Showing posts with label blogging. Show all posts
Showing posts with label blogging. Show all posts

30.6.11

Post-Pedagogy and Kairotic Techne

Today's post builds off yesterdays in connection with a conversation on Facebook. A friend tagged me in a query on teaching blogging, so I pointed her toward my blogging syllabus as an example of post-pedagogy. What marks that curriculum as post-pedagogical to me is that it requires students to make rhetorical decisions not only about their topic (what will I write about?), but also their audience (who will I write with?) and their methods (what kind of writing does this group employ? how should I write when writing to them?)

Byron Hawk ends his chapter on "Technology / Complexity / Methodology" by arguing that methods of invention sensitive to affective, vital, complex, network dynamics

[...] must start with the structure of particular constellations and the invention of techniques for and out of those specific occassions; it is thus more attuned to co-responsibility, kairos, emergence, and ambience. Composition theorists should be striving to develop methods for situating bodies within ecological contexts in ways that reveal the potential for invention, especially the invention of new techniques, that in turn reveal new models for action within those specific rhetorical ecologies. Method in this context is happening at two levels when approached pedagogically: the techniques or heuristics that teachers use to situate students in learning contexts, and the techniques the students produce in and through those specific contexts--some of which are conscious, some of which remain bodily and intuitive. (206)

The blogging class we've put together tries to speak to both of these levels--there is a negotiation between myself and the students while they generate topics. I have clear parameters for what constitutes an "A" project--these expectations are imposed top-down. But I also stress the wide variety of inventive approaches students have used within these parameters: blogs on bar hopping, shooting shit (the actual title), MMA training (title: "I lift things up and put them down"), Sun Tzu, representations of female fashion and bodies in Victorian literature, parenting, etc. And, beyond just the variety of topics, there is a variety of writing style and voice developed through the blogs--from intellectual to hipster to authoritarian to neighbor. The course, I believe, holds true to post-pedagogical aspirations by explicitly articulating its impositions while also making space for legitimate student invention.

24.6.11

Blogging Pedagogy & Academically Adrift

Today is the final day of my summer Expository Writing class. I build all of my classes around themes; this semester was dedicated to blogging. Mxrk, Ryan P. Weber, and I will be putting together an article dedicated to the class in August (did you know that Ryan? Mrxk and I will bang out a draft and send it to you once he gets here). I constructed a pretty rigorous course site for the blogging class, with almost daily notes. One of my colleagues, Carl Herndl, will use my site and syllabus to teach Expository Writing later this summer; I think that will be a great test for the pedagogy since Carl is an admitted techno-novice and has never taught blogging before.

On a side note, I required us to read two books during the course: Nussbaum's Not For Profit and Arum and Roksa's Academically Adrift. I'm writing an article responding to Nussbaum, so I'll hold off commenting on that one here.

Arum and Roksa's book is a worthy read for anyone working in higher education. It is by and large and empirical study documenting just how little the majority (80%) of today's college students are learning. They use a comprehensive and (by my limited judgement) reliable qualitative test to measure students' gains in writing, complex reasoning, and critical thinking during their freshman and sophomore years. They acknowledge that many students might be learning other things, particularly things geared toward their majors. They openly acknowledge in several places that the importance of their study lies in the reader prioritizing writing, complex reasoning, and critical thinking as central to University learning (and they show that the professional sector is calling for increases in these abilities, so there's a rhetorical element to this prioritization).

One point: many of us working in rhetoric and literature would not identify what they call "critical thinking" as critical thinking. For instance, one of the qualitative assessment tests asks students to read ten documents dealing with a specific kind of plane and its likelihood of crashing and then write a memo to their boss arguing whether s/he should buy the plane.

