WFP 2008 Syllabus

Syllabus

Monday, 8/11: Getting Started

Greetings and Introductions (9:00 AM – 9:30 AM)

Staff and participants will introduce themselves to each other, and Fellows will briefly state their reasons and expectations for participating in the program. Fellows introduced to liaisons.

NOTE: All events will be held in the Bosler Microroom unless otherwise indicated.

Introduction to the Willoughby Program (9:30 AM – 10:15 AM)

Presenter: Alvarado

Abstract

This will be an overview of the WIlloughby Program, the place of the Institute within it, and the place of the Program in the wide Academic Commons Initiative. We will review the structure, content, expected outcomes of the week. Fellows will introduce themselves and their projects, and Fellows will meet their liaisons. In addition, we will frame the Institute's activities. The concepts of media fluency and its corollary, information literacy, will be discussed and related as a means of linking the activities of faculty, instructional technologists, and librarians.

Outcomes

• Understanding of Institute goals
• Understanding of Institute program
• Understanding of the Academic Commons Initiative
• Awareness of meaning and significance of information literacy and media fluency as framing devices for technology use.
• Awareness of current trends and issues in using technology for teaching learning.
• Vocabulary for discussing pedagogical impact of technical content during the rest of the institute.

Outline

• The Institute in Context
  • The Academic Commons Vision
  • The Place of the Willoughby Institute in the Academic Commons
  • Role of the Summer Institute
  • Role of the Fall Seminar
  • The Spring 2009 Courses
  • End-of-Year Activities
• Specific Goals of the Institute
  • To build a community of practice
  • To develop Media Fluency
• What is Media Fluency?
  • Compared to Inforamtion Literacy
  • Affordances and limitations
  • Genre and Participation
• Discussion

Handouts

• Syllabus
• LIS 3.0 Vision Piece

Break (10:15 AM – 10:45 AM)

Coffee and pastries will be available outside of the Microroom.

Hunting and Gathering in the New Information Ecology: Google, Delicious, and Other Essential Tools (10:45 AM – 12:00 PM)

Presenters: Alvarado, et al.

Abstract

This will be a hands-on workshop to acquaint participants with the new ecology of information known as Web 2.0. In this environment, the personal computer is not the locus of activity or data, but the entry point to a self-connecting network of people and information, hosted not an any particular set of servers, but in a cloud of constantly changing computing resources. Participants will be introduced to essential Web 2.0 technologies, including: Firefox, Google, Delicious, Facebook, and Twitter.

Outcomes

• Awareness of Web 2.0 concept and philosophy
• Awareness of Web 2.0 tools
• Awareness of Google search algorithm
• Understanding of Google search syntax
• Possession of Delicious account
• Awareness of Twitter and Facebook

Outline

• Web 2.0
  • Web as Medium
  • Web as Social-Semantic Space
  • A New Ecology (Post-desktop)
• Firefox, and Why
• Hunting with Google
  • The algorithm
  • Other game: Books, Scholar, Blogs, News etc.
  • Other tools
• Gathering with Delicious
  • Tags and "Folksonomies"
• Banding with Facebook and Twitter

Links

• How to get Gmail Account

Readings

• Is Google Making Us Stupid?

Lunch (12:00 PM – 1:30 PM)

Throughout the conference, lunches will be served to all participants, with a generous break to encourage off-line conversation.

Getting Started with Your Course (1:30 PM – 2:45 PM)

Presenter: TBD

Abstract

At this point, we will turn to setting up each fellow's course within Blackboard, which will serve as the integration point for each fellow's links and content. Each fellow will be provided with a template for setting up their course and will begin to customize their site in accordance with their syllabus. Additionally, Fellows will be introduced to a blog or wiki as a place to post reflections and other content during the course of the week.

Outcomes

• Ability to set up a course in Blackboard
• Ability to incorporate external content in Blackboard

Outline

• Creating a course in Blackboard
• Adding structure to the course
• Adding external content
• Discussion of plan for Learning Management Systems

Links

• Gateway (to Blackboard)

Break (2:45 PM – 3:00 PM)

Refreshments will be available outside of the Microroom.

Tuesday, 8/12: New Literacies

Welcome and Overview of the Day (9:00 AM – 9:15 AM)

A time for questions and answers about the preceding day and the contents of the current day.

