Vance's CALL resources page |
esl_home
index
Return to Papyrus News Archive Main
Page
January 16, 2001: This message was distributed by Papyrus News. Feel free to forward this message to others, preferably with this introduction. For info on Papyrus News, including how to (un)subscribe or access archives, see http://www.lll.hawaii.edu/web/faculty/markw/papyrus-news.html |
[Please forward to appropriate lists until 1/17/01]
Please come
to the annual online symposium
in
honor of MediaMOO's 8th Birthday
At MediaMOO,
telnet://mediamoo.cc.gatech.edu:8888
Wednesday, January 17th, 2001
8:00
pm-10:30 pm ET
Wednesday, January 17th
8:00 - 9:30 PM ET: EDUCATIONAL MOOS: STATE
OF THE ART
A community discussion with leaders in the field. (In The Root
Lounge: @go root)
9:30 - 10:30 PM ET: THE 9TH ANNUAL MEDIAMOO COSTUME BALL
(In The
Ballroom: @go ballroom foyer)
10:00 PM ET: LEADERSHIP TRANSITION CEREMONY
At 10:00 pm, Amy
Bruckman will hand the keys to MediaMOO over to our new fearless leader,
Michael Day!
EDUCATIONAL MOOS: STATE OF THE ART
A community discussion with
leaders in the field.
Educational MOOs have grown in popularity over the last eight years since MediaMOO's founding. In honor of MediaMOO's 8th anniversary, we've gathered leaders from the field to talk about where things stand. Are there documented learning gains from these environments? How do we evaluate whether we've been successful? What makes some environments thrive and others fade? What challenges does the community currently face? What is the right combination of technology and pedagogy?
Featured speakers:
Bradley Dilger, University
of Florida
Tari Lin Fanderclai, Akamai Technologies
Clint Gardner, Salt Lake Community College
Cynthia Haynes, University of Texas, Dallas
Jan Rune Holmevik, University of Bergen, Norway
Steven E. Jones, Loyola University Chicago
Linda Polin, Pepperdine University
Mark Schlager, SRI
****** POSITION STATEMENTS ******
BRADLEY DILGER, UNIVERSITY OF FLORIDA, GAINESVILLE
CURRENT WORK
Right now I'm not teaching so I'm mostly helping folks
learn to use our MOO as a discussion space and for constructing texts in the
MOO. My experimental work in MOO has been on hold while I work on PhD exams,
though I can't seem to keep my fingers completely out of the editors. I'm also
using MOO extensively to prepare for Computers and Writing Online 2001.
RESEARCH ISSUE
I've always believed the biggest benefit folks can
get from MOO is creating, customizing, and showing off their own stuff. Without
digging MOO is nothing more than a cumbersome chat room. To that end I'd like
to see the MOO documentation base continue to improve, and I'd like to develop
(and encourage others to develop) generics and other tools which make object
creation, description, and customization more possible.
BIO
Bradley Dilger is a graduate student who helps instructors and
students in the Networked Writing Environment use computer labs and networked
systems in composition and media studies courses. He is currently chairing
C&W Online 2001 and working toward a Ph.D. with Greg Ulmer and other
faculty at Florida.
TARI LIN FANDERCLAI, AKAMAI TECHNOLOGIES
CURRENT WORK
I started out using MUDs with my own classes, back
when I was a writing teacher. Since 1994, I've been running Connections, a MOO
for educational and other learning purposes; see
http://web.nwe.ufl.edu/~tari/connections. A couple of my favorite recent
projects: I worked with Kali Tal of Arizona International College, University
of Arizona on her MOOseum Tools project, writing a series of MOO tools that
Kali designed to allow students to create museum displays in the MOO. With
Sharon Cogdill of St. Cloud State University, I conduct five-week workshops for
teachers who need help getting ready to incorporate MOO into their classes. We
call this project MOOshop, and shortly we hope to expand this effort, as two
more teachers have agreed to join our team as workshop coordinators and
leaders.
