Jonah Syndrome Videos About Web Accessibility at YouTube without captioning:
Usability is spelled wrong as well... from UC Berkeley
Why is there another GoogleTechTalk that is not captioned?
Great Video on HTML Headings but No Captions
Finally! Some Subtitles! Thanks, EU!
Sunday, June 7, 2009
Bodyweight Experiment
I've been checking out Sonnon's system for the past couple days. Watched scores of the videos, and I've been thinking/reading about accessibility as well.
Then, yesterday, my buddy Jeremy reminded me of the importance of instructors and students (see my earlier post)--something I'd been forgetting. So I started watching videos by various RMAX instructors--see their fitness, their quality, and watch their methodologies. In that process, I came across Bodyweight Exercise Revolution. I bought it today for $47 for several reasons. First, I like spending money on training materials. Second, I wanted to see the quality of material which Sonnon's coaches and overall company, RMAX and CST, produced. That is, are they able to maintain a consistent presentation, quality, and them throughout their materials. As BER is based upon a Sonnon process, the 4x7, and the BER is written by two of Sonnon's coaches, I wanted to see how well they took the process and presented it. Step one is to work through the BER and see how clear and viable I think it is (personal & subjective). Second step is, if I like it, compare it to the original 4x7 system--does it maintain and/or improve on the foundational principles. Third, and most importantly, does it deliver. Fourth, I've had prior experience working with bodyweight exercises, and I wanted to compare that workout to the BER approach.
Please note: I provide links not to promote the services, nor do I earn a commission. Instead, they are so people can see, with ease, exactly what I'm talking about. Second, I find it very important for my mental health and academic success to be invested in my research. This means I like to be engaged somehow with the materials. As I am currently working on accessibility and the web, and web training interests me, this seems like a great way to bridge those interests.
I am not really sure how this biases me in my research. I definitely see this approach as activist or engaged research, and that seems to be a consistent thread in the disability studies (I forget where this is mentioned in the DSR). In some ways, I do not care because I know that I would not be involved if I did not care--I would not be writing this if I didn't see my self, my people, my family, and my friends benefiting from this work and research. I just cannot approach my doctoral work or classes without some way of leveraging my own personal interests, goals, and investment.
Some of this reminds me of Dr. Rickly's May Seminar presentation where she spoke about the value of lived experience and including that in research methodologies and/or as evidence. While lived experience is not just the evidence I am seeking, lived experience and its subjective value is what drives my research and motivates the questions I ask. As such, it seems that much of research--engaged research--is very subjective because of the researchers' personal interests. Then again, I know that not all researchers are personally invested.
When I started this course, I thought I would focus on the vision/sight issues centered around macular degeneration because my family has a history of it. Great way to learn about tools useful to my family, and it has been educational. But, once again, training took over--and marketing. I love looking at the marketing of training, and I wish I had thousands to drop to acquire products for analysis. Alas, I don't think the state wants to support that research agenda. In the mean time, I like the freedom that doctoral course research allows me, and I like the demands/expectations. It guarantees that I will learn a lot, and I'll learn a lot of things about materials which interest me.
There are few things cooler than learning!
Then, yesterday, my buddy Jeremy reminded me of the importance of instructors and students (see my earlier post)--something I'd been forgetting. So I started watching videos by various RMAX instructors--see their fitness, their quality, and watch their methodologies. In that process, I came across Bodyweight Exercise Revolution. I bought it today for $47 for several reasons. First, I like spending money on training materials. Second, I wanted to see the quality of material which Sonnon's coaches and overall company, RMAX and CST, produced. That is, are they able to maintain a consistent presentation, quality, and them throughout their materials. As BER is based upon a Sonnon process, the 4x7, and the BER is written by two of Sonnon's coaches, I wanted to see how well they took the process and presented it. Step one is to work through the BER and see how clear and viable I think it is (personal & subjective). Second step is, if I like it, compare it to the original 4x7 system--does it maintain and/or improve on the foundational principles. Third, and most importantly, does it deliver. Fourth, I've had prior experience working with bodyweight exercises, and I wanted to compare that workout to the BER approach.
Please note: I provide links not to promote the services, nor do I earn a commission. Instead, they are so people can see, with ease, exactly what I'm talking about. Second, I find it very important for my mental health and academic success to be invested in my research. This means I like to be engaged somehow with the materials. As I am currently working on accessibility and the web, and web training interests me, this seems like a great way to bridge those interests.
