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Mind-Mapping Inside and Outside of the Classroom Dylan E Old Dominion University ODU Digital Commons Philosophy Faculty Publications Philosophy & Religious Studies 2011 Mind-Mapping Inside and Outside of the Classroom Dylan E. Wittkower Old Dominion University, [email protected] Follow this and additional works at: https://digitalcommons.odu.edu/philosophy_fac_pubs Part of the Education Commons Repository Citation Wittkower, Dylan E., "Mind-Mapping Inside and Outside of the Classroom" (2011). Philosophy Faculty Publications. 11. https://digitalcommons.odu.edu/philosophy_fac_pubs/11 Original Publication Citation Wittkower, D.E. (2011). Mind-Mapping Inside and Outside of the Classroom. In Learning through digital media: Experiments in technology and pedagogy (pp. 221-229): Institute for Distributed Creativity. This Book Chapter is brought to you for free and open access by the Philosophy & Religious Studies at ODU Digital Commons. It has been accepted for inclusion in Philosophy Faculty Publications by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. The Politics of Digital Culture Series Learning Through Digital Media Experiments in Technology and Pedagogy Edited by R. Trebor Scholz The Institute for Distributed Creativity (iDC) The Institute for Distributed Creativity publishes materials related to The New School’s About This Publication biennial conference series The Politics of Digital Culture, providing a space for connec- tions among the arts, design, and the social sciences. The Internet as Playground and Factory (2009) MobilityShifts: An International Future of Learning Summit (2011) The Internet as Soapbox and Barricade (2013) www.newschool.edu/digitalculture This publication is the product of a collaboration that started in the fall of Editor of the Book Series The Politics of Digital Culture: R. Trebor Scholz 2010 when a total of eighty New School faculty, librarians, students, and staff Advisory Board: Ute Meta Bauer, Megan Boler, Gabriella Coleman, Cathy Davidson, came together to think about teaching and learning with digital media. These Kathleen Fitzpatrick, Elizabeth Losh, Margaret Morse, Kavita Philip, McKenzie Wark conversations, leading up to the MobilityShifts Summit, inspired this collec- Copy Editor: Angela Carr tion of essays, which was rigorously peer-reviewed. Print Design: Jena Sher 1 Peer Review: MediaCommons The Open Peer Review process took place on MediaCommons, an all-elec- Publisher: The Institute for Distributed Creativity tronic scholarly publishing network focused on the field of Media Studies www.distributedcreativity.org developed in partnership with the Institute for the Future of the Book and The New School, 65 West 11th Street, New York, NY 10011 the NYU Libraries. We received 155 comments by dozens of reviewers. The authors started the review process by reflecting on each other’s texts, followed This project is supported by a grant from the John D. and Catherine T. MacArthur by invited scholars, and finally, an intensive social media campaign helped to Foundation and The New School. solicit commentary from the public at large. ISBN 978-0-615-451448-0 The New School is a leading institution when it comes to incorporating cross- disciplinary digital learning into the curriculum. It offered its first Media Learning Through Digital Media is released under a Creative Commons NoDerivs, Non- Studies degree program already in 1975. Learning Through Digital Media re- Commercial, Attribution, ShareAlike License. Every effort was made to find all copy- affirms this commitment to interdisciplinary innovation. right holders of the images in this publication. Screen shots of websites are released under an educational fair use license. 1 See <http://mediacommons.futureofthebook.org/mcpress>. Download the free PDF or eBook (Kindle, iPad), purchase the printed book on Amazon.com or Lulu.com, or visit the publication’s website at www.learningthroughdigitalmedia.net The publisher has paid close attention to the correctness of URLs of websites men- tioned in this book but cannot be responsible for these websites remaining operational. Cover Image: Luis Camnitzer (Uruguayan, born 1937), The Instrument and Its Work, 1976. Wood, glass, and metal, 30 x 25.5 x 5 cm, Collection Reto Ehrbar, Zurich, Photo by David Allison, © 2010 Luis Camnitzer. Contents 149 16. Teaching with Google Docs, or, How to Teach in a Digital Media Lab without Losing Students’ Attention Abigail De Kosnik 157 17. Using Twitter—But Not in the Classroom David Parry 167 18. Voice, Performance and Transience: Learning Through Seesmic Holly Willis 175 19. Teaching and Learning with Video Annotations Jonah Bossewitch and Michael D. Preston 185 20. YouTube Pedagogy: Finding Communities of Practice in a viii Introduction: Learning Through Digital Media R. Trebor Scholz Distributed Learning World Elizabeth Losh 195 21. Community Media in the Digital Age Colin Rhinesmith 1 01. Delicious: Renovating the Mnemonic Architectures of Bookmarking 203 22. The Virtual Cutting Room Martin Lucas Shannon Mattern 213 