Calendar test
Wednesday, September 30, 2009
The Trinity Coates Library Rocks!
Yesterday, my classes were treated to a presentation by Trinity Professor and Librarian Benjamin Harris, who shared his expertise (and his amazing energy) with us - we learned all about:- Locating books and articles in the Coates Library
- Finding answers through the Library website
- Using academic databases to search
- Where to go to get help
One of the highlights of the presentation was a sneak preview of the new library web home page (see screen shot, above). What a super interface - attractive, easy to navigate - great job. It should be up in a few weeks.
Our library just keeps getting better and better. It is a Trinity Treasure!
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Monday, September 21, 2009
Flat Classroom Project
It’s always exciting to come across something rich with possibilities and new technologies – I stumbled across the Flat Classroom Project in the usual manner, while looking for Something Else. Read the description and you’ll know why I skidded to a stop and changed directions right away:
"The Flat Classroom™ Project is a global collaborative project that joins together middle and senior high school students. This project is part of the emerging tend in internationally-aware schools to embrace a holistic and constructivist educational approach to work collaboratively with others around the world in order to create students who are competitive and globally-minded. The project was co-founded by Vicki Davis (Westwood Schools, USA) and Julie Lindsay(Beijing (BISS) International School, China) in 2006. The Flat Classroom Project 2006 is was featured in Chapter 13, 'If it's not happening it's because you're not doing it', of the latest edition of Thomas Friedman's book, The World is Flat' upon which it was based. (pages 501-503)"
One of the first resources I saw was a nice tutorial on embedding a video on a wiki page created by Julie Lindsay. There are also many student-generated tutorials in this great site. I’ll be exploring more of them and will include them in this blog and in our own Class Wiki.
"The Flat Classroom™ Project is a global collaborative project that joins together middle and senior high school students. This project is part of the emerging tend in internationally-aware schools to embrace a holistic and constructivist educational approach to work collaboratively with others around the world in order to create students who are competitive and globally-minded. The project was co-founded by Vicki Davis (Westwood Schools, USA) and Julie Lindsay(Beijing (BISS) International School, China) in 2006. The Flat Classroom Project 2006 is was featured in Chapter 13, 'If it's not happening it's because you're not doing it', of the latest edition of Thomas Friedman's book, The World is Flat' upon which it was based. (pages 501-503)"
One of the first resources I saw was a nice tutorial on embedding a video on a wiki page created by Julie Lindsay. There are also many student-generated tutorials in this great site. I’ll be exploring more of them and will include them in this blog and in our own Class Wiki.
Friday, September 18, 2009
Movie Fan Mom
I’ve learned a lot about the whole book to film process by following my son’s hugely popular adventure story for young readers, The Lightning Thief, undergo that transformation. The author has very little to do with the movie, in this case and many cases, but it’s fun to anticipate how the characters will be portrayed. Here’s short movie trailer that gives me some clues – it looks exciting!
One of the amazing things is just how long it takes to get a book from manuscript to market, and once the film rights are acquired, it seems to take forever (even after the filming is completed) to get it edited and into the theatre. I understand that there are many special technical and digital effects in Percy Jackson and the Olympians: The Lightning Thief – that could be part of it. The director, Chris Columbus, has also directed two of the Harry Potter movies and certainly understands the genre, so I am looking forward to the film, which is still – sigh – four months away.
One of the amazing things is just how long it takes to get a book from manuscript to market, and once the film rights are acquired, it seems to take forever (even after the filming is completed) to get it edited and into the theatre. I understand that there are many special technical and digital effects in Percy Jackson and the Olympians: The Lightning Thief – that could be part of it. The director, Chris Columbus, has also directed two of the Harry Potter movies and certainly understands the genre, so I am looking forward to the film, which is still – sigh – four months away.
