Monthly Archives: February 2007

iTunes and research

Did you know that iTunes offers us more than just music? If you need information or instructions on almost any topic imaginable, chances are, you will find it on iTunes for free. Ivy league universities, such as Stanford, Yale, or Berkeley made entire courses available via podcasts and vodcasts to everyone interested. Need information on a certain historical period for your class? Do you want to refresh your Spanish? Need instructions on how to use your digital camera? Find this and more on iTunes. Isn’t it freat that you can use iTunes to complement or reinforce information that you provide in class. For an E300 class, you could use some episodes from Yale University’s Library Tutorial or Ohio State University’s episode on how to avoid plagiarising. Interested? Here is what you do.

If you don’t have iTunes on your computer, go to apple.com and download it for free. Launch the program, and click on the iTunes Store link on the left. Don’t worry, you don’t have to buy anything if youdon’t want to. Once at the iTunes Store main page, click on Podcasts, then Education, then Higher Education. Once there, punch in a key word in the upper right-hand corner. It’s OK to be amazed by the hits. Check out the information on the podcast you want to download. Click on “Get Episode.” Click on the “play” button and enjoy the podcast.

Cut-Up Machine

Cut-Up Machine

Try these for fun if you have students in a lab. Lots of possibilities in both gen ed intro to lit classes as well as creative classes and ice breaker for lab classes. The block of text below is what I got from the Burroughs Cut Up Machine on the site.

word-of-mouth, Feb. philistines. are teachers, either, course, well discourse. Of limits limits these that discourse. Of selection of to course, they published, about become well discourse. Of and be that to It too primed books become embarrassed as but and of In critics, It philistines. exposed but civilized but and intellectual philistines. must publishers, of about to good constantly all sellers authors to not books and philistines. limits form be discourse. Of be get and best worry to of are to and get

Of…be…get. Teachers are word-of-mouth philistines,

Useful Research Websites

Dr. Jane Olmstead points in her EnglishBounceList to the following resources:

Discourse
http://www.wsulibs.wsu.edu/electric/trainingmods/gened300/academic_disciplines/discourse.htm

Disciplines
http://www.wsulibs.wsu.edu/electric/trainingmods/gened300/academic_disciplines/disciplineindex.html

And the full list of their units:
http://www.wsulibs.wsu.edu/electric/trainingmods/gened300/index.htm

She includes a polite request: “…let me know if we have anything like this at WKU….All I see on our library webpage is a perky tour of the library.”

Web Style Guide: GRAPHICS

Web Style Guide: GRAPHICS
We know that the tail must wag the dog,
for the horse is drawn by the cart;
But the Devil whoops, as he whooped of old:
“It’s clever, but is it Art?”
— Rudyard Kipling, “The Conundrum of the Workshops”

Dr. Joe Hardin points out a web style guide that is as handy as a pocket on a shirt for those teaching or writing on the web. Some people consider the phrase ‘web standards’ to be oxymoronic, but there really is much that is stable in internet design and style. This site points to those standards. It ain’t Strunk and White, but it is pretty good.

Main Page – Wikipedia, the free encyclopedia

First there was Wikipedia: Main Page – Wikipedia, the free encyclopedia

Then came Citizendium to bolster Wikipedia’s flagging street cred: Citizendium

Finally, peer review on a global scale? All hail the Scholarpedia:
Main Page – Scholarpedia

If this progression is any indication of the research revolution that awaits, then grab hands and crack the whip.

if:book: blogging restructures consciousness?

if:book: blogging restructures consciousness?
First off, I’m reminded of something Sebastian Mary was saying last month about moving beyond the idea of “authorship” and the economic and political models that undergird it (the print publishing industry, academia etc.) toward genuinely new forms of writing for the electronic landscape. “My hunch,” she says, “is that things are going two ways: writers as orchestrators of mass creativity, or writers as wielders of a new rhetoric.” Little is understood about what the collapse of today’s publishing systems would actually mean or look like, and even less about the actual experience of the new writing — that is, the new states of mind and modes of vision that are only beginning to be cracked open through the exploration of new forms.

Are we preparing our students for the collapse/transformation of current rhetorical institutions? Perhaps accidentally, but not purposefully. Or… maybe we just get trapped in our various bathyspheres, echo chambers, and catacombs unable to anticipate the changes outside these personal cubbybubbles.