23. Learning with Handbrake: A Ripping Story Kevin Hamilton 11 02. Follow, Heart, Reblog, Crush: Teaching Writing with Tumblr 221 24. Mind-Mapping Inside and Outside of the Classroom Adriana Valdez Young D.E. Wittkower 17 03. Blogging Course Texts: Enhancing Our Traditional Use of 231 25. Crowdmapping the Classroom with Ushahidi Kenneth Rogers Textual Materials Alex Halavais 241 26. Book Sprints and Booki: Re-Imagining How Textbooks 27 04. Socializing Blogs, a Guide for Beginners Tiffany Holmes are Produced Adam Hyde 35 05. When Teaching Becomes an Interaction Design Task: Networking 249 27. Productivity in the Age of Social Media: Freedom the Classroom with Collaborative Blogs Mushon Zer-Aviv and Anti-Social Fred Stutzman 47 06. Children of the Screen: Teaching Spanish with Commentpress 257 28. Would You Like to Teach My Avatar? Learning in Second Life Sol B. Gaitán Patrick Lichty 57 07. Facebook as a Functional Tool & Critical Resource 267 29. Media Production with Arduino Jonah Brucker-Cohen Mark Lipton 273 30. A Path towards Global Reach: The Pool 69 08. Beyond Friending: BuddyPress and the Social, Networked, Craig Dietrich with Jon Ippolito Open-Source Classroom Matthew K. Gold 285 31. Ethnographic Research and Digital Media Laura Forlano 81 09. An Argument for the Web in the Equally Messy Realities 295 32. Sharing Research and Building Knowledge through Zotero of Life, Democracy, and Teaching Vanalyne Green Mark Sample 89 10. Copy Your Homework: Free Culture and Fair Use with 305 33. The Wicked Problem of Pedagogy, An Afterword Wikimedia Commons Michael Mandiberg Elizabeth Ellsworth 99 11. How I Used Wikis to Get My Students to Do Their Readings Ulises A. Mejias 313 A Digital Learning Tool Kit 109 12. Google Wave: Pedagogical Success, Technological Failure? 319 Acknowledgements Kathleen Fitzpatrick 320 Praise for Learning Through Digital Media 117 13. Learning on Mobile Platforms Jessica Irish 322 Advisory Board 125 14. Mobile Learning Tools: A Teachable Moment in the Age of the App 325 Biographies David Carroll 137 15. Teaching and Learning with Omeka: Discomfort, Play, and Creating Public, Online, Digital Collections Jeffrey W. McClurken Mind-Mapping Inside and 221 Outside of the Classroom D.E. Wittkower Students who take my courses have neither the desire nor expectation that they will learn anything about digital media. My use of digital media in the classroom is reinforced by a belief that familiarity with new media and digital literacy will be of significant value in their future lives, but is primarily mo- tivated by a belief that digital media offer significant new opportunities for teaching and learning. In the course I teach most frequently, “Business Ethics,” I have frequently re- designed course structure, delivery and activities. While other colleges and universities are beginning pilot programs where iPads are given to all students, I continue to have students who do not have a home computer of any kind, but use on-campus labs to do all their work, which they store a semester at a time on thumb drives. Some of my students have not become comfortable composing on a computer and write all their work by hand before “typing it in” to a computer. Some live in rural areas where only dialup Internet access is available. These circumstances both limit my use of digital media and make it all the more imperative. I must take care not to disadvantage students who are behind on the learning curve or who lack easy access to digital technology, but if I let 24 these students complete their degree without making some real progress in students to purchase a printed copy, produced by the campus copy services at 222 223 that learning curve, the value of their degree will be greatly diminished. a cost to the student of less than $15, so that they are more likely to have the text with them in class, since only a small percentage have laptops that they After trying different approaches for two years, I abandoned student blog- use in class. wer o ging assignments. While some students did a great job and gained much from the process, many students performed poorly and hated the experience. The digital reader/listener format has provided a variety of benefits. Poor ITTK They did not understand the format of a blog post: I told them to post a news students often choose not to purchase textbooks, either using the library’s W story related to class and to comment on it, but they would not always in- copy or borrowing a copy from another student, which produces numerous clude a news story, would sometimes simply summarize the material in the severe disadvantages including irregular access to course materials, the in- story, or would give a purely personal and diaristic response. In both Word- ability to refer to materials at critical moments such as before exams, a lack Press and Blogger, students did not succeed in reliably posting links, either of access to materials in class, and the social undesirability of annotating by using the website GUIs or after in-class instruction in basic HTML.
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