LINK TO POSTER

-- Start log: Thursday, February 16, 2006 4:26:54 pm English MOO time --


Kendall arrives from Poster Session Rooms
Robbin arrives from Poster Session Rooms
Paula arrives from Poster Session Rooms
Robbin [to Kendall]: Hi
Kendall [to Robbin]: HI!
Joanna arrives from Poster Room 1
Robbin [to Kendall]: I just tried the page function
Kendall says, "Ok what happened?"
Robbin [to Kendall]: nothing. I sent you a page, did you get it?
Joanna leaves for Poster Session Rooms
metaspencer arrives from Poster Room 3
metaspencer leaves for Poster Room 5
Kendall says, "Oh I see you tried to throw up a page in the right window."
Paula leaves for Poster Session Rooms
Kendall says, "I think that Lennie may have disabled that so noone could knock out your poster."
Robbin [to Kendall]: Oh
Robbin [to Kendall]: Oh well, I always likje trying everything out. Now I know what NOT to do...hehehe
Kendall says, "We can always go play in another room later if you want. There are lots of rooms in the MOO."
Kendall says, "But if you put up a different page now, that's what everyone will see."
Robbin [to Kendall]: I put up a welcome note in the Note Board...I want my poster session to feel welcoming
Kendall says, "Let me read it."
Robbin [to Kendall]: it is just a quick hello, nothing too deep
Kendall says, "Great note."
Kendall says, "I like to say hello to people when they pop in, but they don't always think to look at the chat."
Kendall says, "Actually, I'm going to try to catch them on the way out so that hopefully they'll engage you in some discussion."
Kendall says, "Although I've got some stuff to say, like I wish I had thought of this UDL angle earlier."
Robbin [to Kendall]: That would be wonderful if you could encourage folks to give feedback. Getting feedback is my goal for doing this poster session
Robbin [to Kendall]: I'd love to hear what you think about UDL and its application to the composition classroom
Kendall says, "I gave a paper about hybrid instruction at CPTSC and one of the advantages I pointed out is that it gave different learning opportunities for different learners like ESL students and students with learning disabilities. "
Robbin [to Kendall]: Who knows, maybe the best part will be our conversation
Kendall says, "We'll maybe, the conversation will be archived for sure. "
Robbin [to Kendall]: I teach my course as a hybrid and I know that it better meets the needs of all my students. Especially since in a college classroom we never really know the needs of our students since they don't have to identify their needs if they choose not to
Kendall says, "In fact, my university is getting really agressive about learning accommodations etc. I don't have to give students with learning disabilities any additional accommodations than I do any other students. Everyone gets and benefits from the accommodations."
Kendall says, "I think hybrid instruction works remarkable well. I can see a time in which most courses go to some kind of hybrid format."
Robbin [to Kendall]: I have been saying that to my colleagues too.
Kendall says, "Although I had heard of UDl in regards to architecture, I think it's a brilliant metaphor to use for instruction."
Robbin [to Kendall]: In fact, I think we do our students a disservice when we teach composition as a face-to-face only class
Kendall says, "Exactly, we take away time that they could use in more productive ways like writing, reading, etc."
Kendall says, "Have you heard about ICON at Texas "
Kendall says, "Tech."
Kendall says, "Incidentally I teach at Texas State in San Marcos; I'm a graduate student at Texas Tech."
Robbin [to Kendall]: I've seen it mentioned on the lists and checked it out myself. Do you useit?
Kendall says, "I don't use it because I'm in San Marcos, but it's a different way to teach composition."
Robbin [to Kendall]: I teach writing at George Washington University in DC.
Kendall says, "Yes, so where in DC is George Washington University?"
Robbin [to Kendall]: I came to GW out of the tech world. I've written several books on Internet technology. And it wasn't until I found UDL that I saw how embracing technology in the classroom made sense for all my students
metaspencer arrives from Poster Session Rooms
Kendall says, "Wow! I've come at it from the completely opposite end."