I am not really sure how this biases me in my research. I definitely see this approach as activist or engaged research, and that seems to be a consistent thread in the disability studies (I forget where this is mentioned in the DSR). In some ways, I do not care because I know that I would not be involved if I did not care--I would not be writing this if I didn't see my self, my people, my family, and my friends benefiting from this work and research. I just cannot approach my doctoral work or classes without some way of leveraging my own personal interests, goals, and investment.
Some of this reminds me of Dr. Rickly's May Seminar presentation where she spoke about the value of lived experience and including that in research methodologies and/or as evidence. While lived experience is not just the evidence I am seeking, lived experience and its subjective value is what drives my research and motivates the questions I ask. As such, it seems that much of research--engaged research--is very subjective because of the researchers' personal interests. Then again, I know that not all researchers are personally invested.
When I started this course, I thought I would focus on the vision/sight issues centered around macular degeneration because my family has a history of it. Great way to learn about tools useful to my family, and it has been educational. But, once again, training took over--and marketing. I love looking at the marketing of training, and I wish I had thousands to drop to acquire products for analysis. Alas, I don't think the state wants to support that research agenda. In the mean time, I like the freedom that doctoral course research allows me, and I like the demands/expectations. It guarantees that I will learn a lot, and I'll learn a lot of things about materials which interest me.
There are few things cooler than learning!
PhDs & Physical Training
I've been thinking a lot about physical training and PhD work lately. Shock, I know. For the past couple years, I've trained at several different schools, and the teachers at all the schools were highly competent. The difference came with their students. At one school, the students never seemed to progress past a certain point. At another school, the students seemed to make regular progress--and some even excelled.
It may sound naive, but training under a guru or master or black belt who can't teach is pointless. What they can do is impressive, but I want to make sure that I can do it as well. If I just want to watch quality moves, I can turn on YouTube. So, at this point in my life, if I'm looking for training from teachers or buying materials, I am not just interested in what the guru or primary instructor can do. There are lots of gifted people who can do incredible things. As a student, I want to see how his lower level instructors are doing, I want to see how his students are doing, and I'd like to get a sense of the progress they make. If a teacher has students that regularly progress and improve, yes! I'm there. And I think the teacher should emphasize those students' achievements, for they are also demonstrations of the instructor's teaching abilities. And, that helps sell me.
One of the reasons I applied to TTU, and didn't think I would get in, was the placement record of their graduates and the publication records of their faculty. It was obvious that faculty remained engaged, and it was clear that the graduates were obtaining consistent and quality places in the market. To me, that is an indication that the faculty are not just good at research and good at what they do, but that they are also capable of training quality tech comm folks for the market and for academia.
Regardless of intellectual or physical training, I want to learn from people who can not just do things, and do them well, but can train others to exactly the same high level of quality of thinking, writing, and moving. This demonstrates a commitment to the tradition and development of the intellect and body.
It may sound naive, but training under a guru or master or black belt who can't teach is pointless. What they can do is impressive, but I want to make sure that I can do it as well. If I just want to watch quality moves, I can turn on YouTube. So, at this point in my life, if I'm looking for training from teachers or buying materials, I am not just interested in what the guru or primary instructor can do. There are lots of gifted people who can do incredible things. As a student, I want to see how his lower level instructors are doing, I want to see how his students are doing, and I'd like to get a sense of the progress they make. If a teacher has students that regularly progress and improve, yes! I'm there. And I think the teacher should emphasize those students' achievements, for they are also demonstrations of the instructor's teaching abilities. And, that helps sell me.
One of the reasons I applied to TTU, and didn't think I would get in, was the placement record of their graduates and the publication records of their faculty. It was obvious that faculty remained engaged, and it was clear that the graduates were obtaining consistent and quality places in the market. To me, that is an indication that the faculty are not just good at research and good at what they do, but that they are also capable of training quality tech comm folks for the market and for academia.
Regardless of intellectual or physical training, I want to learn from people who can not just do things, and do them well, but can train others to exactly the same high level of quality of thinking, writing, and moving. This demonstrates a commitment to the tradition and development of the intellect and body.