RESEARCH ISSUE
I'm currently very interested in the development of
practical, hands-on resources for teachers who are getting started with MOO. I
see countless questions from teachers about help getting started, and I talk to
lots of teachers who tried MOO once or twice and gave up in frustration --
which of course contributes to the reputation of MOO as too hard or too chaotic
or too gamelike or too <insert your favorite negative perception>. I'd
like to see a lot more projects like MOOshop, where we workshop with a few new
MOO teachers on a MOO for a couple of hours a week over the course of five or
six weeks. Books and articles and web pages are important, of course, but
hands-on sessions that help teachers get comfortable in the MOO and work out
their ideas with other teachers are essential to help new MOO teachers have
successful first experiences. We've hardly ever seen a MOOshop "graduate" give
up after just one class, and even when they decide they aren't ready yet, they
don't blame the technology -- they just say they need more time.
BIO
I currently work at Akamai Technologies, Inc., doing technical
communications. Before that, I was a human factors engineer working on
applications for computer supported cooperative work. And before that, I was a
college writing teacher, which is when I became interested in MOOs. I run the
MOO Connections, and I'm a co-coordinator of the Netoric Project, a series of
virtual conversations for teachers of writing; Netoric had its first home on
MediaMOO and has since moved to Connections. I also continue to do research in
MOO-related areas; recently I discovered that I can get sent to Hawaii for
writing papers, and my future plans include milking that for all it's worth. I
live in the Boston area with my husband, Jay Carlson, and His Royal Highness
Van the Cat.
CLINT GARDNER, SALT LAKE COMMUNITY COLLEGE
CURRENT WORK
Currently we use our MOO to facillitate our online
composition courses and to provide real-time tutoring in writing for our
students and the community. My interests in MOOing are situated around making a
user-friendly interface so that novices can more readily access the MOO without
difficulty.
RESEARCH ISSUE
I believe that the future of MU* relates to access.
The more readily accessible MU* becomes for all the more likely they will
continue to develop and grow beca use of their increibly flexible
(programmable) nature.
BIO
I am the Writing Center Director, and I teach composition here
at Salt Lake Community College. Over the years I have learned a great deal
about the uses of comp uters in composition classrooms, and as research tools.
We have set up this WWW site to enhance discussion of composition issues, to
allow student access to the Internet, and to encourage electronic Writing
Advising. My role as Writing Center Instructional Support Coordinator allows me
to bring the two seemingly distinct programs...tutoring and technology
together. My vitae is at http://www.slcc.edu/wc/people/cgardner.htm
CYNTHIA HAYNES, UNIVERSITY OF TEXAS AT DALLAS
CURRENT WORK
I am Director of Rhetoric and Writing at UT-Dallas and
co-founder and co-administrator of Lingua MOO. Currently I am working on a book
called Beta Rhetoric, only part of which deals with MOO theory, pedagogy, and
administration. I supervise a modest undergraduate writing program and teach
graduate courses in rhetoric, electronic expression, ethics, and digital
culture (all of which use Lingua MOO). I co-edit an e-journal,
Pre/Text:Electra(Lite), which is a WOO'd journal housing part of each issue at
Lingua MOO. I also host the Computers, Writing, and Theory listserv and C-FEST
(MOO meetings held each spring at Lingua MOO on various topics).
RESEARCH ISSUE
Although I am extremely invested in providing an
easy and productive MOO experience for our Lingua users (and for other enCore
administrators), my personal focus in MOOs has been on experimental design,
theory, and pedagogy. With the Xpress interface, I believe we have a solid
system at Lingua in which to explore the implementation of creative projects
andcreative teaching. I want to help facilitate such experimentation.
Specifically, I think we could foreground ambient features more and in creative
ways. I am tinkering with ways to implement graphic novels in MOOspace and have
a fledgling collaboration with a group in Belgium who illustrate and write
graphic novels. I see MOO as a powerful research testbed in which to create,
design, guide, teach, and publish cutting edge projects.