Robbin [to Kendall]: George Washington is surrounded by the government, we have the Whitehouse on one side, the State Department on the other and the World Bank on the other
metaspencer waves
Kendall says, "I taught tech writing and composition for years (although I also had a sideline as a reference librarian) and I've come to the same conclusion."
Kendall [to metaspencer]: Hi!
Robbin [to metaspencer]: Thanks for the wave. Back at you
metaspencer says, "Sorry to interrupt. Just checking out the "poster" now ..."
Kendall says, "Check away and come back and talk."
metaspencer says, "So, I'm pretty interested in hearing more about this document: http://www.zeff.com/cwonline/paper3.htm"
Robbin [to Kendall]: you folks have done a wonderful job with this event
Robbin [to Kendall]: My thinking is that there is no reason why we have to place paper instructions online as if they were still in print format
Kendall [to Robbin]: what and where is the paper3.htm document?
metaspencer says, "But what I find so interesting about it is that you borrow (in your design) from paper-based conventions. The cool little scraps of paper, the paperclips, etc."
Kendall [to Robbin]: I agree.
Robbin says, "I am using symbols that we know, such as sticky notes, paper clips, while still making the instructions dynamic"."
Robbin says, "There is no reason why we should put up instructions as if they were still flat documents. And using CSS, we can modify the design easily, cleanly, and make it dissability accessible which really means that accessiblity software can read the code""
metaspencer says, ""Symbols that we know." I like how you phrase that, and they seem to make for an e.document we feel we can touch -- or something like that"
metaspencer says, "Oh yes! Your use of css is very meticulous, and given the way you've coded the page, the colors/design/typography could be easily changed."
Robbin [to metaspencer]: I like that image "a document we feel we can touch online" may I borrow it
metaspencer says, "Borrow away! It's your groovy document. "
Kendall [to Robbin]: I might "borrow" your design for the actual poster session I'm doing at ATTW in March.
Robbin says, "our students are very comfortable online, moreover writing is done online, it is our job to figure out how to blend or blurr the two""
Robbin says, "I'm also very interested in the role of assignment instructions. I find most instructions have limited value""
Kendall says, "Good instructions should present a learning opportunity--not just a task."
metaspencer says, "Thanks for chatting a bit. I'm gonna run off to another poster. Great stuff here!"
Robbin [to metaspencer]: "What is your name, so I can give you proper credit for the line "a document we feel we can touch online"
metaspencer smiles
Sally arrives from Poster Room 3
Sally says, "Hi all!"
metaspencer says, "Spencer Schaffner. You can see "my stuff" at http://metaspencer.com"
metaspencer says, "Okay, I'm off to check out the other posters. Thanks!"
Sally says, "Spencer has some great "stuff"!"
metaspencer leaves for Poster Session Rooms
Robbin [to metaspencer]: thanks
Kendall [to Robbin]: if you click the look button you can see everyone in the room in the bottom right pane and then learn about them by clicking on their name.
Kendall [to Robbin]: don't click look!
Sally says, "Robbin, I am going to take a look at your poster"
Kendall says, "See ya."
Kendall leaves for Poster Session Rooms
Robbin [to Sally]: Enjoy. I look forward to your comments
Rich arrives from Poster Session Rooms
Robbin [to Rich]: Welcome
Rich says, "HI."
Robbin [to Rich]: Have a look around. I look forward to your comments/suggestions/ideas
Rich says, "thanks"
Sally says, "Thank you, Robbin!"
Rich says, "can your principles of universal design apply with multiple cultures?"
Sally leaves for Poster Session Rooms
Robbin [to Rich]: "Since the goal is to make the course and course material accessible to all students by building the material around the learning goals, not focus on the task per se"
Robbin [to Rich"]: It should"
Rich says, "interesting"
Rich says, "I'll show this to my students."
Robbin [to Rich]: "If we focus on what we want the students to learn, then we can build in flexibility to reach the goal and not get lost or distracted on the task"
Rich says, "good point\"
Robbin [to Rich]: "The one point that we can't be flexible on is the writing, we teach writing. But we can be flexible on how they get to the final product."
