���On 9 August 2009 Rick Froman wrote:
>No problem with the banalization. I just wanted to make sure that
>the Rick Froman and Rick Freeman posts didn't split the ballot for
>Tipster of the Week.
Rick, you've caught me out. It was part of a cunning plan to handicap
one of my chief competitors for that prestigious award.
Allen E.
Attached Message
From:
Allen Esterson <allenester...@compuserve.com>
Subject:
RE: Drop Kicking Malcolm Gladwell, continued
Date:
Sun, 09 Aug 2009 16:08:56 -0400
>Actually it was Rick Froman. I was not addressing the veracity
>of the claim that Dickens did nothing positive. I just thought it
ironic,
>if it was true, that Orwell, who wrote 1984 without a happy ending,
>would criticize another author of writing a fictional work criticizing
>society without suggesting a fix.
Sorry, Rick! I believe that's called banalization -- the substituting
of a more familiar word/name for a less familiar one. See Sebastiano
Timpanaro's *The Freudian Slip: Psychoanalysis and Textual Criticism*
(1976), a superb book by a philologist who shows that 20many slips of the
tongue do not require psychoanalytic explanations in terms of
unconscious motivations. It deserves to be far better known.
Rick, I wasn't intending my posting to be a direct response to yours. I
was using yours as a kind of lead-in enabling me to make a further
response to Gladwell! Sorry if I gave the wrong impression.
Allen Esterson
Former lecturer, Science Department
Southwark College, London
http://www.esterson.org
Attached Message
From:
drna...@aol.com
Subject:
Time magazine cover story 8/17
Date:
Sun, 09 Aug 2009 16:22:33 -0400
Hi,
I was wondering if any fitness enthusiast or health psych tipsters
might have had the same reaction to the new Time Magazine cover story
that I did (I was motivated to write a letter, which is unlikely to be
published but I thought I'd give it a go). I was irritated by it for
two reasons:
1) Scientific inaccuracy - the author mentions "converting fat into
muscle". Isn't this just plain wrong? You can shrink your fat cells and
build up your muscle
cells but you can't "convert fat into muscle". The
author (J. Cloud) doesn't seem to have any credentials (but he does
selectively quote experts on weight and fitness.) This is an easy one
and I wonder how he missed it.
2) A general tone of "why bother?" - Yes, the author mentions several
times that exercise is crucial for good health BUT intersperses a lot
of discouraging material - "if you exercise hard you'll just overeat to
make it up later" OR "you'll just be lazier later." No, you don't have
to do either of those things. It's like an excuse making festival...
I think the article is a great example of oversimplifying complex
behaviors and how that=2
0can be misleading or destructive. Any credible
fitness program includes encouragement to exercise and modify
nutrition. I think this author is equating "exercise won't help you"
with lack of discipline which of course IS a problem. I can see this
article being used by countless people as one more excuse not to try to
change at all.
Reactions? I am interested to see if I am off the mark here.
Nancy Melucci
Long Beach City College
Long Beach CA
Attached Message
From:
tay...@sandiego
.edu
Subject:
Re: Will These Students Hit A Wall When They Get To College?
Date:
Sun, 9 Aug 2009 13:30:09 -0700 (PDT)
When so many tentative hypotheses are phrased as facts it's no wonder
that
people read this stuff and believe it.
Sigh.
Deep Sigh.
They will be in my classroom very, very, very soon.
My favorite is the first quote on children being wired differently
these days.
Really? What's the evidence? You mean their nervous system distribution
is
different than in past generations? So w
e have had a major Darwinian
selection
in just one generation? WOW! That's faster than finch beaks change in
the
Galapagos! Quite extraordinary and quite in need of extraordinary
evidence. I
supppose it's a good article for class........
Annette
Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
tay...@sandiego.edu
---- Original message ----
>Date: Sun, 9 Aug 2009 10:20:44 -0400
>From: "Mike Palij" <m...@nyu.edu>
>Subject: [tips] Will These Students Hit A Wall When They Get To
College?
>To: "Teaching in the Psychological Sciences (TIPS)"
<tips@acsun.frostburg.edu>
>Cc: "Mike Palij" <mp
2...@nyu.edu>
>
>There is a curious article in the NY Times about the "digital turn"
>that appears to be occurring in some grade and high schools in
>in the U.S., namely the replacement of the traditional textbook
>with collections of materials obtained through the internet (is
>this "intellectual beachcoming"?). See:
>http://www.nytimes.com/2009/08/09/education/09textbook.html?ref=todayspa
per
>
>The article claims that it is only a matter of time before textbooks
>in 1-12 are replaced by computers and net access and that this is
>occurring because, in part I'm sure, kids today are somehow
>different from previous kids (a form of evolution that teachers
>have somehow missed?). Consider the following quote:
>
>|
"Kids are wired differently these days," said Sheryl R. Abshire,
>|chief technology officer for the Calcasieu Parish school system in
>|Lake Charles, La. "They're digitally nimble. They multitask,
transpose
>|and extrapolate. And they think of knowledge as infinite.