5386 Web Accessibility & Disability Studies & Training
These are loose ideas floating in my mind. It's a cocktail of free-running, disability theory, YouTube, flexibility training, and my quest for a dissertation topic and a high-paying consulting gig that makes training accessible to more people.
Signed up for Zdenek's class based on his May Seminar presentation: the potentials for research and practical applications in the field seem pretty amazing.
Started the readings, and I've been unable to silence my mind: so many connections. After May Seminar, my training routine was shot. It's been hard getting started, so I returned to Parkour vids (they spark my passion). With the web accessibility class, though, I started looking: virtually none have closed captioning--and many of these have no sound.
This past week, as my training has been getting back to normal--flexibility, running, TKD forms--I've been looking for more stuff. One locus I found was Sonnon's work. Good stuff, especially the relations to flow and parkour. Sonnon's system gets a good write up from Parkour Generations' Dan Edwardes.
Over the past couple days, I've been trying out quietube and accessible twitter, and I like them both better than the originals. They are cleaner and easier to use. Even better, they make my life easy. This leaves me asking, where is accessible training? If I had hearing issues, or a video is poorly made, how could I learn if I can't hear what is said?
A lot of the spirit of Parkour and free-running is about sharing moves, teaching ideas, and expressing your body to its optimum. If the sites, if the videos, if the training is open to that, then it is excluding folks. Of course, you cannot make every move or item open to every single person or disability--that's not possible--however, by simply adding captions or text with muzzy audio, that opens up a greater audience.
One thing I have noticed is that some fitness gurus/systems like Matt Furey and Systema often have poor audio in parts. And I have not seen a single video with closed captioning. Given the aging population, it seems like a wise marketing move--especially with the slower movements, flexibility, and body maintenance/ yoga/ tai chi style systems--to make those available. The population is aging.
Accessible training. That's what I want. And it appears that few folks have been bright enough to seize that market.
Per my work, I think it could be interesting to pursue or examine distance education and web based education in terms of fitness and training. I am particularly interested in video training as it appears to revert to orality and a different style of learning. To be honest, I think designing a fitness series of videos that were designed to be downloaded to people's iPhones or smart phones every day--their daily work out--they could take the phone with them to the gym or park or whatever, watch the demo video, and then do it. If they had any questions, they could refer back to the video. Possibly even open a specific Twitter channel or hashtag for a specific work out.
In terms of rhetoric, fitness and training is heavily audience centered--and it is linked to the marketplace. I do not think academia is particularly interested in the market or training, so the emphasis of my work should be on the communicative and/or interactive nature. One other thing that could be cool is downloading a video training lesson from a menu of hundreds or thousands. And, like the Kindle, once you bought it, it was yours to download at whatever device you had or used.
Signed up for Zdenek's class based on his May Seminar presentation: the potentials for research and practical applications in the field seem pretty amazing.
Started the readings, and I've been unable to silence my mind: so many connections. After May Seminar, my training routine was shot. It's been hard getting started, so I returned to Parkour vids (they spark my passion). With the web accessibility class, though, I started looking: virtually none have closed captioning--and many of these have no sound.
This past week, as my training has been getting back to normal--flexibility, running, TKD forms--I've been looking for more stuff. One locus I found was Sonnon's work. Good stuff, especially the relations to flow and parkour. Sonnon's system gets a good write up from Parkour Generations' Dan Edwardes.
Over the past couple days, I've been trying out quietube and accessible twitter, and I like them both better than the originals. They are cleaner and easier to use. Even better, they make my life easy. This leaves me asking, where is accessible training? If I had hearing issues, or a video is poorly made, how could I learn if I can't hear what is said?
A lot of the spirit of Parkour and free-running is about sharing moves, teaching ideas, and expressing your body to its optimum. If the sites, if the videos, if the training is open to that, then it is excluding folks. Of course, you cannot make every move or item open to every single person or disability--that's not possible--however, by simply adding captions or text with muzzy audio, that opens up a greater audience.
One thing I have noticed is that some fitness gurus/systems like Matt Furey and Systema often have poor audio in parts. And I have not seen a single video with closed captioning. Given the aging population, it seems like a wise marketing move--especially with the slower movements, flexibility, and body maintenance/ yoga/ tai chi style systems--to make those available. The population is aging.
Accessible training. That's what I want. And it appears that few folks have been bright enough to seize that market.
