What a New Flippy Phone Leads to…

Just as I started thinking about my experiments with my new camera/mobile phone for the first time this weekend on the drive to Maine in a car packed with extended family (yeah, I’m slow), wondering how this little flippy phone would change my thinking about my upcoming artswriting course and how I had to read, finally, Rheingold’s SmartMobs (yeah, I am VERY slow) I come across Suw Charman’s post on her new Corante blog Strange Attractor where she writes about mobroadcasting and its entrance onto television news coverage. And then I read (funny how reading one blog is never enough) Anu’s post on his Scalefree blog about how he’s wondering about whether different new modes of communication have been graphed in relation to one another.

And on the other side of my desk is James Duderstadt’s article I mentioned in my response to Héctor yesterday, “Preparing for the Revolution:The Future of the University in the Digital Age” in As the Walls of Academia are Tumbling Down. Among the many interesting assertions he makes is this one about our students:

“The traditional classroom paradigm is also being challenged, not so much by the faculty, who have by and large optimized their teaching effort and their time commitments to a lecture format, but by students. members of today’s digital generation of students have spent their early lives immersed in robust, visual, electronic media–home computers, video games, cyberspace networks, and virtual reality. they expect–indeed, demand–interaction, approaching learning as a ‘plug-and-play’ experience; they are unaccustomed and unwilling to learn sequentially–to read the manual–and instead are inclined to plunge in and learn through participation and experimentation…They learn in a nonlinear fashion, skipping from beginning to end and then back again, and building peer groups of learners, developing sophisticated learning networks in cyberspace. In a very real sense, they build their own learning environments that enable interactive, collaborative learning, whether we recognize and accomodate this or not.” (pp.42-43)

My guess is that my students–if I just follow their lead–will let me know how to use moblogging and voblogging, how the modes of discourse intersect and interact to create something larger, more interesting and vital than I can predict at this juncture. I am beginning to see what Sebastien Fiedler is getting at with his smorgasbord course in which he provides the tools and lets the students find and create their own courses, and what he has found in his rereading of George Kelly and how it links to his own writing about “Personal Webpublishing as a reflective conversational tool for self-organized learning”. I am starting to hear “the recurrent themes in the monotonous flow” of my thoughts and what I am reading and discussing as to how to integrate these technologies effectively in the classroom.

Now I gotta hurry up and figure out how to download the photos to my blog (yeah, I’m way slow)…