http://www.vitia.org/wordpress/2006/03/27/cccc06-teaching-difficulty/ faults | sins | abuses Fri, 30 Jul 2010 02:25:55 +0000 http://wordpress.org/?v=2.6.1 http://www.vitia.org/wordpress/2006/03/27/cccc06-teaching-difficulty/#comment-23797 vitia » Blog Archive » CCCC06: Blogging, Part 1 Sat, 01 Apr 2006 06:29:43 +0000 http://www.vitia.org/wordpress/2006/03/28/cccc06-teaching-difficulty/#comment-23797 [...] His analysis of the relationship (or lack thereof) between student participation in online discussions and student participation in classroom discussions was elegant in its Cartesian simplicity: he proposed four quadrants, divided along the Y axis by online versus classroom, and along the X axis by vocal versus quiet. So one has the vocal online/vocal classroom “alpha student” whose motto is “First to speak, first to post” (and whose zeal, Warnick ventured, might actually have discouraged some of the other students from participating, for fear of feeling dorky — check out the last paragraph of my notes on Dale Bauer’s presentation for another perspective on this fear); the vocal classroom / quiet online student or “technophobe” whose motto is “The weblog ate my post”; the vocal online / quiet classroom “technophile” student who rarely speaks in class but becomes a different person online, with her (and yes, the gender reference is intentional) motto being “Can I add you to my Facebook?”; and the quiet online / quiet classroom student as “taciturn conversationalist” who simply doesn’t like to interact with his peers and whose motto is “I shall not be moved.” [...] [...] His analysis of the relationship (or lack thereof) between student participation in online discussions and student participation in classroom discussions was elegant in its Cartesian simplicity: he proposed four quadrants, divided along the Y axis by online versus classroom, and along the X axis by vocal versus quiet. So one has the vocal online/vocal classroom “alpha student” whose motto is “First to speak, first to post” (and whose zeal, Warnick ventured, might actually have discouraged some of the other students from participating, for fear of feeling dorky — check out the last paragraph of my notes on Dale Bauer’s presentation for another perspective on this fear); the vocal classroom / quiet online student or “technophobe” whose motto is “The weblog ate my post”; the vocal online / quiet classroom “technophile” student who rarely speaks in class but becomes a different person online, with her (and yes, the gender reference is intentional) motto being “Can I add you to my Facebook?”; and the quiet online / quiet classroom student as “taciturn conversationalist” who simply doesn’t like to interact with his peers and whose motto is “I shall not be moved.” [...]

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