Blogging and the Blogosphere (9:15 AM – 10:30 AM)

Presenter: TBD

Abstract

Blogs are the quintessential Web 2.0 application and, along with wikis, are one of two major mode of communication on the web today. This workshop will introduce participants to what blogs are, how they work, and what they are used for, both within and outside of the academy. Participants will set up their own blogs, for potential use beyond the workshop. In addition, participants will be introduced to Google Docs, a blog-like tool designed to replace your word processor.

Outcomes

• Knowledge of the significance of blogs in the history of the web
• Knowledge of basic features of the blog genre
• Knowledge of how to find and subscribe to blogs (using Google)
• Possession of a personal blog

Outline

• Brief history with examples
• Elements of a blog
• Trackbacks: How blog(ger)s connect to each other
• Syndication: How to publish and subscribe to a blog
• Setting up your own blog
• Use Word as a client
• Peagogical uses (see Miltonauts)
• A quick look at Google Docs

Links

• Drudge Report
• Slashdot
• Blogger
• Attack of the Summer Miltonauts
• Digital Ethnography

Break (10:30 AM – 10:45 AM)

Coffee and pastries will be available outside of the Microroom.

Wikis, Wikipedia, and the New Literacy (10:45 AM – 12:00 PM)

Presenter: Bryant

Abstract

This will be a practical introduction to wikis in general and Wikipedia in particular. We all know the de facto impact it has had on teaching and learning, both on campus and off, and we tend to have strong opinions about the suitability of its content for academic work. In this module, we will focus on Wikipedia as a source of information but also as a new genre of academic work, with examples from academics who are using wikis for their teaching and research. Participants will also create their own wiki.

Lunch (12:00 PM – 1:30 PM)

In the Blumberg Reading Area, Library.

Information Literacy as a Framework for Evaluation (1:30 PM – 2:45 PM)

Presenter: Arndt

Abstract

Traditional forms of publication provided for formal layers of vetting before most material ever got to the reader. Physical formats also gave strong visual signals about the quality and authority of the publication. A relatively limited number of mainstream publishers meant that reputation of the publisher could also serve as a guide to quality. The digital environment dramatically increases the number of entities and individuals who can directly publish, eliminates traditional gatekeepers, and calls into question reliance on format clues as a judge of quality. Delivery of mainstream peer-reviewed literature via Internet technology also blurs the line between “scholarly” and “internet” (read: questionable) material. Finding widely scattered information also challenges researchers. “Information Literacy” provides a framework for developing the learner’s individual skills in finding, acquiring, appraising, and appropriately using information regardless of its format.

Objectives

• To provide an overview of Information Literacy Competency Standards and their application in a digital environment.
• To provide a brief survey of some of the new, emerging publishing models and the means by which they are (or are not) addressing issues of quality and authority.
• To identify criteria which can be used to evaluate the quality of information, regardless of format

Outcomes

Participants will be able to:

• Briefly state the five competency standards of information literacy
• Identify and articulate the pros and cons of new digital publishing models from the researcher’s point of view
• List multiple criteria for evaluating information regardless of format

Outline

1. Participant sharing of how they currently use or limit use of “internet” resources in their courses.
2. Short presentation defining Information Literacy competencies as defined by ACRL.
3. Group discussion of the challenges presented in evaluating the quality and authority of information in the digital environment.
4. Short presentation on new and emerging digital publishing models, and how these address issues of quality and authority.
5. Group exercise generating list of criteria for evaluating information regardless of format.

Handout/Reading

• Copies of Information Literacy Competency Standards for Higher Education, booklet from ACRL.

Break (2:45 PM – 3:00 PM)

Refreshments will be available outside of the Microroom.

Hands-on Time (3:00 PM – 4:15 PM)

Fellows will develop their courses by either using Google Docs or the Dickinson Wiki to develop a collaborative editing space for putting content. Presenter: ATS Staff

Wednesday, 8/13: Working with Images

Welcome and Overview of the Day (9:00 AM – 9:15 AM)

A time for questions and answers about the preceding day and the contents of the current day.

Scanning (9:15 AM – 10:30 AM)

Presenter: Weaver

Location: Information Commons

Break (10:30 AM – 10:45 AM)

Coffee and pastries will be available outside of the Microroom.