Arum and Roksa spread blame for the lack of learning on students, faculty, and administration:

  • Students simply are not studying enough. The average student studies around 12 hours a week, with much of their remaining time going to socializing activities (data collected via self-reporting).
  • Faculty are too committed to research. Less than 60% of students at selective and less selective schools reported having to read more than 40 pages a week for a class, and less than 50% reported having to write more than 20 pages for a course over an entire semester (the numbers were 75% and 95% at highly selective institutions, respectively).
  • Faculty, however, aren't solely to blame for their focus on research and slighting of teaching. Arum and Roksa note that administrators--increasingly drawn from outside of academic ranks to focus on recruiting, branding, investment, and publicity--have increasingly edged tenure requirements toward publication and away from the classroom. I think a naive reading of Academically Adrift would frame it as an argument against tenure. I do not think this is the case. Rather, I believe they advocate for the transformation of tenure to place a greater emphasis on teaching. This argument deserves more time than I can give it this morning--but, recognizing how much of our research goes unnoticed or uncited (90% of Humanities scholarship),, I don't have a problem with such a move (I address this directly in my response essay on Levinas, metaphysics, and D. Diane Davis' Inessential Solidarity, currently in process with JAC, but there I argue for institutional recognition for inhabiting dialogical spaces rather than solely for individual publication). This is not to say that research and scholarship aren't important. But it is not the only important thing. Whether it is the most important thing is a question I am honestly not ready to answer today.

To reiterate, this is a book worth your time, and probably your students' time. I anticipated that my class would be a bit hostile to the book. But they weren't. And when I started to talk about how my blogging class stems from a recognition of many of the book's arguments, they were not only receptive but (dare I say) appreciative. There's always going to be the bottom 20% students who are unprepared, unmotivated, and unteachable. But, following Arum and Roksa's advice (the way to get students more invested is simply to raise expectations and assign more work), I think we can all acknowledge that we aren't teaching as much as we could (...should?), and we can do better.

P.S., my summer blogging course asks students to write 550 words a day (not counting in class writing) and a final 10 page paper. That's about 55 pages of writing in 6 weeks. So, while I'm always failing at something, at least I can tell myself I'm assigning a lot of writing. Now if only I could get a teaching assistant to grade it all...

31.5.11

No Life Is Good

In The Philosopher's Magazine, David Benetar argues that "No Life is Good." A cynical (and, I hope, playful) argument against the mechanical life. His conclusion isn't to kill yourself, just to stop having babies (and thus bringing more people destined to suffer into the world). But doesn't misery love company?

From the comments:

If I take this article at its meaning, it’s not merely that human lives are simply devoid of the quantities of mere pleasure that would make them more worth living; I also take it that most human lives are devoid of real meaning, period. Consider how so few people really contribute anything in the way of a lasting legacy, a benefit to others that keeps on giving decades, centuries after they’ve passed on. On the contrary, most people accomplish nothing, and by the reckoning of others who perhaps have not known or befriended them, may as well have never lived at all, for they have made such waste of their lives! Note how most of us–too many of us–grind through a cyclic process of self-sustenance, eating, sleeping, waking, going to work, contributing nothing at work that will affect people’s lives in any meaningful way for any duration of time. The cycle continues unabated, through generations.

We're reading Nussbaum's Not For Profit in my summer class; the previous chapter dealt with learning to accept human frailty and oppose myths of perfection and grandeur. I think this short piece compliments Nussbaum nicely.

3.5.10

Toward Kair-erotically Thinking Techno-Determinism

I spent the morning today doing some reading/writing on my Computers and Writing presentation, which will deal explicitly with how social media played a role in diagnosing and dealing with my daughter's cancer. One article that I read today was John Potts' "Who's Afraid of Technological Determinism? Another Look at Medium Theory." I like this article for its compact summary of Marshall McLuhan, and for its guilt-free recognition that technologies can have intrinsic properties and structuring effects on consciousness. Summarizing the woks of Havelock, McLuhan, Goddy, Watt, Ong, Eisenstein, Kittler, and Meyrowitz, Potts identifies one constant proposition: "as media technologies change, profound cultural effects ensue. These effects operate on both the level of the individual psyche and the social formation as a whole. The effects may be observed in the long historical span of inventions from literacy to interactive multimedia."

Human thinking of thought comes to resemble the media we use to capture, express and exchange that thinking on thought. At one point in time, humans created television; I might call this thinking "being-chronoslogically." But let's recognize that, at this moment, it is equally true that television creates humans, which would be thinking "becoming-kairoserotically. Chronological and Kairotic. History and Phenomenology. Logos and Eros. Kairos, phenomenology, and eros are the web (presented colloquially as transience, interactivity, plurality respectively in my dissertation). This is precisely why rhetoric, and more particularly Levinas, are central to my understanding of what the web could help us be-come.