Rich says, "very true. Thanks for sharing, Robin."
Robbin [to Rich]: "One of the things I tried to do in my UDL example is to provide more information on each point of the assignment to meet the needs of any student who might have a question on that specific point...realizing that I'll never know who needs what information, so I try to anticipate possible needs"
Rich says, "ah, interesting."
Rich says, "yeah, good approach."
Robbin [to Rich]: "Thanks for stopping by. Enjoy the event"
Rich says, "thanks."
Rich leaves for Poster Session Rooms
Sally arrives from Poster Room 5
Sally leaves for Poster Room 3
Robbin [to Kendall]: hey, it's kind of quiet here in Poster room 4
RobinE arrives from Poster Session Rooms
Robbin [to RobinE]: Welcome
Robbin [to RobinE]: Always nice having another Robin in the room
RobinE [to Robbin]: Thank you. I'm viewing your poster now.
RobinE [to Robbin]: This is pretty interesting stuff!
Robbin [to RobinE]: Thanks I'm very interested in your comments/suggestions/questions
RobinE [to Robbin]: In your research, how do minority readers respond to the UDL? I am asking because they often do not have the same level of technical literacy as those with more experience using the technology
RobinE [to Robbin]: By minority, I mean those that are considered technopoor, people with disabilities, or do not speak English as their first language.
RobinE [to Robbin]: Just something to consider. I going to my presentation room now.
RobinE leaves for Poster Session Rooms
Robbin [to RobinE]: I teach my course as a hybrid class, so everything I require technically, I first teach the students how to do before I ask them to do it. However, students today want to use technology. I find they pick this up faster than when I should older students. I have several foreign students and they love it because it allows them to work at their own speed and has answers to many questions they don't want to ask in class. In fact, I find with many of my foreign students they don't like to ask questions in class
Robbin [to RobinE]: Thanks for your comments, enjoy the event
Robbin leaves for Poster Session Rooms
WilliamHD arrives from Poster Session Rooms
WilliamHD leaves for Poster Room 5
Robbin arrives from Poster Session Rooms
Robbin leaves for Poster Session Rooms
first_Guest arrives from Poster Session Rooms
RKoch arrives from Poster Room 5
RKoch leaves for Poster Room 2
first_Guest leaves for Session Room 3
Heather arrives from Poster Room 3
Heather leaves for Poster Session Rooms
SarahS arrives.
SarahS leaves.
Robbin arrives from Poster Session Rooms
Robbin leaves for Poster Session Rooms
Robbin arrives from Poster Session Rooms
Robbin leaves for Poster Session Rooms
Robbin arrives from Poster Session Rooms
Robbin leaves for Poster Session Rooms
Robbin arrives from Poster Session Rooms
Marie arrives from Poster Session Rooms
Kendall arrives from Poster Session Rooms
Kendall [to Robbin]: so how are things going?
Kendall [to Marie]: So how do you like the poster session?
Robbin [to Kendall]: "Sorry, getting coffee"
Marie [to Robbin]: You wouldn't really think that one'd have to articulate "use whitespace and headers." But you do. I see a lot of fellow instructors still using long blocks of text that look typewritten.
Kendall [to Robbin]: we don't really expect you to be here every minute.
Robbin [to Marie]: "I agree. Many folks write the instructions for themselves. As we know from usability, the writer of instructions is not the user"
JosephC arrives from Poster Room 3
JosephC leaves for Poster Session Rooms
Marie [to Kendall]: It's interesting...and better formatted than the one at the Children's Lit conference. A couple of those geniuses taped their paper on a backboard.
Kendall [to Marie]: Yes, it's amazing isn't it. Don't you think back on some of the materials you received in school and wonder what they were thinking?
Robbin says, "I believe it is important that we model good writing behavior in everything we distribute. Especially assignment instructions. If we can't write clear assignments, how do we expect to get the paper we hope to read?""
Marie says, "I had dittos in elementary school, too, so I'm sensitive to that 'copy of a copy' thing. Formatting's important, but people seem so resistant to accepting that."
Marie nods at Robbin.