Tuesday, September 15, 2009
Great Example of Student Network Diagram
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This is such an outstanding semester - the students are talented and enthusiastic. Here's an example of a very comprehensive diagram of the compicated Trinity University local area network drawn using only the fairly limited tools provided by MS Word - great job, Caroline - and everyone else. You all have proven that there is more than one "right answer" to a design assignment.
Sunday, September 13, 2009
The Viral Aesthetic
A discussion with Benjamin Harris, Assistant Professor and Instruction/Liaison Librarian at Trinity, about fast-spreading altered photos like the "crasher squirrel" led me to an blog entry/essay called If It Doesn't Spread, It's Dead (Part Seven): Aesthetic and Structural Strategies by Henry Jenkins.
He discusses the spread of such media penomena as the Cadbury's "Gorilla" spot -- an ad featuring nothing but a life-size Cadbury-purple Gorilla belting out the drumline to Phil Collins classic "Something in the Air Tonight" which, he says, “didn't spread just because it was 'producerly'. It was also incredibly amusing. There is still truth in the notion that good, compelling content remains a crucial factor in the spreadability media.”
Read the essay, certainly, but – if you haven’t seen the gorilla on You Tube, check out his (or her??) awesome moves.
He discusses the spread of such media penomena as the Cadbury's "Gorilla" spot -- an ad featuring nothing but a life-size Cadbury-purple Gorilla belting out the drumline to Phil Collins classic "Something in the Air Tonight" which, he says, “didn't spread just because it was 'producerly'. It was also incredibly amusing. There is still truth in the notion that good, compelling content remains a crucial factor in the spreadability media.”
Read the essay, certainly, but – if you haven’t seen the gorilla on You Tube, check out his (or her??) awesome moves.
Wednesday, September 2, 2009
A Test of Critical Thinking
1.How do you put a giraffe into a refrigerator?
The correct answer is: Open the refrigerator, put in the giraffe, and close the door. This question tests whether you tend to do simple things in an overly complicated way.
2.How do you put an elephant into a refrigerator?
Did you say, Open the refrigerator, put in the elephant, and close the refrigerator? Wrong answer.
Correct answer: Open the refrigerator, take out the giraffe, put in the elephant and close the door. This tests your ability to think through the repercussions of your previous 3.
3.The Lion King is hosting an animal conference. All the animals attend . . .except one. Which animal does not attend?
Correct Answer : The Elephant. The elephant is in the refrigerator. You just put him in there. This tests your memory.
Okay, even if you did not answer the first three questions correctly, you still have one more chance to show your true abilities.
4.There is a river you must cross but it is used by crocodiles, and you do not have a boat. How do you manage it?
Correct answer: You jump into the river and swim across. Have you not been listening? All the crocodiles are attending the Animal Meeting. This tests whether you learn quickly from your mistakes.
According to Anderson Consulting Worldwide, around 90% of the professionals they tested got all questions wrong, but many preschoolers got several correct answers. Anderson Consulting Worldwide says this conclusively disproves the theory that most professionals do not have the brains of a four-year-old.
We doubt this “conclusion,” but the questions are amusing.
The correct answer is: Open the refrigerator, put in the giraffe, and close the door. This question tests whether you tend to do simple things in an overly complicated way.
2.How do you put an elephant into a refrigerator?
Did you say, Open the refrigerator, put in the elephant, and close the refrigerator? Wrong answer.
Correct answer: Open the refrigerator, take out the giraffe, put in the elephant and close the door. This tests your ability to think through the repercussions of your previous 3.
3.The Lion King is hosting an animal conference. All the animals attend . . .except one. Which animal does not attend?
Correct Answer : The Elephant. The elephant is in the refrigerator. You just put him in there. This tests your memory.
Okay, even if you did not answer the first three questions correctly, you still have one more chance to show your true abilities.
4.There is a river you must cross but it is used by crocodiles, and you do not have a boat. How do you manage it?
Correct answer: You jump into the river and swim across. Have you not been listening? All the crocodiles are attending the Animal Meeting. This tests whether you learn quickly from your mistakes.