Per my work, I think it could be interesting to pursue or examine distance education and web based education in terms of fitness and training. I am particularly interested in video training as it appears to revert to orality and a different style of learning. To be honest, I think designing a fitness series of videos that were designed to be downloaded to people's iPhones or smart phones every day--their daily work out--they could take the phone with them to the gym or park or whatever, watch the demo video, and then do it. If they had any questions, they could refer back to the video. Possibly even open a specific Twitter channel or hashtag for a specific work out.
In terms of rhetoric, fitness and training is heavily audience centered--and it is linked to the marketplace. I do not think academia is particularly interested in the market or training, so the emphasis of my work should be on the communicative and/or interactive nature. One other thing that could be cool is downloading a video training lesson from a menu of hundreds or thousands. And, like the Kindle, once you bought it, it was yours to download at whatever device you had or used.
Sunday, May 24, 2009
Simplaris Blogcast Test
I am just testing out the Simplaris/Facebook blogcasting app to see what I think of it.
News Flashes
May Seminar was completed. I am transformed, without a doubt. I wonder if my colleagues will recognize me. Serious intellectual chaff got burned off, as did my need to perform certain masculinities. For now, at least.
My brain is still reeling from usability. Kept on thinking about MEELS on the way to DFW from LBB. Is it obsession or synaptic burn, I don't know. Thinking about grant writing and/or budget writing formats as genres and usability testing. How I got here from Isocrates I will never know.
I honestly suspect that Prigogine [props to FK] is right on here--keep up the disturbance/pressure for a while and a new order will emerge in a non-linear jump. Or something like that.
Tired brain, but it feels good to not be used much.
Learned a lot about pacing, about working with others, and what not to do. It was great being in the midst of other very smart and very hard working people.
I am still curious why few people write or research information marketing. Hmm. Too tacky or market sender. FK said I should check out the book Joyce edited, Market Matters.
I don't even know if this blog is even relevant any more, technologically or practically speaking--especially considering all of the emergent technologies. I certainly am sure that this mode of using blogger feels outdated.
I really want to figure out some master method of organizing my data and thoughts, and i am not very sure how to do it. I think it may be in databases, but I'm not very clear.
I am starting to see myself and the work I do with language in a very different light, but the light is opaque. It is not transparent.
I'd like to expand my understanding of usability and go into greater depth with it as a research methodology. This could be stockholm syndrome, but it feels more like the approach is actually clear and orderly. I do so enjoy this, you know.
My fashion was clearly disastrous, but that was probably due to my perpetual inclination to resist the academic uniform of slacks and long sleeved shirts with collars. I just do not care for that. My inner 14 year old resisting.
I am curious to see what could happen if there was a usability test done with graduate students and Kindles. That could be an interesting experiment to run at TTU. Or maybe not, we'll see.
I am considering pickiing up a Kindle and working with that process for my writing. From there, I could drag and drop into a database of author, title, etc., or pop into end note or zotero. But I'm not sure. I'm not sure what to do. Brain must relax for a while longer, you know.
I saw this awful ad in a computer magazine for workplace surveillance. Three kinds of employees were represented, and each was guilty of a specific crime. The white guy was guilty of looking at porn, the woman of shopping, and the man of color for sharing internet secrets. Do you see an escalation in severity of crimes here? Struck me as obscenely different. That may be me.
For Zdenek's class I'm looking at exploring macular degeneration resources online. Just a consideration, and I need to see what is there. Similarly, I wonder how the Kindle works for people with macular degeneration. That could be a usability and accessability study there as well.
My brain is still reeling from usability. Kept on thinking about MEELS on the way to DFW from LBB. Is it obsession or synaptic burn, I don't know. Thinking about grant writing and/or budget writing formats as genres and usability testing. How I got here from Isocrates I will never know.
I honestly suspect that Prigogine [props to FK] is right on here--keep up the disturbance/pressure for a while and a new order will emerge in a non-linear jump. Or something like that.
Tired brain, but it feels good to not be used much.
Learned a lot about pacing, about working with others, and what not to do. It was great being in the midst of other very smart and very hard working people.
I am still curious why few people write or research information marketing. Hmm. Too tacky or market sender. FK said I should check out the book Joyce edited, Market Matters.
I don't even know if this blog is even relevant any more, technologically or practically speaking--especially considering all of the emergent technologies. I certainly am sure that this mode of using blogger feels outdated.