Whether the relation between technology and subjectivity/sociality is a good thing is another discussion altogether. My reading today consisted of a number of cultural studies / neo-marxist / critical / materialist objections to the "social" media dominating today's communicative and cultural landscape. In short: the Web 2.0 honeymoon is over. Its a bit depressing, but requires our attention. I won't give it that attention right here, right now (but I will try to in the coming days). I will argue in a few weeks at C&W, these important analyses of the Internet's relation to capitalism and hegemonic power fail to account for the affective dimensions of the social web. Nor do they take into account the possibility that such affective and ethical relations could come to challenge their ontological-materialist-technological grounds. These critical theorists read "the medium is the message" quite literally--they track who owns and economically benefits from the medium at hand. I have Levinasian objections to this, but I will save those too for another post.

For this post, I'll follow Potts' suggestion that a little technodeterminism might not be such a bad thing if we want to reveal "the most profound and long-term cultural effects of those media." I say so provided we attempt to balance the "inherent properties of technologies" against economic, political, and social [and I wish I could here explicate this as Levinasian] considerations of media. We have to be responsible for the whole bag. Of course, I will recognize that the precise "inherent" properties of any medium are indeterminate--and we are talking in a speculative hermeneutic riddled with desire. This complexity does not make it a futile, irrelevant or dangerous task. Well, perhaps a dangerous one. But given that things so often become within the realm of possibility we imagine for them, it makes it all the more important a task. An essential task. Heidegger critiqued of Marx: "before a change in the world comes a conception of change in the world." Let's use technological determinacy as a vehicle for initiating-continuing-popularizing the construction of such a change.

Returning to my initial quote from Potts, perspective and scopes are the keys here ("the long historical span of inventions"). Materialist critiques focus on interpreting a now with a (linear) eye to the future. As one such theorist, David Golumbia offers in response to posthuman notions of transcendental change: "the more things change, the more they stay the same." His pessimism is routed in a narrow view of recent history (say 200 years) that documents how corporate and capitalist interests continually usurp individual choice into hegemonic, centralized institutions of power. From such a perspective, individuals are currently contributing (via free content) to their own subjugation, and the forms of power subjugating them are becoming increasingly invisible. Such a history becomes linear in the sense that there is little chance to break free (except, perhaps, for unplugging all our computers and reading all the Right [and by that, of course, I mean Left] books--sorry, couldn't help one cynical jab).

Against this pessimism, media theory would project a future from meager traces of the now and an interpretation of then. Its optimism is grounded in a long-look at human history documenting how media technology transforms social, political, and economic life. Most of those transformations are, in the long run, for the better for everyone involved. These transformations, however, did not take five, ten, or even twenty years. They took centuries. I would like to argue that this is thinking history (chronos) kairotically--to think of history as producing a present that generates the past, rather than thinking how the past caused the present. Either case, I would argue, is within view of infinite spectral futures that incessantly haunt us (that is, whether we are functions of the past or its originators, we are always, already haunted from the future, from the judge beyond the horizon of the time that unfolds).

And I would conclude by stressing that the future is as indeterminate as the absolute inherent properties of technologies. We will have to fight for any future we wish to come to be. The kairos for a potential chronos always begins now, in the stories we tell ourselves we are to Be-come.

3.12.09

Reflections: Rickert's Acts of Enjoyment

I thought I would share a few paragraphs from Thomas Rickert's Acts of Enjoyment:

The point, ultimately, is not that we should immediately change the pedagogical road we are on. This would risk falling into the same critical mode I am discussing, whereby psychoanalytic critique becomes the new authority underwriting more sophisticated control pedagogies. Rather, I suggest that we come to see the road differently, to think about it afresh, and perhaps to try detours or other routes, not by replicating the latest new pedagogies but by reinhabiting current pedagogies through an evolving sensibility. (172)

Thomas follows by arguing that one strategy for reframing (enframing?) the pedagogy we inhabit concerns surprise. We need to both foster an appreciation for open possibility and develop open-ended syllabi that transfer control of curriculum and pedagogy to, if not the students, the kairotic moment that contains the students, the teachers, and the work. This, however, comes with strong disclaimers:

This [surprise being unpredictable and uncodifiable] means that it [suprise] violates one of composition's most dearly held imperatives--that, as D Diane Davis, following Vitanza, puts it, "every theory be immediately translatable into workable classroom practice for the pedagogue" (Breaking 222; see also Vitanza, "Three" 160-161). Surprise cannot be orchestrated in advance as the glittering pedagogical prize achieved by means of good theories devoted towards just ends. Rather, the pedagogue is just as implicated as the students in the kairotic moment(s) that may arise; further it is this mutual implication that makes of the pedagogy a unique moment beyond the possibility of repetition or control. (172-73)

I am drawn to these passages because they articulate a theoretical grounding for the ways in which I have been shaping my expository writing classroom, moving away from traditional models of composition (the default syllabus for the course was based on the EDNA model) to more open-ended and student driven projects. When this class goes right, there is a serendipitous element to it. Such an element cannot be guaranteed.

Rickert is critical towards the critical mandate that informs many composition models--the idea that students' perceptions of the [material] world must be (either) deprogrammed or reprogrammed. Through a student-oriented (I'll avoid the term centered for a moment) digital pedagogy, I am looking to increase student interaction with others, to help them integrate into a community of their choice, to teach forms of participation. There is certainly a "politics" to this pedagogy, but I would be hesitant to label it a "critical" one. The course (to borrow from Vitanza) says "yes" to students in the zones they inhabit, and asks them to say "yes" some more. Such a concern on my part does not promise "good" behavior--students are encouraged to form identities, ethos, voices suitable to their community. Thus, I am not selling a postpedagogical pill to cure the "disaffected attitudes and behavior, including cynicism, apathy, disregard for others, and violence" that marks the postmodern, critical, post-Oedipalized subjectivity Rickert traces through Faigley, Sacks, Zizek, DeLeuze, and Cobain. What I have discovered after teaching this course for several semesters, is that students often develop concern for themselves, their representation, and for others when they interact with communities of their choosing online. And I consider this a good enough thing.

If I feel that something is missing from this pedagogy, and I sometimes do, it is that I have lost virtually any nothing of what Rickert refers to as "contention"--of the interruptive (Freud might call it the disequilibriative) moment. I'll admit my cultural studies background sometimes comes calling; my desire to throw a deconstructive monkeywrench into my students ideological narrative machine hasn't gone away. But I am choosing, for now at least, to endorse civic practices over critical theory because I believe the function of the ruined University lies more with ethics than with epistemology, acting than thinking, community processes than individual scholarship.

6.7.09

Baseball Blog

I've been busy with work, so posting hasn't been a priority lately. I'm teaching another section of Expository Writing built around digital citizenship, so I decided (after some encouragement) to start a baseball blog. As the first post explains, I tend to like to spend my lunches poking around statistical encyclopedia's and analysis, so hopefully this will translate into some sharable material.

24.3.09

Catching Up

Wow, has it been this long since I posted? A few quick thoughts before I head out to teach:

  • Rowan's MRI was clear--this is very good news. Retinoblastoma patients have a high chance to develop other forms of cancer, especially in the first two years. She will continue to get periodic exams, but we are encouraged that she is now cancer free.
  • CCCC's in San Fran was a great time. I saw a few really spectacular panels (more on this later). My own panel went well, although we ran short on time and I had to cut quite a bit from my presentation. Sometime this week I need to carve out time to send emails to all the people I talked to last week.
  • My parents are in town this week (and last week). Meg and I were able to take a short honeymoon trip down to Sarasota for a few nights. One experience urged us to start a food blog (more on this coming this weekend).
  • I am sad to learn that blogs are dead, but must respect the validity of the source. Perhaps someday, in a distant future, humans will evolve into a species capable of caring. Here's to hope and the future.

23.2.09

Lanham definition of rhetoric; the Aim of Education(s)

I need to remember this somewhere, why not the blog. Now you can remember it, too.