Basic Editing (10:45 AM – 12:00 PM)

Presenter: Burke

• Microsoft Office Picture Manager

Organizing and Presenting

Presenter: Landis

• ICON
• ConentDM
• Flickr

Image Resources

Presenter: Wardecker

• ARTstor

Thursday, 8/14: Audio and Video

Welcome and Overview of the Day (9:00 AM – 9:15 AM)

A time for questions and answers about the preceding day and the contents of the current day.

Podcasting (9:15 AM – 10:30 AM)

Presenter: Landis

Abstract

An overview of the technology behind and use cases for podcasting. Fellows will be introduced to the podcasts of local faculty, and will discuss the roles that podcasting can play in the classroom as both a teaching tool and student assignment. Enhanced podcasting — which synchronizes the audio podcast with a visual slide show — will also be discussed. Presenter: Landis

Outline

• Give a quick overview of what a podcast is
• Describe different podcasts in Education
• Play a few sample podcasts of varying type to illustrate bullet point above
• Show where podcasts live
  • Blog
  • Itunes
• Discuss working project into syllabus (handout from Dave Richeson's class)
• Show Audacity
  • Start by showing completed version so they know what it would look like
  • Work on session from scratch to show how process evolves
• Show Garageband
  • show enhanced podcast feature
• individual work time using either program

Break (10:30 AM – 10:45 AM)

Coffee and pastries will be available outside of the Microroom.

10:45 AM – 12:00 PM: CREATING SOUND FILES: A QUICK INTRODUCTION TO AUDACITY

This presentation will drill-down into the nitty gritty details of how to use Audacity — an Open Source, cross-platform sound editing program — to capture sound and produce sound files suitable for podcasting. Presenter: Landis

12:00 PM – 1:30 PM: LUNCH

In the Blumberg Reading Area, Library.

1:30 PM – 2:45 PM: PRACTICAL USES OF VIDEO FOR TEACHING AND LEARNING

This module will provide an overview of the technology and use cases associated with digital video. Fellows will be introduced to the workflow of video production using iMovie, and will be introduced to examples of how other faculty have used video in their courses. Fellows will also learn about the time and resource requirements necessary to integrate a video-based assignment in their courses. Presenter: Weaver

2:45 PM – 3:00 PM: BREAK

Refreshments will be available outside of the Microroom.

3:00 PM – 4:15 PM: HANDS-ON

This unit will allow fellows to work with either Audacity or iMovie to create a podcast or video segment. Presenter: Landis, Weaver

Friday, 8/15: Databasea and Scholarly Communication

9:00 AM – 9:15 AM: WELCOME AND OVERVIEW OF THE DAY

A time for questions and answers about the preceding day and the contents of the current day.

9:15 AM – 10:30 AM: Scholarly Communication

Scholarly Communication: Delivery and Content

1. Intro: For centuries, scholarly journals have been the primary channels for scholarly communication, and lately, many of these have migrated from print to electronic format. This change in format has led scholars and publishers to explore the potential of the digital medium and provide new features for enhancing the delivery and presentation of content that would have been previously impossible. Examining some of these developments will provide you with some examples of resources you and your students can use and even create within the contexts of your classes.
2. RSS (Delivery): Electronic publishing has made it possible for publishers to make articles available as soon as they have made their way through the editorial process, rather than waiting to compile them into quarterly issues. This new method of delivery is often accomplished by the use of RSS feeds.
   1. Demonstration of feeds and aggregators:
      1. iGoogle
      2. Google Reader
   2. Demonstration of embeddable RSS feeds:
      1. Grazr
      2. Feed2JS
   3. Demonstration of an RSS feed for a search query: importing a PubMed search feed into RefWorks

d. Demonstration of importing an RSS feed into a spreadsheet: importing a local weather feed into a Google Spreadsheet