>
>I wonder if Dr. Abshire would recommend that high schoolers engage
>in these activities, say, while driving because "they multitask" and
>driving would just be one more task that they can switch attention to
>temporarily while executing other tasks? How will students respond
>to demands that they focus their attention on a stingle task and devote
>all of their cognitive resources in performing just that task?
>
>Quoting again:
>|"They don't engage
with textbooks that are finite, linear and rote,"
>|Dr. Abshire continued.
>
>I wonder what will happen when student come across old-fashioned
>books that a "finite, liniear, and rote" that haven't made the digital
>transition (I think that everything that has be printed or produced
will
>NOT be digitalized because only small numbers of people will be
>interested in them [e.g., scholars studying a particular person or
topic]
>and even those that are digitized may be in wretched form because it
>was done with "dumb" Optical Character Recognition (OCR) of poor
>copies that do not have a high hit rate in recognizing printed words).
>Knowledge may be infinitie but that doesn't mean that one is competent
>in dealing with it systematicly, being able to combine relevant
components
>into coherent units, and understand why some things go together while
>other things do not. Even expert scholars have difficulty doing this.
>
>|"Teachers need digital resources to find those documents, those
blogs,
>|those wikis that get them beyond the plain vanilla curriculum in the
textbooks."
>
>Of course this assumes that teachers will have the time, energey, and
>resources to locate all of these sources of information. They also
better
>be tenured in a stable position. I wonder how colleges which have
started
>to rely quite heavily on part-time/adjunct professors will be able to
support
>and maintain t
his type of activity especially given the problems of
providing
>support for "essential" services.
>
>Quoting again:
>|"In five years, I think the majority of students will be using
digital
textbooks,"
>|said William M. Habermehl, superintendent of the 500,000-student
Orange
>|County schools. "They can be better than traditional textbooks."
>
>This sounds almost like a fact instead of a tentative speculation. Is
there
>research on this point or is this just an expression of faith?
>
>Continuing to quote Mr. Habermehl:
>|"I don't believe that charters and vouchers are the threat to schools
in
>|Orange County," he said. "What's a threat is the digital world - that
>|someone's going to=2
0put together brilliant $200 courses in French, in
>|geometry by the best teachers in the world."
>
>I wonder. Who exactly is going to put together these courses or is it
>expected that teachers will simply surf the web and put together
masterpieces
>from what they find? Also, if a teacher does put together a brilliant
course
>in "(insert course name here)", couldn't the teacher copyright or put
some
>other limited use protection on it and associated materials in order
to recoup
>that time and energy put into the producation of the course (i.e.,
profit from
>their labors)? Would such a course actually cost only $200?
>
>Though the article focuses on 1-12 classes, there is some
discussion
about
>"open source" and digital text used in colleges. For example:
>
>|The move to open-source materials is well under way in higher
>|education - and may be accelerated by President Obama's proposal
>|to invest in creating free online courses as part of his push to
improve
>|community colleges.
>|
>|Around the world, hundreds of universities, including M.I.T. and King
Fahd
>|University of Petroleum and Minerals in Saudi Arabia, now use and
share
>|open-source courses. Connexions, a Rice University nonprofit
organization
>|devoted to open-source learning, submitted an algebra text to
California.
>
>But pragmatism may forestall the "digital revolution" for a while:
>
>|But 20given the economy, many educators and technology experts agree
>|that the K-12 digital revolution may be further off.
>|
>|"There's a lot of stalled purchasing and decision making right now,"
said
>|Mark Schneiderman, director of federal education policy at the
>|Software & Information Industry Association. "But it's going to
happen."
>|
>|For all the attention to the California initiative, digital textbooks
are only
>|the start of the revolution in educational technology.
>
>Will the revoultion be tweeted?
>
>-Mike Palij
>New York University
>m...@nyu.edu
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly (bsouthe...@frostburg.edu)
=0
A
Attached Message
From:
tay...@sandiego.edu
Subject:
RE: happy birthday to Piaget
Date:
Sun, 9 Aug 2009 13:32:14 -0700 (PDT)
If we put only one candle on his cake will he feel younger? .... or
older?
