[December’s Teaching Carnival was compiled by Mikhail Gershovich, Director of the Bernard L. Schwartz Communication Institute & Writing Across the Curriculum coordinator at Baruch College, City University of New York. You can reach him via email or on Twitter. ProfHacker has become the permanent home of the Teaching Carnival, so each month you can return for a snapshot of the most recent thoughts on teaching in college and university classrooms. You can find previous carnivals on Teaching Carnival’s home page. –Billie Hara]
Know of a blog post (perhaps your own) that should be included in the next Teaching Carnival…?
- Email the next host directly with the address to the permalink of your blog post, and/or
- Tag your post in Delicious (or Diigo or other bookmarking service) with
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Hurry, hurry, hurry. Step right up. See the most amazing, most provocative, most edumacational teaching links on the Interwebz. Don’t miss your chance to be wowed, amazed, professionally developed and procrastinated! Step right this way!
This month at the Teaching Carnival:
Edudemic showcases 100 best web 2.0 tools for teachers as chosen by teachers while Peter Dewitt offers an in-depth discussion of why educators should join Twitter. Mrs. Ripp suggests 14 steps to meaningful student blogging, George Siemens shares a few simple tools he’s like ed-tech startups to build. and Audrey Watters tells us about Code Now, a DC area program dedicated to teaching underserved high school students how to program.
Tom Woodward offers us some things to consider regarding the instructional use of digital content, and Jane Hart argues that while we can manage the use of media that can facilitate informal learning, we can’t manage informal learning itself.
Stephen Lazar, of Education Week, suggests how to teach high-school history by facilitating critical inquiry. Liz Losh discusses the use of digital role-playing games for a critical engagement with racial history. Mike Cosgrove explains how to Game Reality History. The Christian Cynic considers analysis of song lyrics as a means of encouraging critical thought. Andrew Miller argues for integrating visual art into curricula as a form of critical thinking.
Ryan Cordell discusses “speed-dating” peer-review writing workshops, and Dean Shareski proclaims lectures good. At cac.ophony.org, Meechal Hoffman and Erica Kaufman offer a few thoughts on teaching with technology, and Sarah Ruth Jacobs traces the genealogy of communication across the the curriculum courses (part 1 and part 2.)
At Blogging Pedagogy, we learn how the Voyeur data visualization tool and the automated text analysis it offers might be useful for revision and consider a rumination on the form of the blog post.
Mark Sample and Shannon Mattern each present on the digital humanities in the classroom (videos). Roger Whitson calls on DH teachers and scholars to engage in digital activism to undercut a “cultural obsession with individualism” foster an environment where collaborative digital projects are valued.
You’ve heard of the MOOC, now learn all about it: The 7 things you should know about MOOCs. Alan Levine considers the “course-iness” of MOOCs. David Kernohan discusses the mythical #economooc. Michael Feldstein offers some thoughts on scaling MOOCs.
In the spirit of the Occupy Movement, Jose Vilson offers James Baldwin’s take on the purpose education: “The paradox of education is precisely this – that as one begins to become conscious one begins to examine the society in which he is being educated.” Along those lines: Cheryl Smith on teaching and protest, Jay Cross on occupying education, and Cathy Davidson on why this is a “Gettysburg address moment in higher education.”
Clayton R. Wright gives us a seemingly comprehensive list of education technology conferences, January-June 2012. (.doc, courtesy of Stephen Downes)
Audrey Watters speculates on whether the Kindle Fire will be popular among educators and then later discusses why she sent hers back to Amazon.
At the Chatty Professor, Ellen Bremen reflects on how college students manage changing relationships and discusses what students should know about faculty office hours. Quinn Warnick shares the list of articles he asks undergraduates to read before offering advice on grad school. Delaney Kirk suggests what students can expect from their profs and what profs should expect from their students.
Alice Cassidy shares a wealth of resources on sustainability education and leadership.
Trouble with your IT Department? Here’s how to work successfully with them.
And, finally, Wired UK explains the science of why the sound of fingernails on a blackboard makes us cringe.
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Tonya Howe, Assistant Professor of English at Marymount University will compile the TC for January 2012. Send your teaching-related links to Tonya at her email or on Twitter. Keep in mind, that if you don’t send us your posts, we might miss them. So send them on! We want to include you in our next Teaching Carnival. Lastly, we are looking for more contributors for the Teaching Carnival, so if you have interest in compiling links for one month later this year or the beginning of next year, please contact Billie Hara for information.
[Post image provided by Giulia Forsythe.]