Kendall [to Robbin]: Exactly
Robbin says, "This is probably politically incorrect to say, but I work with folks who almost take pride in doing things "anti-technology"""
Marie grins.
Kendall [to Robbin]: it's not politically incorrect, it's true and institutions shouldn't stand for it, but they do.
Marie says, "In defense of some of them, the still see technology as some great foreign thing they can't master--thanks in part to techies who make things difficult for self-validation."
Robbin says, "And when they do use technology, it's as a 'hip and cool add on' My new favorite graphic to show folks is the Dewitt Clinton train where a steam engine was connected to stage wagons, as an example of just slapping old technology onto new isn't using technology to the best of its ability"
Marie says, "I'm working on a department website, and they were shocked at the idea that it'd be simple to teach any of them how to maintain the site. We're not even talking build--just maintain. I shudder to think of my predecessor."
Kendall [to Marie]: you are correct, but that problem is correcting itself and some people still won't avail themselves of the opportunites they have to learn technology. It's the same thing as refusing to read any journals in your field.
Marie [to Robbin]: that's hilarious. I haven't seen that, but it's just another example of "just because you can doesn't mean you should."
Robbin says, "Or journals outside your field. I'm finding wonderful material on teaching writing in other fields, specifcally information design, instructional design, usability, cognitive psychology""
Marie [to Kendall]: There are always those who refuse to even try, for whatever reason.
Sally arrives from Poster Session Rooms
Kendall [to Robbin]: I'm really more of a tech comm person, so I think those disciplines are inside my field.
Sally leaves for Poster Room 3
Marie says, "Even within literature, there's room for everything else."
Robbin says, "I was a professional writer for a while so I consider everything my field. Makes it easier that way :) ""
Kendall [to Robbin]: yes, it does make it easier.
Robbin says, "Any suggestions on how we can help our colleagues embrace technology rather than fight it?""
Robbin says, "I teach hybrid courses and I'm still trying to explain what a hybrid is and why it is the natural next step?""
Marie says, "I always try to start with what they do in a traditional classroom and showing them how that can work in technology. They like the idea of keeping an updated syllabus onine, for example."
Kendall says, "I have none. I've made some really sincere attempts in that regard and I've had no takers. As some people leave the profession and are replaced with those that do embrace technology, the few anti-technology people who are left will have no place to hide."
Robbin says, "Oh no Kendall, you mean we have to wait for attrition. Sad, but probably true""
Marie thinks of a few people in the department, "Unfortunately only old age will get them, Kendall."
Kendall says, "It's true--they are really hanging on, but still at least 30% will have to leave in the next ten years."
Marie says, "I think another thing that may help is control. If they have to go through someone else to update things, they're less likely to do it. So places like Blackboard and PALS make it easy to take the first step into technology."
Kendall [to Marie]: Yes, you know John Hill learned how to work the multi-media stuff in his room, just because he wanted control and if everyone had to have a Blackboard site, it would change things.
Robbin says, "I guess I should take solice knowing my program is not unique and everyone is plagued by techno-ludites"
Marie gasps, "He did? He was on my Luddite list."
Kendall [to Marie]: I know...so perhaps I shouldn't be so cynical. Sometimes some people do see the value.
Marie says, "Another thing we can do is actively promote simple things like Blackboard. I hear a lot of 'you can do that?'"
Kendall [to Robbin]: Your program can't begin to compare to mine.
Robbin says, "We're a big Blackboard school too. I love it. I try to sing its praises where ever and whenever I can""
Kendall [to Marie]: Yes, I'm getting a few people to see the value in electronic submission and quizzes on Blackboard, because they see me walking around without a bunch of papers to grade.
Marie chuckles. "I know of several profs who are downright insecure, but they'd really enjoy Blackboard if they ever got into it."
Robbin says, "I'm lucky that the Executive Director of my program wants us to be as technosavvy as possible and encourages it""
Shaun arrives from Poster Session Rooms
Marie says, "I've used several other course programs. Blackboard's my favorite. PALS and ePortal are stripped versions of it--virtually useless. WebCT is daunting and odd. I don't like it for several reasons. It's far easier just to maintain my own webpage for the students."
