward to working on this exciting project!

CNDLS is pleased to announce a partnership with Columbia University’s Center for New Media Teaching and Learning (CCNMTL) to develop the Project Rebirth Learning Collaboratory, a virtual environment for the study of documentary footage related to the aftermath of September 11, 2001.

CNDLS is pleased to announce a partnership with Columbia University’s Center for New Media Teaching and Learning (CCNMTL) to develop the Project Rebirth Learning Collaboratory, a virtual environment for the study of documentary footage related to the effects of September 11, 2001. Project Rebirth, directed by Georgetown alumnus Jim Whitaker (C’90), is a documentary film chronicling the recovery of ten people coping with the aftermath of 9/11 and the redevelopment of the World Trade Center site.

Built to complement a digital library of Project Rebirth’s archival footage, the Project Rebirth Learning Collaboratory will create a social learning environment powered by flexible web-based tools to connect a broad community of researchers, educators, and community-based practitioners. Users will be able to edit, tag, annotate, and share clips of the footage with one another, and to reflect on the footage through blogs and multimedia digital stories.

CNDLS and CCNMTL will work together to develop the technological infrastructure for the social learning environment and to design pedagogical strategies to incorporate Project Rebirth into courses from a variety of disciplines. Not only will this learning environment allow for explorations of themes such as trauma, narrative, memory, and recovery, but it will also enable research on aspects of student learning, including metacognition, affect, and empathy.

More background on Project Rebirth can be found here. We look forward to working on this exciting project!

Randy Bass Presents at International Roundtable on e-Learning

Recently, CNDLS Executive Director Randy Bass traveled to the Kanazawa Institute of Technology in Ishikawa, Japan to participate in the 2009 International Roundtable for Library and Information Science, which focused on the topic "New Developments in e-Learning."

Randy’s presentation, entitled "Knowledge, Expertise, and Uncertainty in the New Digital Learning Landscape," explored how "knowledge, expertise, and learning are all being reshaped by new forms of information and the social networks that process information into analysis, opinion, and knowledge," and asked how educators can best respond to these challenges of the new digital landscape. Other presenters explored such topics as cyberinfrastructure and cyberlearning, the future of university libraries, and how new ways of learning challenge traditional conceptions of universities.

Recently, CNDLS Executive Director Randy Bass traveled to the Kanazawa Institute of Technology in Ishikawa, Japan to participate in the 2009 International Roundtable for Library and Information Science, which focused on the topic "New Developments in e-Learning."

Recently, CNDLS Executive Director Randy Bass traveled to the Kanazawa Institute of Technology in Ishikawa, Japan to participate in the 2009 International Roundtable for Library and Information Science, which focused on the topic “New Developments in e-Learning.”

Randy’s presentation, entitled “Knowledge, Expertise, and Uncertainty in the New Digital Learning Landscape,” explored how “knowledge, expertise, and learning are all being reshaped by new forms of information and the social networks that process information into analysis, opinion, and knowledge,” and asked how educators can best respond to these challenges of the new digital landscape. Other presenters explored such topics as cyberinfrastructure and cyberlearning, the future of university libraries, and how new ways of learning challenge traditional conceptions of universities.

“No Time to Think”: Students and Technology

In the following post, Daryl Nardick, Senior Project Consultant & Director of Strategic Project Integration at CNDLS, questions some widely held assumptions about students' attitudes toward technology.

Meandering through campus, rarely do you see a student who is not texting, listening to music, talking on a cell phone, or otherwise engaging with personal technology. While there might be a tendency to criticize students for their reliance on technology, seldom do we hear faculty wonder what students themselves think about their own constant 24/7 connection to the digital world. And it turns out that the answer to that question might surprise many of us.

One professor at the University of Washington did more than wonder. David Levy, professor at UW’s Information School, started asking his students along with students at universities across the country how they feel about being constantly connected. Surprisingly, he discovered that students are not as enamored with technology as many of us might think. To paraphrase one young man, “every once in a while I need to lie down on my floor and just block out all of the sounds in order to get quiet and to hear myself.” Students from across the country participating in David’s informal research have voiced similar sentiments about their relationships with digital technologies.

I for one am interested in testing out with students my assumptions on this topic, and I wonder if there are others here at GU who might feel the same way. And if indeed during these conversations we find that our students are not as enamored with today’s digital communications devices as some of us might suspect, then the question is – what is our role as educators in helping our students cope with the increasing pressure to adopt these tools? Surely this is a topic worth exploring here at Georgetown when David Levy visits us in September 2009. Stay tuned for more details on his visit.

For more information on David Levy’s work, see his presentation on “No Time to Think” .

Daryl Nardick, Senior Project Consultant & Director of Strategic Project Integration at CNDLS, questions some widely held assumptions about students' attitudes toward technology.

In the following post, Daryl Nardick, Senior Project Consultant & Director of Strategic Project Integration at CNDLS, questions some widely held assumptions about students’ attitudes toward technology.

Meandering through campus, rarely do you see a student who is not texting, listening to music, talking on a cell phone, or otherwise engaging with personal technology. While there might be a tendency to criticize students for their reliance on technology, seldom do we hear faculty wonder what students themselves think about their own constant 24/7 connection to the digital world. And it turns out that the answer to that question might surprise many of us.

One professor at the University of Washington did more than wonder. David Levy, professor at UW’s Information School, started asking his students along with students at universities across the country how they feel about being constantly connected. Surprisingly, he discovered that students are not as enamored with technology as many of us might think. To paraphrase one young man, “every once in a while I need to lie down on my floor and just block out all of the sounds in order to get quiet and to hear myself.” Students from across the country participating in David’s informal research have voiced similar sentiments about their relationships with digital technologies.

I for one am interested in testing out with students my assumptions on this topic, and I wonder if there are others here at GU who might feel the same way. And if indeed during these conversations we find that our students are not as enamored with today’s digital communications devices as some of us might suspect, then the question is – what is our role as educators in helping our students cope with the increasing pressure to adopt these tools? Surely this is a topic worth exploring here at Georgetown when David Levy visits us in September 2009. Stay tuned for more details on his visit.

For more information on David Levy’s work, see his presentation on “No Time to Think” .

How to use Creative Commons licensing

New on the Georgetown University Digital Commons site: a guide to Creative Commons. Learn about options for licensing your own work using Creative Commons, and explore resources that you and your students can use to find Creative Commons-licensed images, audio, and course materials.

New on the Georgetown University Digital Commons site: a guide to Creative Commons.

New on the Georgetown University Digital Commons site: a guide to Creative Commons. Learn about options for licensing your own work using Creative Commons, and explore resources that you and your students can use to find Creative Commons-licensed images, audio, and course materials.