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With a Pen, A Computer, A Camera, and a Microphone: Critical Rhetoric in Media
No full textThe Panel, Building on Foundations: Creating Multiple Methodological Spaces in Media Studies won the Top Panel Award.
Panelists will discuss how to build on foundations of traditional media research and use multiple methodological approaches in conjunction with one another. By engaging with multiple methods together—including rhetorical criticism with ethnographic field methods, critical rhetoric and performance with documentary, qualitative and quantitative methods of analysis, and critical/cultural analysis with autoethnography—panelists offer ways to take media studies into the future and offer insights that could not be accessed without using multiple methods together.
In addition to Dr. Herbig, the panel included:
Potentials of Rhetorical and Ethnographic Methods for Examining Production, Representation, and AudienceJennifer C. Dunn, Dominican University
Deprogramming Health Programing: Mixed Method Evaluations of Mediated Health NarrativesMalynnda Johnson, University of Mount Union
Breaking Boundaries: A New Look at the Cultural Work of Popular MediaTasha Rennels, Augustana Universit
Renewing the American Commitment to the Common School Philosophy: School Choice in the Early Twenty-First Century
Get PDFThe common school philosophy of the nineteenth century in the United States is revisited from a contemporary perspective. Is the basic ethos of the philosophy of Horace Mann and others still relevant today? This question is examined and applied to the conservative advocacy of free markets, individual freedom, and school choice in order to assess the extent to which the delivery of government-supported education is done in a way that upholds the values of the past while simultaneously addressing paramount issues related to social equity, diversity, and social cohesion today
Using Pinterest in the Management Classroom
Get PDFThis paper discusses the potential value of using the social bookmarking site Pinterest in management courses. The general features and uses of Pinterest are described as well as how they can be applied in the management classroom. Pinterest offers a medium to facilitate student discovery and sharing of class relevant visual content. I discuss the use of Pinterest in my own training methods class with a class Pinterest board acting as a place for students to share class-relevant links to videos and online content based on assigned topics. I discuss other potential applications in management classes. I also discuss the logistics of implementation of a class Pinterest board and potential challenges of use
Using Amazon Mechanical Turk and Other Compensated Crowd Sourcing Sites
Get PDFCrowdsourcing is becoming recognized as a powerful tool that organizations can use in order to get work done, this by freelancers and non-employees. We conceptualize crowdsourcing as a subcategory of outsourcing, with compensated crowdsourcing representing situations in which individuals performing the work receive some sort of payment for accomplishing the organization’s tasks. Herein, we discuss how sites that create a crowd, such as Amazon Mechanical Turk, can be powerful tools for business purposes. We highlight the general features of crowdsourcing sites, offering examples drawn from current crowdsourcing sites. We then examine the wide range of tasks that can be accomplished through crowdsourcing sites. Large online worker community websites and forums have been created around such crowdsourcing sites, and we describe the functions they generally play for crowdsourced workers. We also describe how these functions offer opportunities and challenges for organizations. We close by discussing major considerations organizations need to take into account when trying to harness the power of the crowd through compensated crowdsourcing sites
Revealing Student Misconceptions and Instructor Blind Spots with Muddiest Point Formative Feedback
Get PDFOf interest to all engineering disciplines, well-designed formative feedback has the potential to enhance both instructor teaching and student learning. Delivering fundamental courses year after year can ultimately lead faculty to use stale notes or slides from past years. This approach may save time but does not meet the shifting needs of our students who have high expectations from their instructors. One simple method to improve teaching is to employ muddiest point reflections. Muddiest point reflections involve simply asking students to anonymously reflect on what was \u22muddy\u22, i.e. confusing, during class and to rank their level of confusion which not only addresses students falling behind, but also shows students a commitment to their education especially when the instructor puts direct student quotes on the screen. Initially, developing a formative feedback process takes some effort, but once established, using a formative feedback process requires little effort. The formative feedback process includes four steps: 1) acquiring data from student reflections; 2) assessing and characterizing student responses in order to diagnose the learning issues that can impede students from achieving their learning goals; 3) designing and synthesizing the type and mode of formative feedback that best addresses the learning issues; and 4) selecting a formative feedback delivery method that quickly communicates to students the information and/or resources that they can use to enhance progress toward their learning goals.
This paper presents and discusses the nuts and bolts of implementing the feedback process when using end-of-class \u22Muddiest Point\u22 (MP) student reflections. These are collected following a class topic and are collected for the purpose of identifying - and quickly correcting - points of confusion that students individually report (their muddiest point). In addition, we report on several instructor perceptions of their teaching that result from using \u22muddiest points\u22 for the first time. These instructors deployed MP in a systematic way in fall 2015 in several different materials science courses across the country. Finally, we share strategic examples from each instructor of how using muddiest points in fall 2015 caught a misconception or point of confusion in their teaching that probably would not have been otherwise known
Is This the Same Country? Reflections on Two Recent Visits to China
No full textProf. Steiner’s talk, \u22Is this the same country? Reflections on two recent visits to China,” will address the significant role of context in forming impressions of other countries. Steiner warns that we should be carefully attentive to how we interpret our impressions in light of the broader social forces that factor into our visits. To make this point, she compares her two recent visits. Either one alone would have left a very different impression of current China. Together, they piece together an interesting and more realistic assessment of the social complexities associated with their socioeconomic, religious, and environmental realities