Shaun leaves for Poster Session Rooms
Robbin says, "We also use Blackboard's community feature. We have a Bb community for our program. I spend lots of time maintaining it, eventually it will be well used...lol""
Kendall [to Robbin]: I do that for our professional writing group, but not much ever comes of it.
Robbin says, "Do either of you teach your courses as distance learning too?""
Paula arrives from Poster Room 5
Kendall [to Robbin]: have you had a chance to check out any of the other posters?
Marie says, "I teach online Freshman Comp."
Kendall [to Robbin]: just hybrid. My department is just coming around the distance concept.
Kendall says, "I'm in an online Ph.D. program as a student though."
Marie says, "Oh, did they pick up Elluminate? It was very minial last I heard. I have it at SAC and I love it."
Paula leaves for Poster Session Rooms
Robbin says, "I'm going to be migrating my hybrid course to distance learning, I'm interested in the differences you see in teaching online only versus hybrid or f2f""
Kendall [to Marie]: We did pick up elluminate, but it's not getting much use.
Marie says, "Same here. They're piloting a writing center and I'm pushing it."
Kendall [to Robbin]: I had initially planned to do that and I probably will eventually, but I've got a lot going on and my department doesn't seem that interested.
Robbin says, "Marie, is your writing center online only?""
Robbin says, "We are looking into putting our writing center online""
Kendall [to Marie]: you know you could probably get a license to use that Bobcat Chat thing they developed in TXState's writing center. It's really perfect for an online writing center.
Marie [to Robbin]: Well, part of my problem is that the students can take someone else and get a slide course--no real work. Plus, as a community college, courses are $300. My traditional drop rate is almost 50% and online about 75%.
Robbin [to Marie]: wow
Marie [to Kendall]: I know, but Elluminate pretty much already does all that. Bobcat Chat still had a lot of major issues.
Kendall [to Marie]: if Elluminate works, stick with it.
Marie [to Robbin]: It's depressing, but I do the best I can. The ones who stay learn as much as they would've in a traditional class. The rest...well, they'll have to face life eventually.
Robbin says, "I agree, I figure the best software is the one that works and that you know how to use""
Marie [to Robbin]: the Writing Center is just piloted with two classes and completely traditional right now, but they're interested in making it availble online--so many students who can't get there during hours.
Kendall says, "When I taught at ACC, the traditional course attrition was probably 50%, but it gives you more time at the end of the semester to really focus on the committed students."
Robbin says, "I look at teaching writing, in many ways, as giving my students the tools they need to face any writing situation""
Marie [to Robbin]: Yep.
Kendall [to Robbin]: I agree completely.
Robbin says, "At GW (George Washington University) our students are very affluent and the course I teach (University Writing) is the one course required of all freshmen. There is no getting out of it. So we have no attrition""
Kendall says, "I'm going to step out and snag something to eat before the keynote address. See you this afternoon. "
Robbin says, "But at the same time, because they have to take it, the motivation is not always sincere""
Kendall leaves for Poster Session Rooms
Robbin [to Marie]: are you at Texas too?
Marie says, "It's required here, too. They passed a new rule about triple tuition on the third time. I'm looking for the drop rate to change dramatically in the next few years."
Marie says, "I went to school there, and worked with Kendall when she was in the library. I'm teaching at San Antonio College now with Lennie."
Robbin says, "Sounds like you have a great crew of folks in Texas""
rylish_[Guest] arrives from Poster Session Rooms
rylish_[Guest] leaves for Poster Session Rooms
fourteenth_Guest arrives from Poster Session Rooms
Marie says, "And then there are the duds. Most of our online faculty seems to see it as a way to slack off on the students."
first_Guest arrives from Poster Session Rooms
Robbin [to Marie]: that's too bad
Robbin says, " Welcome Guest 14 and rylish""
Marie says, "Students are always telling me, 'it's so nice that you answer your email every day. My last professor only answered email during her office hours.' and other horrible things."