I really want to figure out some master method of organizing my data and thoughts, and i am not very sure how to do it. I think it may be in databases, but I'm not very clear.
I am starting to see myself and the work I do with language in a very different light, but the light is opaque. It is not transparent.
I'd like to expand my understanding of usability and go into greater depth with it as a research methodology. This could be stockholm syndrome, but it feels more like the approach is actually clear and orderly. I do so enjoy this, you know.
My fashion was clearly disastrous, but that was probably due to my perpetual inclination to resist the academic uniform of slacks and long sleeved shirts with collars. I just do not care for that. My inner 14 year old resisting.
I am curious to see what could happen if there was a usability test done with graduate students and Kindles. That could be an interesting experiment to run at TTU. Or maybe not, we'll see.
I am considering pickiing up a Kindle and working with that process for my writing. From there, I could drag and drop into a database of author, title, etc., or pop into end note or zotero. But I'm not sure. I'm not sure what to do. Brain must relax for a while longer, you know.
I saw this awful ad in a computer magazine for workplace surveillance. Three kinds of employees were represented, and each was guilty of a specific crime. The white guy was guilty of looking at porn, the woman of shopping, and the man of color for sharing internet secrets. Do you see an escalation in severity of crimes here? Struck me as obscenely different. That may be me.
For Zdenek's class I'm looking at exploring macular degeneration resources online. Just a consideration, and I need to see what is there. Similarly, I wonder how the Kindle works for people with macular degeneration. That could be a usability and accessability study there as well.
Sunday, May 17, 2009
May Seminar Notes
It is Sunday after one week at the Seminar.
I've taken a lot of notes. Here are some of them.
There are many ideas; most are not attributed--instead, I regard them as the result of the May Seminar community/context.
At this point, it seems like the May Seminar is a giant Invention experience.
If you see one of yours and you need attribution, let me know and I'll adjust it.
From Joyce's presentation Monday:
2.5 years to finish coursework
3.25 years to quals
4-5 years to defense
Dissertations as braintrust of the program
Question: How do you document doctoral culture?
Still's Lunch Presentation
Term: perpetual intermediate @ 77%
Comp journals generally dislike Talk Aloud because it distracts the writer
During presentations, Joyce repeatedly emphasized/critiqued framing
What are the theoretical frameworks for your work?
In presentations, focus on one aspect so that the scope of the question is manageable
Text/data mining enables making specific cognitive connections
DJ Process:
download articles; rd/take notes; spreadsheet ideas (author/yr/label/notes); write
Still paraphrased: "You must understand how people work if you want to improve/abet their flow."
Snake on the Wall: Each time you're interrupted, put a post it up on the wall.
Terms/Ideas:
Deficiency trope
Likert (sp?) scale
content mapping
DEAR as writing process?
Data driven sites
intersections of rhetoric and data mining
Rhizomic structure
textual coding
using data mining tools to discover rhetorical cognitive commonplaces
knowledge telling vs. Knowledge transforming (Schriver)
Correlations between expertise in multiple fields (expertise transfers?)
Embodied Knowledge (Rickly)
Relational thinking
Lived experience research
Single sourcing
Structured Markup
Writing as a technology
axes of history & theory
Grant experts in TTU program:
Rich, Angela, Fred
NCAT
established national standards in use of tech in classrooms
potential source of cash for ed/tech grant money
Tech is compelling; adaptability is vital.
fk:
two kinds of diss: empirical & interpretative
empir comes out of science
interp comes out of lit
Stuart Selber reference
two kinds of empirical:
qualitative & quant
Must be clear on your approach w/your committee
transformation comes from ideas
using social tech makes you rethink everything
questions drive everything
When you write, Prime Directive: Keep Reader Reading
anticipation/expectation to find an answer to a question s/he finds important
w/out the question, there can be no anticipated answer; reader has no reason to keep reading
disturbed knowledge: take a trope and put a new spin on it
resolving the tension of the spun trope, and how it will be done, keeps the reader engaged (want to know who did it in a mystery)
TENSION BETWEEN DISTURBED KNOWLEDGE AND SHARED KNOWLEDGE
the difference between the two generates/facilitates tension
You must know the literature of the field in order to know the reader, what they know, what they don't know, and what they want to know.