"Rhetoric" has not always been a dirty word, the opposite of sincerity, truth, and good intentions. For most of its life it meant the training in expression, spoken and written, that you need to play a useful role in human society. It became a dirty word in the seventeenth century, when science, trying to describe the world of stuff, wanted to abolish the distortions of human attention structures. Human communication ought to be like the United Parcel Service, an efficient mover of information boxes from one destination to the other. This model for human communication gains its power from its narrowness, but we need a wider model for an attention economy. Information does not come in simple neutral boxes and its distribution is a more complex matter altogether. We need a more capacious conception of human communication, one that can accommodate the full range of human purpose.

All the more do we need it because the digital computer has created a new expressive space. The screen works differently from the page. Words don't stay put. They dance around. Images play a major role and they move too. Color is everywhere. And sound, too, spoken and synthesized. Above all, a different expressive economy prevails. The printed page depends on an economics of deprival. No color, no movement, images in careful moderation. All these sacrificed to create an expressive field that encourages concentration on conceptual thought. It is a monopolistic attention economy, directed from the top. The digital screen depends on an economics of plenty. It allows competition between word, image, and sound for attention. It is a market attention economy, driven from the bottom. You can map onto these two contrasting expressive spaces all the arguments about top-down versus bottom-up, planned versus market, economies. Market economies, like the political democracy that accompanies them, demand a full-range conception of human communication, the kind a rhetorical curriculum has always provided. And this new rhetoric will have to be built on the digital expressive space as well as the printed one, and teach how to move easily from one to the other

I have been writing and thinking lately about how badly we need to re-articulate the purpose of education. The social demographics and cultural conceptions of higher education have changed greatly over the last 50 years. Higher education is no longer the elite privilege for an elite few. It should no longer frame itself as such; yet Kant's ghost still drives much of the work we do, it still emphasizes the public/private obligations of the scholar, still protects the scholar from public interaction, still--to capture Lanham--fetishizes a print preference for the neutrality of information. It still aims to produce scholars.

I realize, clearly, now that I have no interest in producing scholars (at least at the undergraduate level). I remember Nathaniel Rivers, Ryan Weber and I sharing a similar reaction to Whitehead's description of undergraduate education in "Universities and their Function" (circa 1829): "wow, that sounds like grad school." And that is where scholars should be produced: graduate school.

My interest in undergraduates is to produce citizens. I like Lanham's definition, those ready "to play a useful role in human society." Notice this definition says nothing about the creation of knowledge. This isn't to say that citizenship cannot involve aspects of scholarship. But I am calling for us [rhetoricians, English faculty, humanists, humans--let the pronoun stretch as far as you want it to go] to reassess why we do what we do. I think the difference in not only technology, but also culture and history, will lead us to very different answers than what Kant and Humbodlt argued for several hundred years ago.

Then again, I just watched The Flock of Dodos, and that shit is scary. But, as the movie suggests, perhaps if Kant had trained his scientists to be a bit more rhetorically saavy with audiences outside the Universities walls, this wouldn't have happened in the first place.

19.2.09

Student Strikes Gold

I had my students do an assignment in which they had to characterize blogs. One student offered these nuggets:

Fourth, the blog that is the most idiotic tends to win. This is just like high school. The weird blog is the ugly girl, who when stripped of her ponytail and glasses, is beautiful. The weird blog tends to have the most readers and the most responses, so the more stupid you think your idea is the more you are swimming in gold.

Fifth, and by far the biggest tip, nice blogs always finish last. Nobody wants to read why your life is awesome. We do not care about your big green powered house (unless it was built out of rubber bands), your pink Barbie convertible (unless it flipped and left you with a harry potter esque scar), or your 2.5 perfect kids (unless one really is only .5 and he is the most normal of the three). It is wired into our DNA to love a good train wreck, and then to drive by it at 7 miles an hour staring on the high way because we were trying to ‘safely pass it’.

Sweet.

20.1.09

Thinking about First Posts and Abouts

Today my students will be setting up there blogs. I wanted to think about first posts and/or about pages. These are important to establish the tone, feel, and personality of a blog. Here's some source material:

Whether through the first post, or through the "about," or through what you choose to label your links section, some of your important first decisions regarding your blog will be developing your writerly persona. Just as important as telling readers what you'll be writing about is telling them who will be writing. And this telling need not be explicit (though in the case of Dooce it certainly is, although I would argue that her explicity tells much about her--it is strategically over-explicit--an indication that her writing will share personal details).

