A recent post by Danielle Ofri on the New York Times‘ Well Blog is a great example of the kind of clinical narrative I hope my nursing students will be able to write–some day, if not by the end of this semester. I’m setting the bar high for my students: Ofri is a physician and a terrific writer–she edits the Bellevue Literary Review–and the Well Blog is probably one of the best known blogs with a health care focus.
What I like about her writing in this post and many others that she’s written is that she skillfully interweaves a short narrative about a clinical experience and uses it to illuminate a an important health care issue that’s recently been in the news. This particular post is newsworthy because of the recent uproar over the measles outbreak and the question of whether vaccinations should be mandatory.
I came across this today: the Social Book Project by the Institute for the Future of the Book. It looks intriguing for those interested in a CommentPress-like “social reading” annotation platform without the hassle of self-hosting. It looks very easy to set up! It won’t work, however, for .pdfs (since we were discussing this issue in reference to Jack’s project): the platform requires the uploading of a plain vanilla text in the epub format.
Hello Fellow Web Writers:
My project is a FITT 2014 effort to hybridize POLSC 110, “American Politics: A Historical Introduction.” This is presently a large lecture course that is supposed to have students engage with primary documents as they explore the historical development of American political institutions. In addition to being a themed survey course, we have a heavy writing requirement, and are supposed to help students fulfill a civic engagement requirement.
My co-instructor and I have been working with ways to get students more engaged with founding documents like the Constitution, the Declaration of Independence, Articles of Confederation, or speech transcripts. These are short, but students often don’t read them as carefully as we’d like.
In discussion sections, we have an ongoing problem with student participation.
In doing research for another class I’ll teach next spring, I came across a site for a course taught by my colleague, Els De Grauuw, at Baruch College. Here, she has posted an interview question, and students have interviewed people they know and posted those interviews on the course site using SoundCloud.
I think I could adapt this recording tool for my course by posting a focused question based on the sorts of reading questions that I would normally have the students write about. Perhaps in this alternative format, where students might have a chance to prepare their thoughts in advance of recording, they might be more comfortable with oral response. The traditional discussion format can be intimidating to shyer, first year students who may feel uncomfortable interjecting in a more spontaneous setting where they are surrounded by others.
Here is the link for SoundCloud
I’ve enjoyed today’s new posts and thought that since I won’t be there this afternoon I would post about my current idea (subject to change). I want to encourage nursing students to engage in the process of revision. One thing I want to try is guiding pairs or small groups to give each other feedback on drafts-in-progress. I thought of using Turnitin’s PeerMark feature because I use Turnitin for every assignment. Plagiarism is a huge problem among nursing students (perhaps all students) and so since they will be required to have a Turnitin account I thought this might be worth a try.
The plusses: you can insert your own questions, you can keep students anonymous from one another, you can have students paired by your choice or randomly. The drawbacks: there are no video or audio abilities, and I’m worried that standard questions will elicit unenthusiastic responses from students. I’d like to hear if any of you have used this. Thanks.
Here’s a little video overview.
You can get a feel for using CommentPress here. It’s a site I imported from digress.it, so it looks terrible and doesn’t really make sense. But I’ve created a fresh post with a poem to “mark up.” If there’s time and interest, we can work on this together today.
Julie Van Peteghem’s (Hunter, Italian) Digital Boccaccio is what mainly inspired my geoffreychaucerpedia project. Which is fitting, as Chaucer was inspired by Boccaccio’s Decameron in the first place! (Jeff’s site too, but, as it turns, out, I’m really modeling my site on Julie’s.) Julie’s site is beautiful, logical, and useful: that’s exactly what I want. With Gina’s help, I’m working with WordPress to organize the site; will be adding content in the coming weeks, including images. The idea is that students will be able to think through this complex text by adding their own (multi-media) content as we go along.
For my fall course on The German Short Story & Novella, I want to create a website that will basically replace Blackboard as the course management system. At this point I think the key pieces will be: (1) a discussion board where students ask and answer comprehension and other questions about the readings as we go; and (2) a course blog where students post their reflections on our readings and discussions, and then comment on each other’s posts. My goals are to make reading social, and then to practice writing that is frequent, improvisational, public, and dialogic. Both goals are in support of our in-class discussions as well as the term paper — and the support is crucial because these students are still learning how to think, speak, and write about literature in German. I think Jeff’s course blogs like the ones he’s linked here will serve as good models (with an additional section for a discussion board). I want to use WordPress for now, because it’s the platform many of my students have chosen for their individual blog assignments in the past (here’s an outstanding one for anyone who reads German). They’ve told me that Blackboard’s Discussion Board doesn’t support rich dialogue, so I’m hoping that feature will work better on this platform.