Agenda: Class 10

ET 690 Educational Technology Seminar

This, then, is the double truth: we are free to express our own preferences, tendencies, and choices when using PowerPoint, which is itself an expression of these choices; and as a highly effective expression of choices already made, PowerPoint can influence us "from outside," nudging us further in certain unhealthy directions. --Stephen L. Talbott, "Where Does the User End and PowerPoint Begin"

"Yesterday my eleven-year old son and I were hiking in a remote wood. He was leading. He spotted [a] four-foot rattlesnake in the trail about six feet in front of us. We watched it for quite some time before going around it. When we were on the way home, he commented that this was the best day of his life. He was justifiably proud of the fact that he had been paying attention and had thus averted an accident, and that he had been able to observe this powerful, beautiful, and sinister snake." Barry Angell, the father, then asked exactly the right question: "I wonder how many armchair nature-watchers have seen these dangerous snakes on the tube and said 'this is the best day of my life.'" --Stephen L. Talbott, "Meetings With a Snake"

• Questions and Announcements
  • Thanks to Jhonna and Tammy for Bringing Snacks
  • Stop watch volunteer for next class?
  • Next class meeting: April 16 for the Debate (room 210/230)
  • Snacks for last class: Class Potluck
  • Be Prepared for Debate on April 16
  • Class Participation
    • I sent emails last week to two groups of people
      • Those whose in-class participation was too low in quantity (1 person)
      • Those whose in-class participation was noted for high quality (3 people)
    • You are required to have at least two comments sent to the class email discussion (over the course of the semester); additional comments can help make up for low participation.
  • Questions
• Web Sites of Interest
  • Geoff Nunberg's Commentary About Literacies on NPR's Fresh Air (RealPlayer required)
  • Article About Keeping Up With the Joneses from the New York Times
• Debate/Final Paper Discussion
  • Brief discussion of the papers
  • Debate Structure
    • 5 minutes: Side A Opening Statement
    • 5 minutes: Side B Opening Statement
    • 3 minute Break
    • 4 minutes: Side A Rebuttal
    • 4 minutes: Side B Rebuttal
    • 3 minute Break
    • 4 minutes: Side A Rebuttal
    • 4 minutes: Side B Rebuttal
    • 3 minute Break
    • 4 minutes: Side A Closing Statement
    • 4 minutes: Side B Closing Statement
    • 10 minutes: Question and Answer Period
    • 5 minutes: Panel Deliberation and Vote
  • Debate Rules
    • Time will be kept strictly according to the above schedule (no presidential-debate-style overruns will be tolerated)
    • Each team member must speak approximately equally (for 2-member teams, consider having each member be responsible for one opening or closing statement and one rebuttal)
    • The "panel" and questioners will consist of all class members not involved with the debate
    • One "panel" member will be the designated time-keeper (does anyone have a stop-watch?)
    • The "panel" will vote on the winner
    • Each panel member must vote (no abstentions allowed)
    • Ties will be broken by the professor
    • The debate winners will automatically receive a grade of A for the debate
      • Exception 1: an individual team member may receive a lower grade if speaking time is not roughly divided; i.e., don't expect an A if you let your teammate(s) do all the talking
      • Exception 2: debate teams' grades may be lowered if they fail to follow these guidelines
    • The debate losers will not be guaranteed any particular grade, but the grade of A is certainly possible
    • Debate teams will turn in a printed copy of their prepared opening statements and at least two academic references (no newspaper articles or unpublished web pages) of articles supporting their position. Articles should be used as part of the debate
  • Forming Debate Teams
    • 2 or 3 member teams
    • 3 member teams only if numbers of particpants require
    • We will decide on groups of 4 (or 6) who are interested in a similar subset of papers
    • Each group of 4 (or 6) will meet separately to decide on a specific topic and teams
  • Final Paper: The Debate Alternative
  • Debaters Meet to Form Teams and Specify Topic (104, 210/230, 267, 271)
  • Non-Debaters Discuss Papers
• Assignments
  • Snacks for Debate: Class Potluck
  • Next Class (even though we are not meeting, send via email): Burbules & Callister Paper
  • Final Class: Final Paper for non-Debaters, Debate Notes for Debaters

This page was prepared by Dr. David M. Marcovitz.

Last Updated: March 24, 2009