6.1.09

Expository Writing as Digital Citizenship

Its a new semester, and I am teaching two sections of upper-division expository writing. I am excited to return to a previous approach: blogging as composition. Last time I tried this with freshman we and we were quite pleased with the results. Here's what this semester's course description looks like:

This course is an attempt to reimagine writing instruction, moving away from 20th century models based on print scholarship and toward 21st century models of digital citizenship. My premise: the purpose of the contemporary university has to be more attentive to maximizing new communicative tools, including blogs, wikis, aggregators, bookmarks, and networking technologies.

Traditional writing classes, especially those “academic” in nature, instruct students to write for imagined audiences. Unfortunately, in practice, this is rarely the case—students end up writing for “a general conversation of mankind.” For many complicated reasons, cutting edge writing instruction has denounced writing for this universal / incorporeal audience. Yet, few alternatives present themselves to instructors: who can students write to? Can authentic audiences be a part of writing instruction?

This class is my experimental answer to this question. I am refiguring the way we teach writing. This semester you will be writing to an audience of your choosing—but you will have to demonstrate to me an authentic relationship with this audience. You will be entering into a discourse community, participating in its social conventions, and reporting back to the class on its values, purposes, and intrigues.

To explain: this will be a course on blogging. This is not to say that this will be a course that uses blogs. I am proposing something a bit more extensive than that. I am proposing that blogging will not simply augment the material of the course, it will compose the material of the course. Playfully, composing blogs will be the expository exercise.

Simultaneously, we will be reading, discussing, and (of course) writing about the viability of blogging as an approach to expository writing. We will discuss the goals and purposes of the traditional expository class in relation to your experiences in this class. We will use a contemporary academic argument handbook, They Say, I Say, assessing whether the values of academic prose translate into blogging. In their work, Graff and Birkenstein argue that “rote instruction [has] indeed encouraged passivity and drained writing of its creativity and dynamic relation to the social world” (xv). This class, then, can be understood as an attempt to revitalize and reprioritize writing. I am looking to teach a form of writing that is creative, dynamic, an integrally tied to your social world.

This work will culminate in a discussion on the broader conceptualization of blogging within our social sphere. You will use your experiences as a blogger to respond to the contemporary debate concerning the rigor and value of blogs.

This course will be run as a creative writing workshop. I imagine all of you will be writing on different topics (and entering into different communities, crafting different voices, different styles of blogs). Our class sessions, then, will be dedicated to providing peers with meaningful and helpful feedback (critical in its least pejorative sense). You should be prepared to share your work, ideas, and thoughts in a respectful manner.

The course, then, is an extension of my previous semester: on the purpose of higher education. I am further attempting to move beyond the Ruins of the Enlightenment institution, the knowledge factory, and toward something more social, democratic (?), and connected.

29.12.08

Year in Review

Here's the "first line of every month" post

All in all, a good year. I like the post's which begin with a link, but I've got to be a bit more accessibility-aware and stop using "this" for links.

14.11.08

Calling for Five Minutes of Your Time

I just read a disturbing story on how libraries are being pressured away from cooperating with open source project: a concise post, written by Aaron Swartz over at Raw Thought. If you don't have the time to read the article, please, please, sign the petition.

Here's what I wrote as my message, feel free to crib, borrow, or challenge:

As a professor of classical rhetoric and new media production, I stress to my peers and students the important of open source projects. The progression of our society depends upon the free, uninhibited flow of information; digital technologies magic stems from their ability to foster cooperation and harness human interest, effort, and work.

We cannot allow any group to attempt to usurp and monopolize information. Centralizing control of library catalogues is itself a bad idea; to attempt to capitalize on such control treads on the criminal. The information collected in libraries represents the work of thousands over hundreds of years. It is not a resource to be strip-mined for benefit of a few.

Update: A few people asked for a quick summation, so here goes. There's a library database group, the OCLC, that started grassroots. Essentially, they run a master database that catalogues every book in the US. Back in the day, every library employed somebody to do this, but now almost every library relies on the database.

