laptops, classrooms, and matters of electrate concern

Last week, Inside HigherEd reported on this study (by Susan Payne Carter, Kyle Greenberg, and Michael Walker), which shows, once again, that students who use laptops in classrooms do not perform as well as students without laptops. Steve Krause wrote about the study a few days ago, wondering what might happen in a laptop-mandated classroom as opposed to... Continue Reading →

the cognitive-media ecologies of graduate curriculum

I seem to have developed a recent preference for the term "cognitive-media ecology." It's not a term one finds readily bandied about, but it references a familiar concept or at least an intersection of two familiar concepts: media ecology and cognitive ecology. Though they are separate fields with the latter including a more constellation of empirical... Continue Reading →

making a graduate seminar pedagogy

For the first half of my career, I rarely taught graduate courses, but since I've come to UB, it's become a central part of my job, especially teaching our Teaching Practicum.  In the last couple years I've become increasingly dissatisfied with what I'm doing, so I am resolved to change it. Basically I do what... Continue Reading →

students can't write and other slow news days

Making the Facebook rounds of late is this article that makes the titular observation that "Poor Writing Skills Are Costing Businesses' Billions." Huh. Maybe so. The article, posted a week ago, cites three reports on this situation... from 2004, 2006, and 2011. Maybe the situation hasn't improved. Probably not. I doubt anything systematic has been done... Continue Reading →

What would a new materialist composition program be?

Sure, there are many possible answers, which is why this is "a," as in one of many, rather than "the." That said, we're familiar with plenty of other kinds of programs, classes, and pedagogies as they take the shape of particular theories, the strands that Fulkerson identifies: critical cultural studies, expressivism, various "rhetorical approaches" (argument-based,... Continue Reading →

What If? Special Higher Education Issue

Jesse Stommel and Sean Michael Morris at Hybrid Pedagogy ask "Imagine that no educational technologies had yet been invented — no chalkboards, no clickers, no textbooks, no Learning Management Systems, no Coursera MOOCs. If we could start from scratch, what would we build?" As the image here suggests, this reminds me of the What If? Marvel comics. The ones... Continue Reading →

"this will revolutionize education"

I picked up on this from Nick Carbone here. It's a video by physics educator Derek Muller (who I think I've written about before here but I can't seem to find it if I did).  Here's actually two videos. The share a common there. The first deals with the long history of claims that various... Continue Reading →

teaching research, deep attention, and reading

I've been working recently through some concepts on attention and reading: Katherine Hayles on deep attention and hyper-reading, Richard Miller on slow reading, surface reading, Moretti's distant reading, and so on. It's part of my larger project taking a "realist rhetorical" approach to media ecologies and, in particular, that part of the ecology that I... Continue Reading →

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