Annette
Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
tay...@sandiego.edu
---- Origi
nal message ----
>Date: Sun, 9 Aug 2009 14:34:41 -0500
>From: "Claudia Stanny" <csta...@uwf.edu>
>Subject: RE: [tips] happy birthday
>To: "Teaching in the Psychological Sciences (TIPS)"
<tips@acsun.frostburg.edu>
>
>And if we put them behind the sofa, will he think he didn't get any?
:-)
>
>And if we have him open them slowly over time, will he think he's
received
more?
>
>Claudia
>
>
>
>-----Original Message-----
>From: Jim Matiya [mailto:jmat...@hotmail.com]
>Sent: Sun 8/9/2009 1:14 PM
>To: Teaching in the Psychological Sciences (TIPS)
>Subject: [tips] happy birthday
>
>
>
>Today (August 9th) is the birthday of Jean Piaget. Would he like one
big
present or several=2
0small ones ;)
>
>
>
>Jim Matiya
>Florida Gulf Coast University
>jmat...@fgcu.edu
>Contributor, for Karen Huffman's Psychology in Action, Video Guest
Lecturettes
>John Wiley and Sons.
>
>Using David Myers' texts for AP Psychology? Go to
>http://bcs.worthpublishers.com/cppsych/
>High School Psychology and Advanced Psychology Graphic Organizers,
>Pacing Guides, and Daily Lesson Plans archived at
www.Teaching-Point.net
>
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly (bsouthe...@frostburg.edu)
>
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly (bsouthe...@frostburg.edu)
>________________
>winmail.dat (4k bytes)
0D
Attached Message
From:
Frantz, Sue <sfra...@highline.edu>
Subject:
Sleep deprivation and Friends
Date:
Sun, 9 Aug 2009 14:38:02 -0700
What happens when you stay awake for 84 hours watching the
sitcom, Friends? Nausea and hallucinations.
http://www.upi.com/Odd_News/2009/08/06/Man-watches-84-straight-hours-of-Friends/UPI-30151249602608/
0A
If you need to see his pictures and a brief trip down
Friends memory lane in his log: http://friends-a-thon.com/
--
Sue
Frantz
Highline Community College
Psychology,
Coordinator
Des Moines, WA
206.878.3710
x3404
sfra...@highline.edu
Office of Teaching Resources in Psychology, As
sociate Director
Project
Syllabus
APA Division 2: Society
for the Teaching of Psychology
APA's p...@cc
Committee
Attached Message
From:
John Kulig <ku...@mail.plymouth.edu>
Subject:
NYTimes article on textbooks
Date:
Sun, 9 Aug 2009 18:40:07 -0400 (EDT)
0A
Article in the NYTimes today about whether textbooks are headed for
obsolescence. A quick read reveals alot of quotes by administrators,
but nothing
from teachers ...
http://www.nytimes.com/2009/08/09/education/09textbook.html?_r=1&ref=todayspaper
--------------------------
John W. Kulig
Professor of Psychology
Plymouth State University
Plymouth NH 03264
--------------------------
Attached Message
From:
John Kulig <ku...@mail.plymouth.edu>
Subject:
Re: NYTimes article on textboo
ks
Date:
Sun, 9 Aug 2009 18:42:25 -0400 (EDT)
p.s. sorry I was too slow to realize the article already hit TIPS ...
--------------------------
John W. Kulig
Professor of Psychology
Plymouth State University
Plymouth NH 03264
--------------------------
----- Original Message -----
From: "John Kulig" <ku...@mail.plymouth.edu>
To: "Teaching in the Psychological Sciences (TIPS)"
<tips@acsun.frostburg.edu>
Sent: Sunday, August 9, 2009 6:40:07 PM GMT -05:00 US/Canada Eastern
Subject: [tips] NYTimes article on textbooks
Article in the NYTimes today about whether textbooks are headed
for
obsolescence. A quick read reveals alot of quotes by administrators,
but nothing
from teachers ...
http://www.nytimes.com/2009/08/09/education/09textbook.html?_r=1&ref=todayspaper
--------------------------
John W. Kulig
Professor of Psychology
Plymouth State University
Plymouth NH 03264
--------------------------
---
To make changes to your subscription contact:
Bill Southerly (bsouthe...@frostburg.edu)
Attached Message
From:
michael sylvester <msylves...@copper.net>
Subject:
Re
: happy birthday
Date:
Sun, 9 Aug 2009 19:22:00 -0400
Hope he has good sensory- motor skills as he plays "blind
man's bluff".Btw,Piaget seemed to have had only one tooth.What was the
state of
dentistry in Switzerland
at that time?Why didn't he get a car instead of riding a
unicycle? And is it true that he encountered Ernest Hemingway at the
running of
the bulls in Pamplona?