Well, the grassroots company has been purchased by for-profit industrialists, and they realize that they have a potential monopoly on their hands--without them, no library could run an electronic catalogue. They have grown into a power, and now they are demanding that any library that uses their system refuses to share catalogue info with any other group.

29.8.07

106: Week Two Computer Lab

Today's class will seek to introduce you to your blog, some of the features of Blogger, and to the basics of HTML that you will need to compose your posts.

Creating Your Blogger Account

All of you should have received an email invitation last night to join a Blogger blog. Find this email.

In order to join the blog, you will have to create a Google identity. Some of you might already have gmail accounts, and therefore already have a Google identity. MAKE SURE THAT YOUR GOOGLE IDENTITY CANNOT BE TRACED BACK TO YOUR REAL IDENTITY. Sorry to scream, but its very important to us that you remain anonymous. Do not create a user identity that involves your real name or your Purdue name. For instance, I have four online identities:

  • marccsantos: I use this identity for web design discussions. I want people to know my real name and identify it with my comments and my work
  • mcsantos: I use this identity for academic discussions and for Purdue accounts.
  • santosis: I use this identity primarily for social groups
  • insignificantwrangler: this is actually my primary online identity

For this assignment, I might use either of the latter identities. We'll walk through this process in class.

Blogger Features

One reason we chose to use Blogger in this class concerns its numerous available and accessible features. We're going to play with a few now.

  • First, from the dashboard, chose to "View Blog." It is possible that a team member from another class has already begun making changes.
  • Go back to the dashboard, and select "settings." You'll notice a number of options under the main tabs. The "basic" set of options includes a title field and a description field. Modify those now (remember that for your first project we want the group to create and justify an interesting and original title!). For now, anything better than "Blog #" will do.
  • The Publishing tab will allow you to give your blog a new URL. Don't change this until you have discussed the change with your group! Like your title, you should be playful with your URL.
  • Chances are you won't be using the Formatting tab right away, but this tab gives you the option of manipulating how many posts appear on one page, time and date format as well as some other advanced settings.
  • We're not going to worry about the rest of the tabs under "Settings" today.
  • Instead, choose the main tab "Template." Over the course of the semester, we'll discuss more and more ways for you to customize the design of your blog and to add elements, widgets, and functions. Today, I want to show you how to add a Blog Roll and input some entries. You'll want to make sure that this blog roll has at least three entries for each member of your group by the time you put up the first project post.
  • When you click the "Template" tab, you should get the Page Elements screen. Here we are going to choose to add a page element
  • We are going to add a link list. We'll walk through this in class.
  • If time permits, I'll talk about the Pick New Template tab.

Now that we've poked around some of the features of Blogger, let's deal with the nitty-gritty--how to post.

Posting to Blogger

For the rest of today, we'll make a practice post. At the end of the class we'll delete it, so don't worry about writing anything of high quality, we just want to familiarize ourselves with HTML. HTML is the basic code used to categorize content on the web. All content appears between tags that classify it and instruct a web browser on how to format it. We'll be learning the essential tags by answering some simple questions.

First, let's see a list of the basic tags. Tags open before an element and close, using a backslash, after the element:

  • <p> x </p> - the paragraph tag, this is the tag you'll use for most content
  • <h#> x </h#> - the header tag, numbered according to importance. An h1 tag, for instance, is like a thesis statement--only one per page!
  • <ul> x </ul> - the unordered list tag, this "opens" a list, you open a list before tagging list items. When you have finished your list, your close this tag. List
  • <li> x </li> - the list item tag
  • So, a completed list looks like this:
    <ul>
    <li> Tom Brady </li>
    <li> Joe Montana </li>
    <li> Dan Marino </li>
    </ul>
  • <blockquote> x </blockquote> - the blockquote tag does exactly what its name implies: it sets off a block of text as a quote (adjusting margins, color, font, etc.)