1. Electronic Text (Content): Though, even now, many publishers attempt to perfectly reproduce in PDF format the look of their printed journals with their digital surrogates, several are now making electronic text versions of scholarly articles available, because of the ease with which these can be manipulated and analyzed.
   1. Demonstration of annotation tools:
      1. Zotero
      2. Google Notebook
   2. Demonstration of text and dataset visualization software:
      1. Many Eyes (text from Project Gutenberg or journal and a dataset spreadsheet from Google Docs and Freebase)
      2. Google Spreadsheets Gadgets
2. Applications (Content): Some journals, though they are preserving the peer-review process and attention to scholarly bibliographic detail, have still managed to break away altogether from the traditional print format. JoVE is an example of a scientific journal that uses video in an interesting way, but there are many other kinds of media that you and your students can utilize.
   1. Demonstration of applications for enhancing content:
      1. Scribd (documents)
      2. MapLib (maps)
      3. circaVie (timelines)
      4. Screencast-O-Matic (better than it sounds)
      5. 280 Slides (slideshow)
      6. WebSlides (RSS into slideshows)
      7. Sprout

10:30 AM – 10:45 AM BREAK

Coffee and pastries will be available outside of the Microroom.

10:45 AM – 12:00 PM: THE DOCUMENT AS DATABASE: A GENTLE INTRODUCTION TO XML

This module will cover the technology that is behind much of Web 2.0 — XML — and how it can be used in courses based on primary, textual sources. Fellows will learn the basic syntax of XML and be introduced to its academic uses, particularly within the digital humanities and the Semantic Web. Presenter: Alvarado

THIS IS A TEST

12:00 PM – 1:30 PM: LUNCH

In the Blumberg Reading Area, Library.

1:30 PM – 2:45 PM: GOOGLE MAPS AND GOOGLE EARTH: GEOGRAPHY AS USER INTERFACE

This course covers two extraordinarily powerful and simple tools introduced by Google that allow non-experts to both access comprehensive maps of the earth's surface, as well as how to create "layers" of information on top of these maps. This talk will cover how to create these layers as well as how these tools can be used as course material. Presenter: Mummert (?)

What is Google Earth? Google Earth is a virtual globe program that was originally called Earth Viewer and was created by Keyhole, Inc. It maps the earth by the superimposition of images obtained from satellite imagery, aerial photography and GIS over a 3D globe. It is available under three different licenses; a free version, Google Earth, with limited functionality, Google Earth plus which includes a few more features, and Google Earth Professional intended for commercial use. Google Earth allows users to search for addresses (for some countries only), enter coordinates, or simply use the mouse to browse to a location. Google Earth also has digital terrain model data collected by NASA's Shuttle Radar Topography Mission. This means one can view the Grand Canyon or Mount Everest in three dimensions, instead of 2D like other map programs/sites. In addition, Google has provided a layer allowing one to see 3D buildings for many major cities in the US and Japan. Many people using the applications are adding their own data and making them available through various sources such as the BBS or blogs mentioned in the link section below. (Wikipedia) Where can you find resources?

• Google Earth User Guide
• Google Earth Gallery
• Google Earth Outreach
• Google Earth Blog
• Google Earth Hacks
• Google Earth Community
• Best of List

What do I need to run Google Earth (besides a broadband internet connection)?

PC Operating System: Windows XP CPU: Pentium 4 2.4GHz+ or AMD 2400xp+ System Memory (RAM): 512MB Hard Disk: 2GB free space Network Speed: 768 Kbits/sec Graphics Card: 3D-capable with 32MB of VRAM Screen: 1280x1024, "32-bit True Color" Macintosh Operating System: Mac OS X 10.4.5 CPU: G4 1.2Ghz System Memory (RAM): 512MB Hard Disk: 2GB free space Network Speed: 768 Kbits/sec Graphics Card: 3D-capable with 32MB of VRAM Screen: 1280x1024, "Millions of Colors"

