Hi everyone,
All files are in pdf format. To view the timeline: right click> rotate clockwise> view at 150%. The chart and works cited pages should be straightforward. Thanks to John B., Sonia and Paul.
http://macotto.files.wordpress.com/2008/09/ongtimeline.pdf
http://macotto.files.wordpress.com/2008/09/ongmodule1mc.pdf
http://macotto.files.wordpress.com/2008/09/ongworkscited2.pdf
Thursday, September 4, 2008
John Lamothe's Module 1
Here's my timeline and chart. Thanks to Paul and Sonia for the tremendous help.
The links should be live with the timeline. The video clips of McLuhan and Derrida are especially interesting in my opinion.
I posted the chart as both a Photoshop JPEG. Please let me know if there are problems viewing it in a larger format.
John L.
Sonia's Ong assignment
Here are my chart and timeline. Thanks to those who helped!
You'll probably have to view them online, rather than printing them, because of the page size.
Sonia
Paul Czech: Assignment 1
Hi all,
Here are links to my work...I really enjoyed working on this project!
Paul's Timeline
Paul's Chart
Also, thanks to all those who helped...John, Stacey, Meghan and Sonia... :-)
Paul
Here are links to my work...I really enjoyed working on this project!
Paul's Timeline
Paul's Chart
Also, thanks to all those who helped...John, Stacey, Meghan and Sonia... :-)
Paul
Meghan's Ong Assignment
Good morning! Please see the links below for my Ong project. Documents were created in Excel and Word and then converted to pdf's and uploaded to a Wordpress blog.
Meghan's Chart
Meghan's Timeline
Works Cited
Enjoy!
Meghan's Chart
Meghan's Timeline
Works Cited
Enjoy!
Stacey's Ong Assignment
Hi Everyone:
Without further ado, here is my Ong project. I made the timeline using MS Excel and the flow chart was created with MS Word (then converted to PDF). I had a difficult time uploading my timeline into a blog, but thankfully Paul Czech uploaded my work onto his server. The links are below.
http://www.paulczech.com/DiLiberto/OngChart.pdf
http://www.paulczech.com/DiLiberto/OngTimeline.xls
http://www.paulczech.com/DiLiberto/OngWorksCited.pdf
Hope you enjoy what I have put together. I hope I did Ong's work a bit of justice. I enjoyed this assignment and learned several new "techy" skills that I will hold dear (one, making a timeline using Excel)!
Many thanks to Paul C. and Meghan G. for their comments and feedback over the week. I hope I returned the favor. Many thanks as well to Sonia for the PDF suggestion on our discussion forum. While I didn't get a chance to try your suggestion out, I'll keep it in mind for the next time.
Best,
Stacey
Without further ado, here is my Ong project. I made the timeline using MS Excel and the flow chart was created with MS Word (then converted to PDF). I had a difficult time uploading my timeline into a blog, but thankfully Paul Czech uploaded my work onto his server. The links are below.
http://www.paulczech.com/DiLiberto/OngChart.pdf
http://www.paulczech.com/DiLiberto/OngTimeline.xls
http://www.paulczech.com/DiLiberto/OngWorksCited.pdf
Hope you enjoy what I have put together. I hope I did Ong's work a bit of justice. I enjoyed this assignment and learned several new "techy" skills that I will hold dear (one, making a timeline using Excel)!
Many thanks to Paul C. and Meghan G. for their comments and feedback over the week. I hope I returned the favor. Many thanks as well to Sonia for the PDF suggestion on our discussion forum. While I didn't get a chance to try your suggestion out, I'll keep it in mind for the next time.
Best,
Stacey
Blog, Webcourses Site, and E-Mail
Please remember to check the blog regularly -- at least once a day. I change posts and assignments, add new posts with required or strongly suggested readings, and ask for feedback.
Your comments about module 1 in the discussions here are very impressive -- and I haven't even seen the time-lines and charts that you are discussing.
I am hesistant to set-up email here, and if you have a question just for me [e.g., you've won the lotto and want to share the funds with your teachers], then send those to my email. If you have a question that others would benefit from reading and answering, then post it to these discussions.
I think it is important that you start sharing your email addresses among yourselves -- that's how you will communicate with most of your colleagues for future publications -- not using webmail.
I am currently co-editing two volumes, and one co-editor lives in Kamloops British Columbia Canada, the other lives in NH and works in Boston. On another project, the co-editor lives in Barcelona and we are working with a Press in Copenhagen. Another project I'm working on the editors live in Milwaukee.