To do this, you must manage the field's knowledge
read TOCs of all major journals
read first couple paras of each article (at least)
THIS orients you to landscape so you can set up tension
doing this with ticTOCS tool seems like a good approach to daily/weekly scholarly reading
fk: all scholarly writing is an argument; principal claim must be relevant to field and contestable
if the claim is not potentially refutable, there is no tension
fk:
*can a well secured position in the field be supported & strengthened
*can a well secured position in the field be challenged
*can a gap in field's general or specific knowledge be filled
*can a paradigmatic assumption be challenged (revising a structure of knowledge)
Schriver:
if going into business, learn to listen. Academics often feel need to prove/demonstrate knowledge and talk clients to death to prove own knowledge instead of hearing/listening for what potential clients want.
*fees in field MA 50-125/hr; PhD 100-500/hr (don't do less than 100-250)
*avoid mission creep
*under promise and over deliver
*be willing to revise & repackage
*use Gannt (sp?) or Pert (?) chart to list expenses [practice it if you've never done it before]
*avoid interrogators & people who send you around the company
"If I can't visualize it, I won't read about it."
Lots of consulting work with gov't
We need research on:
work habits of high-achieving professionals
difference in individual processes
value added by excellence is not well understood? (unclear notes on this line)
Expert does right content, level of details, org & channels
Situated nature of expertise
group expertise
social & org influences on expertise
Risk: in-depth knowledge may numb you to others' needs
QUALS:
When reading/structuring for quals, consider categories of
lit review
taxonomy
methods
theory
QUALS is an invitation to contextualize your choices; explain why the methods are appropriate/why you selected it; what the limitations are.
Passing quals: "I am qualified to write a dissertation."
be able to evaluate trends in your field
(parentheticals are academic chest beating)
Dr. Baak
Conceptualize ideas as Venn diagrams
make your Venn diagrams into text
"People tend to subhead when they are insecure"
"I don't think any of us are wowed by opacity."
Merit is already established--don't see critique of quals as judgment of you
Be methodical in your reading, and have a system of taking notes
Be methodical in your approach; limit the number of thread you pursue (focus)
reigning in self is the big challenge
CONTROL YOUR INTERESTS
Remember that your readers are experienced AND they have to do it quickly. Zdenek.
highlight changes that you made in the doc AND leave the Ts comments in doc
MAKE IT EASIER FOR THEM
Lv Prof's questions in the text--and review them: that is what they are thinking about.
During quals, cite and refer to proposal rather than quoting from it
preparing for quals: set up reading times & reading themes (for several weeks)
read for ideas
what Zdenek looks for [my notes could be inaccurate]:
S answer question?>
scholarly in tone, use of cites, well org'd, well supported
is S ready to tackle diss
does S have enough background knowledge to handle diss
do answers anticipate full-blown proposal
has S worked out pre-proposal
has S made intellectual progress
has S articulated the gap
is the gap convincing?
does S have grasp of diss's rationale (so what?)
does S have an even better grasp of methods & attendant issues/probs
quals are a stage in the conversation--not all or 0
margin comments are a warning--don't ignore; be sure to address them
Web Tools
NetVicbes
ticToc
Jing
Zotero
WetPaint.com
Viddler
Seesmic
During presentations, be sure you do not go "here's a cool, one time experience."
include: theory, methods, and rigor
Remember: while we may reference TTU profs/courses during May seminar, DON'T do it at prof conferences
Dragga:
henri bergson major theory/critical lens
set up binary tensions between ethics & legality
Dragga presentation near-quote "Abstractions don't have power to elicit the vital feeling of a moral calling"
legal is often equated with ethical
Rickly:
situate the research of what we believe
cognitive dissonance: outside comfort zone
Mentioned/Recommended readings
Bereiter & Scardamalia (1983) Surpassing Ourselves [B&S's text? or another's?]
Berger, Arthur Media Research Theories
Bergson, Henri Creative Evolution
Bergson, Henri Two Sources of Morality & Religion
Bloom's Taxonomy Book/Article title?
Cho, Schunn, Charney 2006 (comp?) Book/Article title?
Codone, Lackey, Grady 2004 (topic? title?)
Dragga Praiseworthy Grading
Fife & O'neil (comp?) Book/Article title?
Hayes 1989 (properly focused practice? sustained practice?)