Examples Astronomy Exploding Star Animation “ exploding_star_n.kmz” Space Telescope Science Institute What is a light echo? See one in action as a star called V838 Mon explodes. These Hubble Space Telescope images show the light from the star reflecting off the dusty material nearby in various stages, showing an animation of the explosion. You will need to switch to Sky in Google Earth 4.2 to view t... Crab Nebula Animation “ crab_nebula_n.kmz” Joey P. Wade Located over 6000 light years from our planet, the Crab Nebula is the result of a supernova explosion first witnessed in 1054 AD. In this animation, created by Joey P. Wade, slides from a YouTube video have been overlaid and animated inside Google Sky. To view, press the play button next to the time... Biology AntWeb “antweb.kmz” AntWeb Question. How many internet search engines have an ant name after them? At least one. AntWeb, based at The California Academy of Sciences has put together a KML file giving an overview of different ant species around the globe with each placemark showing a photo and link to further information. Appr... Geology Ecological Research on the Ancient Bristlecone Pines “bristlecone_pine_research_n.kmz” Abstract Since the days of Charles Darwin, biologists have struggled with ways to represent our planet's incredible biological diversity on maps that convey both meaningful information and a realistic sense of scale. In recent years, this challenge has morphed into a search for mapping platforms that are available to help educate the general public, are easily accessible to both novice and established scientists, and are powerful enough to track and display biological data. Our research focuses on the population ecology of ancient bristlecone pine trees in California's White Mountain range, and we have found that Google Earth is an important tool for both expediting the everyday process of fieldwork and for educating the public about our projects. Google Earth has made it much easier for our team to share spatial data, to quickly view this data overlaid on aerial imagery, and has helped us discover key ecological patterns in the bristlecone pine forests.

Appalachian Mountaintop Removal “NationalMemorialMtns.kmz” Abstract Mountaintop removal coal mining is changing the American landscape on a scale that is hard to comprehend unless you see it from the air. Anyone who has ever flown in a small aircraft over southern West Virginia or eastern Kentucky will never forget the experience of seeing the massive scale of destruction - mountain after mountain blown up and dumped into valleys as far as the eye can see. Mountaintop removal affects more than mountains and streams, however; it is threatening to displace and destroy a distinctly American culture that has persisted in the Appalachian Mountains for generations. Appalachian people working to save their communities have long dreamed of ways to fly reporters, decision-makers, and thousands of other Americans over the Appalachian coalfields to see this destruction first hand - and then to visit their communities to hear stories of people who endure the consequences of what some have called "cheap energy."

Rising Sea Level Animation

” changing_sea_level_n.kmz”

Zoltán Büki This file animates one scary potential effect of climate change -- rising sea levels. Will your house be underwater? Will the desert become an ocean? Use the time slider to see which locations will be submerged as the planet's oceans rise. Note: it's important to turn on the terrain in the "Layers" ...

Volcanoes of the World “gvp_world.kmz” Smithsonian Global Volcanism Program data for known or inferred Holocene volcanoes are now available as a Google Earth layer, displaying a photo (when available), geographic data, and links to more detailed information from the GVP and international volcano observatories or other websites focusing on regional volcanoes. History Early PA Migration “EarlyPAMigration.kmz” This is a living project. The intent is to enable genealogy researchers to see/visit PA as it existed from about 1750 through 1850. In addition, I attempt to provide additional links to related research. Blog: http://apoetsblues.typepad.com/studentsofdescent/

Henry Box Brown “Henry Box Brown.kmz” A tour of his journey.

Literature Mapping the Bible “Bible.kmz” Contains all the identifiable locations mentioned in the Bible.

Odysseus's Journey home : Homer's Odyssey “odysseus.kmz” Many peoples attempt to identify geographic places mentioned in the Odyssey. We have chosen the traditional orthodox theory but there are many others. the 13 annoted placemarks are numbered in the order of the journey. Other Paris Landmarks “Paris Landmarks.kmz” Find out here some of the greatest Places from Paris. Monuments and other Places to visit.

Video “Columbia_York_Tour.wmv” Classes Community Studies – Carlisle “Mapping Carlisle- New Americans.kml” Susan Rose senior seminar.

Adding Content to Google Earth:

• Adding a Placemark
• Adding a Polygon
• Adding a Path
• Adding an Image Overlay
• Using the Ruler Tool
• Saving and Sharing your file

Extending Google Earth:

GIS & Google Earth: http://arc2earth.com/ 3D Modeling: http://www.sketchup.com/ 3D Warehouse: http://sketchup.google.com/3dwarehouse/

2:45 PM – 3:00 PM: BREAK

Refreshments will be available outside of the Microroom.

3:00 PM – 4:15 PM: HANDS-ON TIME

Fellows will have the choice of developing a layer for Google Earth or working with XML to create a document.

Monday, 8/18: Gaming and Situated Learning

9:00 AM – 9:15 AM: WELCOME AND OVERVIEW OF THE DAY

A time for questions and answers about the preceding day and the contents of the current day.