According to Anderson Consulting Worldwide, around 90% of the professionals they tested got all questions wrong, but many preschoolers got several correct answers. Anderson Consulting Worldwide says this conclusively disproves the theory that most professionals do not have the brains of a four-year-old.
We doubt this “conclusion,” but the questions are amusing.
Article Review
Differentiating Information Skills and Computer Skills: A Factor Analytic Approach
Authors: Judith M. Pask and E. Stewart Saunders
Libraries & the Academy; Jan2004, Vol. 4 Issue 1, p61-73
For the first time this semester, the goals of the CSCI 1300 classes will be deliberately and directly aligned with the goals of Trinity’s Information Literacy Committee. This is an exciting prospect – finally, our course content will hopefully be regarded by the academic community as something more than merely teaching technical aptitude .
Those of us who have designed and taught this course have long understood that there is a vast difference between computer literacy and information literacy, and we have always included the latter as an integral part our curriculum. The following article validates the difference in these “skills” in a study conducted at Purdue University with freshmen students. Here’s a quote from the introduction:
“Many labels have been used to describe information and technology skills including information literacy, computer literacy, fluency with information technology, digital literacy, and information technology literacy--but all distinguish between the computer skills, the ability to use specific hardware and software programs, and the higher order thinking skills of information literacy. 2 Although an individual needs computer skills to be information literate, it is generally agreed that information literacy has much broader implications than computer literacy. 3”
And here is the authors’ conclusion, obvious to those of us who teach the Computer Skills course, hopefully to be renamed soon as Essential Information Technology:
“The study clearly shows that students need instruction in both skill areas. Now libraries not only have a logical rationale but also an empirically demonstrable foundation for the pursuit of information literacy programs. Librarians, in collaboration with other classroom instructors and information technology professionals, can and must develop information literate students by teaching research and evaluation skills that go beyond the mechanical skills necessary to use computers and databases.”
As we look forward to the semester, we review our revamped goal for our students – to develop hands-on innovative approaches to experiential learning, enhance critical thinking skills, understand and master tools of software applications in an academic environment and explore imaginative ways to use technology inside and outside the curriculum.
Authors: Judith M. Pask and E. Stewart Saunders
Libraries & the Academy; Jan2004, Vol. 4 Issue 1, p61-73
For the first time this semester, the goals of the CSCI 1300 classes will be deliberately and directly aligned with the goals of Trinity’s Information Literacy Committee. This is an exciting prospect – finally, our course content will hopefully be regarded by the academic community as something more than merely teaching technical aptitude .
Those of us who have designed and taught this course have long understood that there is a vast difference between computer literacy and information literacy, and we have always included the latter as an integral part our curriculum. The following article validates the difference in these “skills” in a study conducted at Purdue University with freshmen students. Here’s a quote from the introduction:
“Many labels have been used to describe information and technology skills including information literacy, computer literacy, fluency with information technology, digital literacy, and information technology literacy--but all distinguish between the computer skills, the ability to use specific hardware and software programs, and the higher order thinking skills of information literacy. 2 Although an individual needs computer skills to be information literate, it is generally agreed that information literacy has much broader implications than computer literacy. 3”
And here is the authors’ conclusion, obvious to those of us who teach the Computer Skills course, hopefully to be renamed soon as Essential Information Technology:
“The study clearly shows that students need instruction in both skill areas. Now libraries not only have a logical rationale but also an empirically demonstrable foundation for the pursuit of information literacy programs. Librarians, in collaboration with other classroom instructors and information technology professionals, can and must develop information literate students by teaching research and evaluation skills that go beyond the mechanical skills necessary to use computers and databases.”
As we look forward to the semester, we review our revamped goal for our students – to develop hands-on innovative approaches to experiential learning, enhance critical thinking skills, understand and master tools of software applications in an academic environment and explore imaginative ways to use technology inside and outside the curriculum.
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