chattyprof
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I REALLY need to share this with my students, but also, I can't escape that I have used myself as a scapegoat! There have been some professional things making me not so chipper and I've been hung up on my "message," certain that it is accurate. Recently, I made the decision to just change it and actionably alter my behavior along with it. I feel better. Just goes to show that even when the scapegoat is external or internal, the only thing we can ever really do is look to our own actions and modify accordingly. Ellen
I am very guilty of not unplugging, but mostly on e-mail, rather than social networks. I don't post on Facebook barely at all, but I tweet all the time. What is most ironic is that I teach Communication Studies--specifically, trying to get college students to recognize how much all their "screen time" affects their overall interaction skills and employability!
When I don't have my phone or laptop, I notice that I breathe a sigh of relief. At times, I let the battery die purposely or I leave it behind so I can feel "untethered." I also often refuse to participate in texting--I tell the person I will call them instead, and I do. I need to make a more deliberate effort. Even some of these actions aren't quite enough. Thank you for this insightful piece. Ellen Bremen @chattyprof
@SusanGiurleo1 @douglaserice @margieclayman I am late to this conversation and first want to thank you, Margie, for adding me to the post and my students' work. I witness every single thing that Margie is talking about and over three terms now, I have piles of research papers where students are very blunt about their use and use in their families. I read some excerpts of the papers in #HecklersHangout. Margie is sadly dead-on. In my opinion, this is not a small subset of the population, but is becoming completely acceptable behavior without a view of consequences.
I am a parent of two young children, 9 and 5. I absolutely see parents glued to their phones during pickup from school, at the park, and during activities. I'm not saying that this is at the expense of their children--I can't know that for sure--but my college students definitely report that they feel they have compete for their parents' attention. Then they start those same habits.
My mom friends love texting because they don't feel they are "distracting" their time with their children as much as if they were on the phone. It drives me insane--our kids need to see us talking to people even on the phone!
I am not dogmatic like Sherry Turkle, but I do think her message is incredibly important. What scares me is that there does not seem to be enough balance between appropriate real life interaction and mediated interaction. My students bluntly tell me that they don't want to talk to people because they can't "edit" themselves and they are learning via FB and texting that edited conversations are fine. Everyone's doing it, right? But I am trying desperately to teach them that a) there is a time and place where they won't be able to edit themselves and how will they practice without authentic interactions; and b) conversations can and should sometimes be un-pretty... and that's how we learn about ourselves and others.
Thanks, again, Margie. These are critical discussions.
Ellen
I have to read it, too!!!!
@westfallonline I think the change already started before MOOCs with the wildfire spread of online learning and services to reach those students. What MOOCs did, of course, was change the prof-student ratio, cost, accessibility, etc. I can see the academic rigor piece as a question mark, although many students who take online courses have the belief that they are not as difficult. If there is not an assessment piece involved, how do we know what the students are actually achieving? Will employers accept that? Ellen
Chris, important insights on MOOCs. I have found that as much as they've been touted, there are also the quality struggles that you note, as well as student accountability. Also, there is the very real concern of the faculty load, assessment, etc. A final wonder: Will employers accept this model as viable when traditional online courses, while, yes, they cost, can be mandated for high standards (i.e., from the Quality Matters organization). All interesting, interesting points that will need to be pondered as this effort continues :-). Ellen
Can your students come to me here in Seattle? ;-) I wish every student had preparation this way. I know that teachers strive to have their students college-ready and many work very hard toward that. Unfortunately, layers of state regulations and standardized tests hamper that goal. With the process that you've described of how you teach, I wonder if you would ever consider (or if you already) train teachers. Much of your process is what I learned in my degree program in Post-Secondary Ed. I know not every educator thinks through curriculum, alignment, and reflection in this way that you describe. If you are not consulting in instructional design, consider it someday. This knowledge is very valuable and we take for granted that every single teacher tackles instruction in this manner. Sadly, many do not. Ellen
@mssackstein @chattyprof I really enjoy this project, even though it invokes a little venom in my students. I had the same experience as you did--friendships being developed in a much different way. I find myself struggling not to get sucked into what is "expected" in communication i.e., I really did not want to text someone birthday wishes the other day and I certainly resisted texting condolences--both of which are completely appropriate and acceptable now. Thank you for commenting. Come on a Heckler's Hangout sometime. It is really fun! Ellen
I totally agree that there is never a harm in asking, because if you don't ask, you just never know. But the ask is not a guarantee in and of itself :-). Ellen
It's an important distinction for correctness. Enjoying these posts! Ellen
What a great point! Center is a middle. Focus is the same thing. If you have a focal point, you aren't "birdwalking" that focal point in a million directions (or let's hope not!). Love these posts!
Oh my goodness! Healing thoughts, healing thoughts! Ellen
My four-year-old says "huge-mongous." I just like it because it sounds cute :-). Ellen
Kenna, I loved, loved, loved, loved this book like I wouldn't believe. I saw it reviewed in People and then read it in just a few nights. I want to read more that he's written, too. What an amazing story that was. I'm glad you enjoyed it, too. Ellen
This book sounds absolutely fascinating. You rarely see this topic covered from the father's point of view. Thank you for bringing this book to my attention! Ellen
Congratulations! I was hoping you'd make it! I voted for you :-). Ellen
Ooh! I love these types of lessons :-). But then again, of course I would!!!! It's the comm prof in me. Ellen
Wait! My comment posted and I wasn't done... I think about that it would be nice to secure permission, but the bottom line is that if it exists online, it is somewhat fair game. Technically, however, when I have taught my students about copyright infringement, isn't it copyright infringement to not secure the original owner's permission, even online? Isn't this the same as the royalty free sites and such? Am I totally confused? Ugh. I probably am!
Darn it, darn it, darn it! This is such a tough one! I am thinking about fair use in the classroom and then I'm thinking about practical use.
This is the last thing I'm reading before going to bed (it's after midnight and I've been grading. Oops, did I whine? ;-) and I just had to comment that I really enjoyed it. And I learned a thing or two since I still feel like such a new blogger. I need to definitely keep asking more questions on my blog! I just wish more students would comment, as well as parents and faculty (not that I don't love the latter), though students at least e-mail me privately. I enjoyed this. Do it again on another topic like Facebook or Twitter so I can learn more!