Once you all become professors or professionals, you will no doubt communicate with me online.
Will that change the sensorium, way we communicate, and our identity formation? What would Ong say? What would Drucker say about the graphic design as a medium -- neutral, natural, or no effect on the content?
I'll post this to the blog as well as to the course discussions inside webcourses.
Your comments about module 1 in the discussions here are very impressive -- and I haven't even seen the time-lines and charts that you are discussing.
I am hesistant to set-up email here, and if you have a question just for me [e.g., you've won the lotto and want to share the funds with your teachers], then send those to my email. If you have a question that others would benefit from reading and answering, then post it to these discussions.
I think it is important that you start sharing your email addresses among yourselves -- that's how you will communicate with most of your colleagues for future publications -- not using webmail.
I am currently co-editing two volumes, and one co-editor lives in Kamloops British Columbia Canada, the other lives in NH and works in Boston. On another project, the co-editor lives in Barcelona and we are working with a Press in Copenhagen. Another project I'm working on the editors live in Milwaukee.
Once you all become professors or professionals, you will no doubt communicate with me online.
Will that change the sensorium, way we communicate, and our identity formation? What would Ong say? What would Drucker say about the graphic design as a medium -- neutral, natural, or no effect on the content?
I'll post this to the blog as well as to the course discussions inside webcourses.
Wednesday, September 3, 2008
Looking Forward to First Assignments
Tomorrow our blog will be filled with time-lines (diachronic analysis) and charts (synchronic analysis) on Walter Ong.
Please also remember to include the name of the person(s) who gave you comments on your time-line and charts as a draft. About half of you used the webcourses, and the other half used some other means.
After you hand-in the assignments electronically on the blog, please scroll down to the last handful of blog entries if you have not already. Especially, comment on the entry below that asks for comments. I am strongly leaning toward having part of the next module or maybe a future module delivered as a blog-report in the style of rocketboom.com or another video-blog. I don't want to scare anyone; so, I am also thinking that perhaps you could collaborate? And, perhaps we could wait to module 3?
I've been re-reading McVarish/Drucker and enjoying it; I think it is a good model for a history of texts and technology. I am thinking that your blog reports would be as if you were teachers [and many -- perhaps most -- of you already are teachers] of this history of text design textbook. The goal here is to allow you to become teachers; my role is guide, quiet analyzer, and exemplar. You might want to search for my video experiments online ... Outside In ... at least one of you knows a quick-link to it.
Please also remember to include the name of the person(s) who gave you comments on your time-line and charts as a draft. About half of you used the webcourses, and the other half used some other means.
After you hand-in the assignments electronically on the blog, please scroll down to the last handful of blog entries if you have not already. Especially, comment on the entry below that asks for comments. I am strongly leaning toward having part of the next module or maybe a future module delivered as a blog-report in the style of rocketboom.com or another video-blog. I don't want to scare anyone; so, I am also thinking that perhaps you could collaborate? And, perhaps we could wait to module 3?
I've been re-reading McVarish/Drucker and enjoying it; I think it is a good model for a history of texts and technology. I am thinking that your blog reports would be as if you were teachers [and many -- perhaps most -- of you already are teachers] of this history of text design textbook. The goal here is to allow you to become teachers; my role is guide, quiet analyzer, and exemplar. You might want to search for my video experiments online ... Outside In ... at least one of you knows a quick-link to it.
Monday, September 1, 2008
Assignment 2
Texts and Technology in History
ENC 6801-W61
Dr. Saper, Professor
Module 2: History of Text Design Systems
Included in this module: Goals; Assignment; Due Dates; Links to Web-site; Assessments; and Grading Rubric. Read this entire module before starting the assignment or asking any questions about the assignment.
Goals:
Students learn about the history of text design systems or graphemes. They learn about a critical scholarly approach to the topic.
These goals correspond to the overall goals of the course: to learn about the history of texts and technology in .
Assignment:
Students will learn about the major historical modes of communication and cultural memory:
1. Read Drucker & McVarish.
2. Take notes [self-consciously thinking about note taking in terms of the history described in the textbook].
3. Make lists of dates, names, place names, details, and other historical information to fill-in your existing time-lines.
4. Make a list of technologies and historical events that have actually impacted your experience of literacy and those tools, technologies, and approaches to text production and graphic design that do not have any impact on your textual-world.