Robbin says, "Yikes""
Robbin says, "We could probably do a comedy routine together with material about poor online behavior and techno phobias. I have colleagues who still find adding an attachment to an email as a miracle""
Marie nods. "I figure that they don't get me for 3 hours a week in the classroom, so they deserve prompt responses to their questions. It isn't as if they pester me constantly."
Marie chuckles, "Yep."
Marie says, "GW seems to be a pretty nice place. I've met some of the people there at Children's Literature conferences."
mattbarton arrives from Poster Session Rooms
>> first_Guest is now known as janey_[Guest].
mattbarton leaves for Poster Session Rooms
Robbin says, "Welcome Janey""
janey_[Guest] [to Robbin]: "I have a question"
Marie says, "Yipe. I need to grab some food. Have you seen the Bedford book--pamphlet, really--about formatting? It's a little blue thing. I think it's called _Getting Pictured_."
Robbin says, "GW is wonderful. Melinda Knight, the Executive Director of the Writing Programis terrific. I feel very lucky to be there"
Robbin [to janey_[Guest]]: Great, ask away
thirtieth_Guest arrives from Poster Room 3
Robbin [to Marie,]: no I haven't seen that pamphlet. Is it available online?
Robbin says, "Welcome Guest 13""
janey_[Guest] [to Robbin]: "How much training does someone need designing web pages before your guidelines can be used so that they are most effective. I look at the final slide and I wonder, how can you do all that"
thirtieth_Guest leaves for Poster Room 5
Marie leaves for Poster Session Rooms
Robbin [to janey_[Guest]]: I created it using CSS. I was thinking of creating many templates and then folks could just insert the paper assignment into the right slots. I know it looks difficult, but it isn't really. Besides, today we need to be skilled in teaching writing and presenting writing. The two go hand in today's digital world
fourteenth_Guest leaves for Poster Session Rooms
janey_[Guest] says, "i like the template idea. What is CSS?"
Robbin says, "It is Cascading Style Sheets (CSS). It allows the developer to separate the graphical elements of the web page from the text. I got into it because it is what makes a web page disability accessible because the assistive technology works better in a CSS developed site.""
Robbin says, "With CSS you can take the same text and by inserting a different Style Sheet you can change the look with just the click of a mouse""
Robbin [to Marie]: "Thanks for the info"
janey_[Guest] says, "I guess I have to research that. Definitely something worth implementing, especially in stages. thanks."
Robbin [to janey_[Guest]]: "You're welcome. Thanks for stopping by my poster session"
janey [Guest] leaves.
Robbin leaves for Poster Session Rooms
Robbin arrives from Poster Session Rooms
Robbin leaves for Poster Session Rooms
Robbin arrives from Auditorium
Robbin leaves for Poster Session Rooms
Robbin arrives from Poster Session Rooms
Heidi arrives from Poster Session Rooms
Heidi leaves for Poster Session Rooms
Marie arrives from Poster Session Rooms
Marie leaves for Poster Session Rooms
Barbara arrives from Poster Session Rooms
Barbara leaves for Poster Session Rooms
Robbin leaves for Poster Session Rooms
Robbin arrives from Poster Session Rooms
Robbin leaves for Poster Session Rooms
Robbin arrives from Poster Session Rooms
Martine arrives from Poster Session Rooms
Stewart arrives from Poster Session Rooms
Stewart leaves for Poster Session Rooms
Martine says, "Hi Robbin I like your poster"
Martine leaves for Poster Session Rooms
Martine arrives from Poster Session Rooms
Martine leaves for Poster Session Rooms
Robbin [to Martine]: Thanks....any comments/suggestions/ideas?
Robbin leaves for Poster Session Rooms
Robbin arrives from Poster Session Rooms
Robbin (asleep) has disconnected.
The housekeeper arrives to cart Robbin off to bed.
JoelB arrives from Poster Room 3
JoelB leaves for Poster Room 5
Kendall arrives from Poster Session Rooms

-- End log: Saturday, February 18, 2006 4:22:21 pm English MOO time --