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Unformatted text preview: Social and Cultural Foundations of American Education
ECI 301 Let's start with a Quiz Which of the following is true? A. Between 4 and 30 species go extinct each day. B. Between 14 and 70 species go extinct each day. C. Between 74 to 150 species go extinct each day. D. Every day approximately 578 species go extinct. Answer? A. Between 4 and 30 species go extinct each day. Bjrn Lomborg, The Skeptical Environmentalist: Measuring the Real State of the World, Cambridge U. Press, Cambridge, 2001. B. Between 14 and 70 species go extinct each day. Michael J. Benton, When Life Nearly Died: The Greatest Mass Extinction of All Time, Thames and Hudson, 2003 C. Between 74 to 150 species go extinct each day. Alison Ashlin and Richard J. Ladle, "Environmental Science Adrift in the Blogosphere", Science 14 April 2006:Vol. 312. no. 5771, p. 201 D. Every day approximately 578 species go extinct. Mark Elsis, The Three Top Sins of The Universe, Lovearth.net An article in Science (2006) investigated the accuracy of scientific facts in blogs. It reports scientific consensus has predicted the maximum rate of extinction at 74 to 150 species per day. Using Google, Ashlin and Ladle searched for blogs that mention the number of species going extinct per day, and found that most bloggers from a group of thirty had the wrong idea about the number of species going extinct every day. Some said one, some said thousands. Here is the figure from the Science paper: Source: Science Blogging Examined (April 16, 2006) http://science.easternblot.net/?p=78 Should Scientists blog? Ashlin and Ladle use their data to support their opinion that blogging should be accounted for in science communication, and that more scientists should blog or promote blogging. Do you agree? Do they have a responsibility to blog? So? Back to the question: Which of the following is true? Is it C?
A. Between 4 and 30 species go extinct each day. B. Between 14 and 70 species go extinct each day. C. Between 74 to 150 species go extinct each day. D. Every day approximately 578 species go extinct. A comment by a blogger... I also do think that there is no "correct" number for this. It might be that one of the blogs you consider "wrong" might have actually the correct number of species that went extinct per day! The blogs that post "correct" numbers only post the numbers that are according to the consensus. It wont be the first time, however, that scientific consensus is wrong comment by pim http://science.easternblot.net/?p=78 What is truth? What is truth? Is there truth? Is there just one objective truth? Or are there many truths? How is truth conveyed? What has traditionally been the role of educators in regards to conveying truth? Where was truth "kept"? Has the role of educators changed? Where is truth "kept" now? How does the "location" of truth affect the distribution of power in our society? Epistemology Epistemology is the study of knowledge. It asks: what is knowledge; how do we acquire knowledge? Why would want you to think about epistemology? Is this a philosophy course? What does this have to do with ECI 301? Everything What we consider knowledge and how we acquire that knowledge are questions at the core of educational thinking. In this course, much of the knowledge, will be generated by you. You will write the course textbook. You will present information for the rest of us to ponder as possibly being true. You will have the responsibility of trying to discern what is true in regards to the foundations of education ECI 301 Course Introduction Taught by Dwight Allen for many years
Course still based on his lectures Using his website Taught this year by Jennifer Kidd, Jamie Kaufman, and Pete Baker Dwight Allen Eminent Professor of Educational Reform aka Oz the Unreasonable On research leave Working on a multi million dollar proposal for Gates Foundation Jennifer Kidd Jamie Kaufman Pete Baker ECI 301 On the cutting edge First to offer online quizzing First to offer course in online/teletechnet format First to write a wiki text First to use podcasts First to require students to make podcasts What's cutting edge right now? Web 2.0 Users owning the data on a site and exercising control over that data An architecture of participation that encourages users to add value to the application as they use it A rich, interactive, userfriendly interface Some socialnetworking aspects Source: Wikipedia, Characteristics of "Web 2.0" Web 2.0 Examples eBay Craigslist Wikipedia del.icio.us Skype YouTube MySpace iTunes Flickr ECI 301: Fall 2007 Students use Wiki technology to write their own course text Students download lectures as podcasts to listen to anytime anyplace Students upload their own Wiki articles as podcasts so other students can listed anytime, anyplace Why have students write their own textbook? Why? Many students don't like textbooks:
Expensive Dense with facts; dull Heavy Not written from studentperspective Society has changed: literacy rates are higher than ever, teachers are no longer the gatekeepers of education Information is ubiquitous Why? Increased perspective Textbooks are based on a few people's interpretation of information; our text will be the product of hundred of diverse minds Many truths vs one Pros and Cons Pros Cons New exciting challenge Studentcentered Save $$ Technological prowess transfer to your future classroom Hard work Technological Challenges Support The best TAs: Jamie Kaufman and Pete Baker Support sessions every week for the first month Guide you through the process stepbystep In person and online support And speaking of support... On to Pete and Jamie to answer: Why does this class have a 20 page syllabus? ...
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This note was uploaded on 04/09/2008 for the course ECI 301 taught by Professor Allan during the Fall '08 term at Old Dominion.
- Fall '08