BIO
Cynthia Haynes is Associate Professor in the School of Arts
& Humanities and Director of Rhetoric and Writing at the University of
Texas at Dallas where she teaches graduate and undergraduate rhetoric,
composition, and electronic pedagogy courses. Her publications have appeared in
Pre/Text , JAC, Composition Studies, Keywords in Composition, St.Martins Guide
to Tutoring Writing, Works & Days, The Writing Center Journal, Kairos,
CWRL, and numerous anthologies. She is co-editor of Pre/Text: Electra(Lite),
and with Jan Rune Holmevik, she is co-founder of Lingua MOO. With Jan Rune
Holmevik, Dr. Haynes is co-editor of High Wired: On the Design, Use, and Theory
of Educational MOOs published by University of Michigan Press and co-author of
MOOniversity: A Student's Guide to Online Learning Environments published by
Allyn & Bacon.
JAN RUNE HOLMEVIK, UNIVERSITY OF BERGEN, NORWAY
CURRENT WORK
Administrator and co-founder of LinguaMOO.
(1995-present) Principal architect, developer and maintainer of the enCore Open
Source MOO Project. (1997-present) (http://lingua.utdallas.edu/encore) Author
of the enCore Xpress Graphical User Interface to MOO.
RESEARCH ISSUE
Keep the technology as open and adaptable as
possible. Keep up with technological developments especially on the web.
Provide easy to use tools that new MOO administrators can use to make own
systems flexible and productive. Bottom line: Empower both users and
administrators to the greatest degree possible.
BIO
Jan Rune Holmevik is a visiting assistant professor and
doctoral candidate in the Department of Humanistic Informatics at the
University of Bergen, Norway. He holds a Cand. Philol. degree in the history of
science and technology from the University of Trondheim, Norway 1994. He is
co-editor of "High Wired: On the Design Use and Theory of Educational MOOs",
University of Michigan Press, 1998, and co-author of "MOOniversity: A Guide to
Virtual Learning Environments", forthcoming from Allyn and Bacon, 2000, both
with Dr. Cynthia Haynes of the University of Texas at Dallas (UTD). His MA
thesis, "Educating the Machine: A Study in the History of Computing and the
Construction of the SIMULA Programming Languages", was published by the Center
for Technology and Society, Trondheim, Norway in 1994. In his dissertation,
"The Digital Factor(y): Collaborative Socio-technical Development on the
Internet", Holmevik studies the processes by which technology is
collaboratively constructed in online environments. His other publications on
history of computing and science policy have appeared in journals such as
"Annals of the History of Computing" and "Forskningspolitikk", and "Kairos".
STEVEN E. JONES, LOYOLA UNIVERSITY CHICAGO
CURRENT WORK
Romantic Circles (http://www.rc.umd.edu) is a
collaborative, peer- reviewed research Website published by the University of
Maryland serving an international c ommunity of scholars of romantic-period
literature and culture. With the help of a $130,000 grant from the NEH the site
is building a special section devoted to high-school literary education
(http://www.rc.umd.edu/rchs), the center of which is a collabor ative MOOspace.
One of its pedagogical goals is explicitly constructivist: to g et students to
make new knowledge by using both inherited literary texts and their own writing
as building material in the MOO.
RESEARCH ISSUE
ONE issue in the future of educational MU* will be
the problem of the (un)cool : the real and perceived) anachronisms of MU*-ing
in the era of 3D graphical virtual worlds. Why MU* at all in the future? In
what form(s), and what role if anywill writing and archival texts play in such
forms?
BIO
Steven Jones teaches Romantic-period literature and culture as
well as textual studies (including digital textuality). He has published on
Byron, the Shelleys , satiric writing, radical culture, and textual studies,
among other things. He edits the letter press "Keats-Shelley Journal" and
co-edits Romantic Circles, http://www.luc.edu/faculty/sjones1.
LINDA POLIN, PEPPERDINE UNIVERSITY
CURRENT WORK
Pepperdine runs an online M.A. in educational
technology that makes extensive use of Tapped In MOO for online discussions.
The doctoral program in ed tech leadership also uses Tapped In for online
seminars. I fell into MOOs back in '92 at an MIT conference, and immediately
joined LambdaMOO and PurpleCrayon. I was also a productive citizen at
PointMOOt, OpalMOO, and DU MOO. For a couple of years I was arch-wizard in our
own MOO core, el MOOndo, which is still limping along, though we've since moved
most of our action to TappedIn for the 24/7/365 support.
