Comments on: The Parable of the Thingamajig http://mikecaulfield.com/2007/08/29/the-parable-of-the-thingamajig/ edupunk, elearning, socialware, rhetoric, discourse analysis, instructional technology, keene nh, other stuff Mon, 21 Jul 2008 00:01:17 +0000 http://wordpress.org/?v=2.5 By: :: ed(ge)ucation design :: » Blog Archive » I’ll take a Thingamy and 2 whatisits, hold the doodaa http://mikecaulfield.com/2007/08/29/the-parable-of-the-thingamajig/#comment-565 :: ed(ge)ucation design :: » Blog Archive » I’ll take a Thingamy and 2 whatisits, hold the doodaa Fri, 16 Nov 2007 07:07:19 +0000 http://mikecaulfield.com/2007/08/29/the-parable-of-the-thingamajig/#comment-565 [...] Mike Caulfield » Blog Archive » The Parable of the Thingamajig [...] […] Mike Caulfield » Blog Archive » The Parable of the Thingamajig […]

]]> By: Mike http://mikecaulfield.com/2007/08/29/the-parable-of-the-thingamajig/#comment-217 Mike Wed, 05 Sep 2007 13:05:51 +0000 http://mikecaulfield.com/2007/08/29/the-parable-of-the-thingamajig/#comment-217 Thanks Royce. You bring up a good question, and I'm not sure there's a single answer. I think in UMW's evolving Wordpress project the best route would be to have the professor make visible these parameters on the group blog -- or at least have the "target definition" of the task accessible via links or trackbacks. In other words I think we'd use the same contectual devices we use normally in the Web 2.0 world. In a vendor package, however, I don't know. I saw many presentations, it's pretty interesting it never came up -- because as you point out, we're seeing only half that conversation. Thanks Royce. You bring up a good question, and I’m not sure there’s a single answer. I think in UMW’s evolving Wordpress project the best route would be to have the professor make visible these parameters on the group blog — or at least have the “target definition” of the task accessible via links or trackbacks. In other words I think we’d use the same contectual devices we use normally in the Web 2.0 world.

In a vendor package, however, I don’t know. I saw many presentations, it’s pretty interesting it never came up — because as you point out, we’re seeing only half that conversation.

]]> By: Royce Robertson http://mikecaulfield.com/2007/08/29/the-parable-of-the-thingamajig/#comment-216 Royce Robertson Wed, 05 Sep 2007 12:29:39 +0000 http://mikecaulfield.com/2007/08/29/the-parable-of-the-thingamajig/#comment-216 I find your argument compelling for supporting the "loosely joined pieces" benefit of the Net. The interdependence of the various tools (Flickr, etc) lends to an environment where students can take it with them when they are done with this crazy thing called college. I have a question: it is widely accepted that a clearly defined assessment (descriptive not prescriptive) is essential to student success; where would the description of the assessments be housed virtually while the student is building this loosely joined electronic exhibit room? After all, if I am viewing it is a faculty member, advisor, mentor, potential employer (or whatever) I am going to want to know what was expected of the learner. Like in darts, in some games the bullseye is the ultimate target; however, in some other variations of darts the triple ring is just as coveted. Knowing the proverbial target is so important. I find your argument compelling for supporting the “loosely joined pieces” benefit of the Net. The interdependence of the various tools (Flickr, etc) lends to an environment where students can take it with them when they are done with this crazy thing called college. I have a question: it is widely accepted that a clearly defined assessment (descriptive not prescriptive) is essential to student success; where would the description of the assessments be housed virtually while the student is building this loosely joined electronic exhibit room? After all, if I am viewing it is a faculty member, advisor, mentor, potential employer (or whatever) I am going to want to know what was expected of the learner. Like in darts, in some games the bullseye is the ultimate target; however, in some other variations of darts the triple ring is just as coveted. Knowing the proverbial target is so important.

]]> By: Mike http://mikecaulfield.com/2007/08/29/the-parable-of-the-thingamajig/#comment-191 Mike Fri, 31 Aug 2007 13:10:04 +0000 http://mikecaulfield.com/2007/08/29/the-parable-of-the-thingamajig/#comment-191 I think that's the truth. I don't mind making the sacrifice for the sake of faculty workload -- as long as we don't cast it as a benefit for the student. That is, if we say, look, the faculty needs the Thingamajig, because they just can't DO the multi-pronged thing, I'm ok with that. The most insidious thing is where we confuse the two issues. If we understand the ideal and work back to the possible we'll get further. I think that’s the truth. I don’t mind making the sacrifice for the sake of faculty workload — as long as we don’t cast it as a benefit for the student. That is, if we say, look, the faculty needs the Thingamajig, because they just can’t DO the multi-pronged thing, I’m ok with that.

The most insidious thing is where we confuse the two issues. If we understand the ideal and work back to the possible we’ll get further.

]]> By: Jeff http://mikecaulfield.com/2007/08/29/the-parable-of-the-thingamajig/#comment-190 Jeff Fri, 31 Aug 2007 10:06:07 +0000 http://mikecaulfield.com/2007/08/29/the-parable-of-the-thingamajig/#comment-190 Persuasive argument, though you had me at Richard Dreyfuss, particle physicist.... It's so easy to understand why institutions and faculty and staff want a tool that's tailored to their particular needs. There's so much going on that Thingamajig simplifies what we have to do and often reduces student questions and complaints. The other option is messier, more complicated, and requires more active thought and adaptation by faculty and students alike. Yet, as you point out, (dealing with) that very messiness has the potential to make them all better at adapting to life outside the clearly defined rules of the classroom and university. Persuasive argument, though you had me at Richard Dreyfuss, particle physicist….

It’s so easy to understand why institutions and faculty and staff want a tool that’s tailored to their particular needs. There’s so much going on that Thingamajig simplifies what we have to do and often reduces student questions and complaints. The other option is messier, more complicated, and requires more active thought and adaptation by faculty and students alike. Yet, as you point out, (dealing with) that very messiness has the potential to make them all better at adapting to life outside the clearly defined rules of the classroom and university.

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