5. Look at your notes, find patterns, and add your own research.
6. Write a 1250 word essay that summarizes Drucker & McVarish’s argument. Place the argument in the context of Ong’s work.
7. Use information from the Drucker & McVarish assignment to fill-in areas of your charts and time-lines.
Due Dates:
Post your essay by Thursday, October 9, 2008. This will give you an opportunity to ask questions about the assignment and make revisions. No late projects accepted, no exceptions.
Where: Post the finished assignment to the blog, but post a draft to a discussion on the course site. Since everyone gets credit for helping (and you can help more than one of your peers each assignment) you will find someone to give you suggestions for improvement. If you cannot offer any suggestions, then you might want to consider an alternative to academia.
.
Assessments:
Content: Do the materials include the following:
A. full name of author and helper(s)
C. at least 10 definitions, arguments, or stories learned from the Drucker & McVarish book (please do not plagiarize).
D. use Drucker & McVarish’s history to fill-in your charts and time-lines.
Form: Did the student include the following technical aspects?
A. correct grammar, style, and typographical care
B. student’s name
Grader will study the materials (including the design).
1. Does this material present a clear representation of the student's thinking about both Drucker & McVarish’s argument and sense of history?
2. Did the student have interesting insights about Drucker & McVarish?
3. Were the insights illuminated in the essay and visual charts and time-lines?
4. Are the materials interesting, unique, expressive, and informative?
Grading Rubric:
Passing Grade (in the D range): fulfilled number one in the assessment.
Adequate Grade (in the C range): fulfilled one and two in the assessment.
Good Grade (in the B range): fulfilled numbers one through three in the assessment.
Excellent Grade (in the A range): fulfilled all of the four criteria in the assessment.
ENC 6801-W61
Dr. Saper, Professor
Module 2: History of Text Design Systems
Included in this module: Goals; Assignment; Due Dates; Links to Web-site; Assessments; and Grading Rubric. Read this entire module before starting the assignment or asking any questions about the assignment.
Goals:
Students learn about the history of text design systems or graphemes. They learn about a critical scholarly approach to the topic.
These goals correspond to the overall goals of the course: to learn about the history of texts and technology in .
Assignment:
Students will learn about the major historical modes of communication and cultural memory:
1. Read Drucker & McVarish.
2. Take notes [self-consciously thinking about note taking in terms of the history described in the textbook].
3. Make lists of dates, names, place names, details, and other historical information to fill-in your existing time-lines.
4. Make a list of technologies and historical events that have actually impacted your experience of literacy and those tools, technologies, and approaches to text production and graphic design that do not have any impact on your textual-world.
5. Look at your notes, find patterns, and add your own research.
6. Write a 1250 word essay that summarizes Drucker & McVarish’s argument. Place the argument in the context of Ong’s work.
7. Use information from the Drucker & McVarish assignment to fill-in areas of your charts and time-lines.
Due Dates:
Post your essay by Thursday, October 9, 2008. This will give you an opportunity to ask questions about the assignment and make revisions. No late projects accepted, no exceptions.
Where: Post the finished assignment to the blog, but post a draft to a discussion on the course site. Since everyone gets credit for helping (and you can help more than one of your peers each assignment) you will find someone to give you suggestions for improvement. If you cannot offer any suggestions, then you might want to consider an alternative to academia.
.
Assessments:
Content: Do the materials include the following:
A. full name of author and helper(s)
C. at least 10 definitions, arguments, or stories learned from the Drucker & McVarish book (please do not plagiarize).
D. use Drucker & McVarish’s history to fill-in your charts and time-lines.
Form: Did the student include the following technical aspects?
A. correct grammar, style, and typographical care
B. student’s name
Grader will study the materials (including the design).
1. Does this material present a clear representation of the student's thinking about both Drucker & McVarish’s argument and sense of history?
2. Did the student have interesting insights about Drucker & McVarish?
3. Were the insights illuminated in the essay and visual charts and time-lines?
4. Are the materials interesting, unique, expressive, and informative?
Grading Rubric:
Passing Grade (in the D range): fulfilled number one in the assessment.
Adequate Grade (in the C range): fulfilled one and two in the assessment.
Good Grade (in the B range): fulfilled numbers one through three in the assessment.
Excellent Grade (in the A range): fulfilled all of the four criteria in the assessment.
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