Hayhoe editorial in TC 2005 (topic?)
Huot 2002: study; students write for a grade (comp?) Book/Article title?
Johnson-Eilola 1996 "Relocating the Value of Work"
Kuhn: structure of scientific revolutions
Landow 3rd Ed (vocab for cognitive expectations)
Lawrence & Lightfoot (2009) on expertise
Lipson, Carol & R. Binkley Pre-Greek Rhetoric
Manovich, Lev. Language of New Media
Meiring, Dorian Stark (sp?) (research to read. cell phone/dev countries?)
Molich (sp?) everything--usability big boy
Negroponte: Being Digital
Nielsen everything--usability big boy
Papert, Seymour--Mindstorms
St. Amant, Kirk. Multiple articles on cell pphone role in developing countries
UNKNOWN Supercrunchers (database driven culture) {props to Glenn}
I've taken a lot of notes. Here are some of them.
There are many ideas; most are not attributed--instead, I regard them as the result of the May Seminar community/context.
At this point, it seems like the May Seminar is a giant Invention experience.
If you see one of yours and you need attribution, let me know and I'll adjust it.
From Joyce's presentation Monday:
2.5 years to finish coursework
3.25 years to quals
4-5 years to defense
Dissertations as braintrust of the program
Question: How do you document doctoral culture?
Still's Lunch Presentation
Term: perpetual intermediate @ 77%
Comp journals generally dislike Talk Aloud because it distracts the writer
During presentations, Joyce repeatedly emphasized/critiqued framing
What are the theoretical frameworks for your work?
In presentations, focus on one aspect so that the scope of the question is manageable
Text/data mining enables making specific cognitive connections
DJ Process:
download articles; rd/take notes; spreadsheet ideas (author/yr/label/notes); write
Still paraphrased: "You must understand how people work if you want to improve/abet their flow."
Snake on the Wall: Each time you're interrupted, put a post it up on the wall.
Terms/Ideas:
Deficiency trope
Likert (sp?) scale
content mapping
DEAR as writing process?
Data driven sites
intersections of rhetoric and data mining
Rhizomic structure
textual coding
using data mining tools to discover rhetorical cognitive commonplaces
knowledge telling vs. Knowledge transforming (Schriver)
Correlations between expertise in multiple fields (expertise transfers?)
Embodied Knowledge (Rickly)
Relational thinking
Lived experience research
Single sourcing
Structured Markup
Writing as a technology
axes of history & theory
Grant experts in TTU program:
Rich, Angela, Fred
NCAT
established national standards in use of tech in classrooms
potential source of cash for ed/tech grant money
Tech is compelling; adaptability is vital.
fk:
two kinds of diss: empirical & interpretative
empir comes out of science
interp comes out of lit
Stuart Selber reference
two kinds of empirical:
qualitative & quant
Must be clear on your approach w/your committee
transformation comes from ideas
using social tech makes you rethink everything
questions drive everything
When you write, Prime Directive: Keep Reader Reading
anticipation/expectation to find an answer to a question s/he finds important
w/out the question, there can be no anticipated answer; reader has no reason to keep reading
disturbed knowledge: take a trope and put a new spin on it
resolving the tension of the spun trope, and how it will be done, keeps the reader engaged (want to know who did it in a mystery)
TENSION BETWEEN DISTURBED KNOWLEDGE AND SHARED KNOWLEDGE
the difference between the two generates/facilitates tension
You must know the literature of the field in order to know the reader, what they know, what they don't know, and what they want to know.
To do this, you must manage the field's knowledge
read TOCs of all major journals
read first couple paras of each article (at least)
THIS orients you to landscape so you can set up tension
doing this with ticTOCS tool seems like a good approach to daily/weekly scholarly reading
fk: all scholarly writing is an argument; principal claim must be relevant to field and contestable
if the claim is not potentially refutable, there is no tension
fk:
*can a well secured position in the field be supported & strengthened
*can a well secured position in the field be challenged
*can a gap in field's general or specific knowledge be filled
*can a paradigmatic assumption be challenged (revising a structure of knowledge)
Schriver:
if going into business, learn to listen. Academics often feel need to prove/demonstrate knowledge and talk clients to death to prove own knowledge instead of hearing/listening for what potential clients want.