9:15 AM – 10:30 AM: GAMING

This will be an all day, immersive introduction to games and simulations, and how they can be used to replace traditional course materials for teaching a variety of subjects, from language to history to economics. Fellows will be introduced to some of the theory behind game-based pedagogy as well examples of games currently used in actual courses. Fellows will also create a gaming module of their own using Civilization IV. Presenter: Bryant

10:30 AM – 10:45 AM: BREAK

Coffee and pastries will be available outside of the Microroom.

10:45 AM – 12:00 PM: GAMING, CONT'D

TBD

12:00 PM – 1:30 PM: LUNCH

In the Blumberg Reading Area, Library.

1:30 PM – 2:45 PM: GAMING, CONT'D

TBD

2:45 PM – 3:00 PM: BREAK

Refreshments will be available outside of the Microroom.

3:00 PM – 4:15 PM: GAMING, CONT'D

TBD

Tuesday, 8/19: Course Design

9:00 AM – 9:15 AM: WELCOME AND OVERVIEW OF THE DAY

A time for questions and answers about the preceding week and the contents of the current day.

9:15 AM – 10:30 AM: ASSESSING DIGITAL WORK

In this session we review the preceding days and turn our attention to course design and planning individual and group activities for the following semester. For each Fellow’s project, we will map pedagogical requirements to technological opportunities and then map out a plan for addressing technological needs. Presenter: Alvarado.

10:30 AM – 10:45 AM: BREAK

Coffee and pastries will be available outside of the Microroom.

10:45 AM – 12:00 PM: ASSESSING DIGITAL WORK

In this session we discuss the assessment of student work with new media in the context of specific classes. We will focus on defining effective, measurable outcomes for specific media assignments, such as collaborative work on a wiki or the production of a video in place of paper assignments. Presenter: Bombaro.

Presenter: Christine Bombaro, Librarian & Coordinator of Information Literacy Phone: x 1868 Email: bombaroc@dickinson.edu

Objectives: Participants will learn how to meaningfully assess digital projects and will design an assessment and a rubric for one project they will assign to their class during the Spring 2009 semester.

Outcomes: In order to design an effective assessment activity, participants will:

• Define “assessment” and describe the key elements of an effective assessment.
• Distinguish between an “assessment” and a “grade.”
• Identify a class project that is appropriate for an assessment activity.
• Identify the student “inputs” that will have an impact upon the class project.
• Determine what “environmental changes” need to take place in order for the students to complete their project successfully.
• Develop SMART goal statements for the project, providing the basis for the assessment.
• Clearly identify in detail what students need to do in order to complete the project successfully.
• Demonstrate to students the minimum level of competence for each task involved in the project.
• Create an evaluative rubric, assigning relative levels of importance to the each element of the assignment.

Required Readings:

Gratch-Lindauer, Bonnie. "Information Literacy Program Development: The Role of Assessment." Proven Strategies for Building an Information Literacy Program. Edited by Susan Carol Curzon and Lynn D. Lampert. New York: Neal Schuman Publishers, Inc., 2007.

A reading or handout on rubrics - TBD

SMART goals reading or handout - TBD

Plan:

• PowerPoint Introduction: “Assessing Digital Work”
• Guided discussion of required reading
• Alexander Astin’s “I-E-O Model of Assessment” – discussion with writing activity
• SMART goals – guided writing activity
• Creating an assessment – guided writing activity with samples of different styles of assessment
• Creating a rubric – writing activity with samples

12:00 PM – 1:30 PM: LUNCH

In the Blumberg Reading Area, Library.

1:30 PM – 2:45 PM: BREAK-OUT PLANNING WITH FACULTY DEVELOPERS

Fellows break out with faculty developers to further develop their syllabi and to chart a project plan to manage the logistical aspects of the course, such as digitization, training, and development time.

2:45 PM – 3:00 PM: BREAK

Refreshments will be available outside of the Microroom.

3:00 PM – 4:15 PM: CONCLUSION AND NEXT STEPS

Fellows will reconvene to discuss the results of the day’s work and to plan their meeting times for the Fall Seminar.

• Discussion of meeting and workshop topics for the fall, e.g. GIS, NITLE WTGs, etc.