These are all the structural tags we'll need today. Virtually every piece of information in your syllabus will fit into the above categories. We can add some semantic tags to our list:

  • <strong> x </strong> - the strong tag appears as bold face. Use this for information that needs to be loud.
  • <em> x </em> - the emphasis tag appears as italics. Use this for information that needs to be differentiated.
  • <cite> x </cite> - the cite tag appears as italics (by default it appears exactly as the emphasis tag). Anything that would receive italics according to MLA citation should get the cite tag (any major publication--a book, a movie, a tv series, an album, etc.). The em tag is reserved for stress and emphasis, not for citation.

Now, let's put some of these tags to use.

  1. Write a breif paragraph, using the <p> tag, on the last good movie you saw. Remember to use the cite tag for the movie title
  2. Write a second paragraph on the main character of the movie
  3. Now lets make a list of three movies similar to the one you watched
  4. Now write a paragraph on whether you'd recommend the movie to other people
  5. Now lets use blogger to insert a picture. Open a new tab or window and find a picture of your movie on the web. Make sure you click on the image to get its unique URL. Back in Blogger, click on the small landscape image right above the text box you are writing in. Input the URL of the image. Once you hit "Upload," the code for your image will appear in an "img" tag at the top of your post. You will have to copy all this code (unitl the />) and paste it where you want the image to appear

That's it for today, press publish and you can see what your post looks like. You can always edit a post after you post it by choosing "Edit Posts" from the "Posting" tab or by pressing the small pencil icon at the bottom of every post. We'll delete the post you just put up so you and your group can start with a clean slate.

22.8.07

106: Week One

If you are looking for baby photos, then you should scroll down to the previous post. If you are looking to pass English 106, then you should scroll down to the baby photos, sufficiently oooh and aaah, and then scoll back to this post.

Wednedsay, August 22nd, lecture notes:

  1. Review the syllabus, especially the course description.
  2. Examine some sample blogs:
  3. Other blog possibilities:
    • Fantasy Football
    • Restaurant Reviews
    • AFI Top 100 films (Cult classic movies, classic B&W, dramatic movies, oscar nominated foreign films, blockbuster movie of the week, horror, top grossing films)
    • Books
    • Graphic Novels
    • Street Culture (skateboarding, shoes, music, etc.)
    • Travelling
    • Vinyl
    • Presidential politics
    • Photography
    • Simpsons and society
    • NBA Basketball (Bulls)
    • Chicago Sports
    • Learning to cook: (dorm food)
    • Surviving Freshman Year (campus hot spots--what to do at Purdue?)
    • Painting / Fine Arts
    • Video Game / Television community: reality tv
    • Celebrity fashion
  4. Blog resources:
  5. Setting up our del.icio.us accounts:
    1. What is del.icio.us? It is a social bookmarking site. Imagine bookmarking a page in your browser. Now imagine doing it online and categorizing the site. Now imagine a program that sorts every page bookmarked by every user. You are going to create del.icio.us accounts and link them to my account so I can see what you are looking at.
    2. Visit del.icio.us homepage.
    3. Choose to create a new account
    4. YOUR USERNAME CANNOT BE YOUR REAL NAME OR YOUR PURDUE USER NAME. I REPEAT: NO REAL NAMES. You are likely 18. I want to protect your anonymity. I know that I wouldn't want the public to access what I wrote when I was 18. Chances are, you won't either. Even if you want to user your real name, I'm telling to you can't.
    5. Now we are going to set up a "post to del.icio.us" button. Chances are you'll want to do this on your home computer too. On the loggin menu, choose "help." Under bookmarking, you'll see a link to create a button for any browser. That's what we want.
    6. Now we want to learn how to tag. Tags are single word descriptions of a page. SINGLE WORD. If you want two words, use a hyphen to connect them. Put spaces in between tags. Let's do a sample one together.
    7. Finally, I want you to "link" to my account. This way, I can see what you are looking at and you can see what I am looking at. On the top menu, under the del.icio.us page header, choose "my network." Enter my user name into the "your network" text field and press the "add" radio button. Poof, the world becomes that much more connected.

Over the next couple days I want you to surf the web, using technorati and blog rolls to start exploring a community. I am going to ask you to email a list of blogs you might want to write by Saturday at 10:00am. As you begin exploring these communities, tag the blogs to del.icio.us. As you form groups, I'll ask you to share your links with other students of similar interests. This will be our first step toward forming a blog roll for your group's blog.