*fees in field MA 50-125/hr; PhD 100-500/hr (don't do less than 100-250)
*avoid mission creep
*under promise and over deliver
*be willing to revise & repackage
*use Gannt (sp?) or Pert (?) chart to list expenses [practice it if you've never done it before]
*avoid interrogators & people who send you around the company
"If I can't visualize it, I won't read about it."
Lots of consulting work with gov't
We need research on:
work habits of high-achieving professionals
difference in individual processes
value added by excellence is not well understood? (unclear notes on this line)
Expert does right content, level of details, org & channels
Situated nature of expertise
group expertise
social & org influences on expertise
Risk: in-depth knowledge may numb you to others' needs
QUALS:
When reading/structuring for quals, consider categories of
lit review
taxonomy
methods
theory
QUALS is an invitation to contextualize your choices; explain why the methods are appropriate/why you selected it; what the limitations are.
Passing quals: "I am qualified to write a dissertation."
be able to evaluate trends in your field
(parentheticals are academic chest beating)
Dr. Baak
Conceptualize ideas as Venn diagrams
make your Venn diagrams into text
"People tend to subhead when they are insecure"
"I don't think any of us are wowed by opacity."
Merit is already established--don't see critique of quals as judgment of you
Be methodical in your reading, and have a system of taking notes
Be methodical in your approach; limit the number of thread you pursue (focus)
reigning in self is the big challenge
CONTROL YOUR INTERESTS
Remember that your readers are experienced AND they have to do it quickly. Zdenek.
highlight changes that you made in the doc AND leave the Ts comments in doc
MAKE IT EASIER FOR THEM
Lv Prof's questions in the text--and review them: that is what they are thinking about.
During quals, cite and refer to proposal rather than quoting from it
preparing for quals: set up reading times & reading themes (for several weeks)
read for ideas
what Zdenek looks for [my notes could be inaccurate]:
S answer question?>
scholarly in tone, use of cites, well org'd, well supported
is S ready to tackle diss
does S have enough background knowledge to handle diss
do answers anticipate full-blown proposal
has S worked out pre-proposal
has S made intellectual progress
has S articulated the gap
is the gap convincing?
does S have grasp of diss's rationale (so what?)
does S have an even better grasp of methods & attendant issues/probs
quals are a stage in the conversation--not all or 0
margin comments are a warning--don't ignore; be sure to address them
Web Tools
NetVicbes
ticToc
Jing
Zotero
WetPaint.com
Viddler
Seesmic
During presentations, be sure you do not go "here's a cool, one time experience."
include: theory, methods, and rigor
Remember: while we may reference TTU profs/courses during May seminar, DON'T do it at prof conferences
Dragga:
henri bergson major theory/critical lens
set up binary tensions between ethics & legality
Dragga presentation near-quote "Abstractions don't have power to elicit the vital feeling of a moral calling"
legal is often equated with ethical
Rickly:
situate the research of what we believe
cognitive dissonance: outside comfort zone
Mentioned/Recommended readings
Bereiter & Scardamalia (1983) Surpassing Ourselves [B&S's text? or another's?]
Berger, Arthur Media Research Theories
Bergson, Henri Creative Evolution
Bergson, Henri Two Sources of Morality & Religion
Bloom's Taxonomy Book/Article title?
Cho, Schunn, Charney 2006 (comp?) Book/Article title?
Codone, Lackey, Grady 2004 (topic? title?)
Dragga Praiseworthy Grading
Fife & O'neil (comp?) Book/Article title?
Hayes 1989 (properly focused practice? sustained practice?)
Hayhoe editorial in TC 2005 (topic?)
Huot 2002: study; students write for a grade (comp?) Book/Article title?
Johnson-Eilola 1996 "Relocating the Value of Work"
Kuhn: structure of scientific revolutions
Landow 3rd Ed (vocab for cognitive expectations)
Lawrence & Lightfoot (2009) on expertise
Lipson, Carol & R. Binkley Pre-Greek Rhetoric
Manovich, Lev. Language of New Media
Meiring, Dorian Stark (sp?) (research to read. cell phone/dev countries?)
Molich (sp?) everything--usability big boy
Negroponte: Being Digital
Nielsen everything--usability big boy
Papert, Seymour--Mindstorms
St. Amant, Kirk. Multiple articles on cell pphone role in developing countries
UNKNOWN Supercrunchers (database driven culture) {props to Glenn}
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