RESEARCH ISSUE
I'm pursuing three related issues I think are
important. One is the value added, or not, of 'place.' That is, does it matter,
and how, if a group chat takes place in a landscaped, object-filled MOO instead
of a empty 'chat' room like AOL offers. I've been looking at people's impromtu
and intentional uses of props and locale in online class seminars at Tapped In
(a dressed up LambdaMOO core). I'm also very interested in trying to track the
actual joint construction of ideas in MOO seminar sessions. In this issue, I'm
looking at the value-added of text-based talk and of the turn-taking
constraints in MOO chat. While I first thought of this in comparison with
face-to-face traditional classroom talk, I'm starting to think it's something
different, more akin to a group version of the dialogue journal in its function
(Staton, Shuy, Peyton, & Reed, 1988). Millions of years ago I did research
on composition theory, which may turn out to be useful yet again as I look at
'writing as thinking' in MOO spaces. Thirdly, I'm interested in how a community
space, such as a well-inhabited and formally-commissioned MOO supports a
socio-cultural model of learning. I believe it does and am working to identify
features or 'affordances' of MOO space that accomplish that. These issues all
strike me as important as we work to create and support online environments for
collaborative work and learning.
BIO
Dr. Linda Polin is a professor of education at Pepperdine
University's Graduate School of Education and Psychology where she directs the
Master of Arts programs in teaching and in educational technology. She is
largely responsible for the WASC-approved online MA in Educational Technology,
which enrolls students from across the United States. She teaches graduate
courses in learning, technology, and design, as well as in research methods.
Dr. Polin consults with school districts and software developers, an d in a
prior life, produced two commercial multimedia packages high school literature
and writing. Dr. Polin is deeply involved in research and development of
networked learning communities in intranet and Internet settings.
MARK SCHLAGER, TAPPED IN, SRI.
CURRENT WORK
TAPPED IN (http://www.tappedin.org) is a Web-based
multi-user virtual environment that supports synchronous and asynchronous
collaboration on-line. The environment is designed around the familiar metaphor
of a conference center with private rooms for individual groups and open areas
for public gatherings and events. TAPPED IN is a fully extensible and
customizable environment with web page and text document sharing, whiteboards,
and other capabilities that facilitate dialogue and sharing of information in
real time and asynchronously. TAPPED IN's architectural metaphor provides a
straightforward, easy-to-navigate way to organize and access people and
resources. Since the virtual doors of TAPPED IN opened in 1997, it has become
the on-line home to a community of more than 9,000 K-12 teachers, teacher
education faculty, professional development staff, researchers, and other
education professionals.
RESEARCH ISSUE
When we set out 4 years ago, we were convinced that
a commercial MUVE development platform that would meet our design requirements
was just around the corner. Despite a great deal of development in labs and by
commercial developers, no MUVE platform today meets what we (and most TPD
practitioner organizations that we talk to) believe are the requirements for an
online education community of practice (CoP). The MOO server architecture is a
closed, single-threaded, text-based system that was not designed to support
some of the capabilities that our research has found to be central to our
ability to extend our online CoP framework. If we continue our research on this
platform, technology limitations will constrain our efforts to develop
guideposts to the future. To continue to conduct leading-edge research, we must
shed the limitations of the MOO platform, retain the capabilities that we have
found useful, and build on more powerful, flexible, and scalable technologies.
BIO
Dr. Mark Schlager, Director of TAPPED IN, is a Senior Cognitive
Scientist & Associate Director of Learning Communities in SRI
International's Center for Technology in Learning. Dr. Schlager specializes in
the application of cognitive and social learning theory to the development of
educational technology. His current research focuses on the development of
community-based pedagogies and on-line technologies for teacher professional
development. Dr. Schlager earned his Ph.D. in cognitive psychology from the
University of Colorado, Boulder, and a B.A. in psychology from Temple
University. He is a member of the American Educational Research Association and
the Association for Computing Machinery Special Interest Group on
Computer-Human Interaction.
For comments, suggestions, or further information on this site, contact Vance Stevens, webmaster. Regarding content of Papyrus-News, contact Mark Warschauer.