What do Piaget,Obama,Michael Sylvester, and the first man
on the moon have in common? WE ARE ALL LEOS!
Michael Sylvester,PhD
0A
Daytona Beach,Florida
Attached Message
From:
Helweg-Larsen, Marie <helw...@dickinson.edu>
Subject:
RE: Time magazine cover story 8/17
Date:
Sun, 9 Aug 2009 20:51:18 -0400
Here is the link:
http://www.time.com/time/health/article/0,8599,1914857-1,00.html
I thought the=2
0article was clear and well-written. I also found
the claims well supported by the cited studies (many from psychology).
One point
was that exercise can have positive effects (better health, better
cognitive
functioning) but it is not likely to make a big difference in weight
loss. Another
point was that it is regular low level activity (walking, mowing,
climbing
stairs, etc.) is about as good (or better) than vigorous gym exercise.
I think
the article was mainly pointing out the limitations of the “you must
exercise a lot to lose weight” and the “you must suffer a lot in
the gym” mantras, not saying that people should not engage in physical
activity.
0D
Marie
PS. I’m guessing the author did not literally mean that the
fat become muscle but rather than with aerobic activity fat cells
shrink and
you get more muscle. Then he cites a study that shows that this is not
as advantageous
as people might think.
****************************************************
Marie Helweg-Larsen, Ph.D.
Department Chair and Associate Professor of Psychology
Kaufman 168, Dickinson College
Carlisle, PA 17013, office (717) 245-1562, fax (717) 245-1971
http://www.dickinson.edu/departments/psych/helwegm
****************************************************
0D
From: drna...@aol.com
[mailto:drna...@aol.com]
Sent: Sunday, August 09, 2009 4:23 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Time magazine cover story 8/17
Hi,
I was wondering if any fitness enthusiast or health psych tipsters
might have
had the same reaction to the new Time Magazine cover story that I did
(I was
motivated to write a letter, which is unlikely to be published but I
thought
I'd give it a go). I was irritated by it for two reasons:
1) Scientific inaccuracy - the author mentions "converting fat into
muscle". Isn't this just plain wrong? You c
an shrink your fat cells and
build up your muscle cells but you can't "convert fat into muscle".
The author (J. Cloud) doesn't seem to have any credentials (but he does
selectively quote experts on weight and fitness.) This is an easy one
and I
wonder how he missed it.
2) A general tone of "why bother?" - Yes, the author mentions several
times that exercise is crucial for good health BUT intersperses a lot of
discouraging material - "if you exercise hard you'll just overeat to
make
it up later" OR "you'll just be lazier later." No, you don't
have to do either of those things. It's like an excuse making
festival...
I think the article is a great example of
oversimplifying complex
behaviors and
how that can be misleading or destructive. Any credible fitness program
includes encouragement to exercise and modify nutrition. I think this
author is
equating "exercise won't help you" with lack of discipline which of
course IS a problem. I can see this article being used by countless
people as
one more excuse not to try to change at all.
Reactions? I am interested to see if I am off the mark here.
Nancy Melucci
Long Beach City College
Long Beach CA
---
To make changes to your subscription contact:
Bill Southerly (bsouthe...@frostburg.edu)
0D
Attached Message
From:
Rick Froman <rfro...@jbu.edu>
Subject:
RE: Drop Kicking Malcolm Gladwell, continued
Date:
Sun, 9 Aug 2009 20:58:53 -0500
No problem with the banalization. I just wanted to make sure that the
Rick
Froman and Rick Freeman posts didn't split the ballot for Tipster of
the Week.
Rick
Dr. Rick Froman, Chair
Division of Humanities and Social Sciences
John Brown Un
iversity
Siloam Springs, AR 72761
rfro...@jbu.edu
________________________________________
From: Allen Esterson [allenester...@compuserve.com]
Sent: Sunday, August 09, 2009 3:08 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Drop Kicking Malcolm Gladwell, continued
>Actually it was Rick Froman. I was not addressing the veracity
>of the claim that Dickens did nothing positive. I just thought it
ironic,
>if it was true, that Orwell, who wrote 1984 without a happy ending,
>would criticize another author of writing a fictional work criticizing
>society without suggesting a fix.
Sorry, Rick! I believe that's called banalization -- the substituting
of a more familiar word/name for a less famili
ar one. See Sebastiano
Timpanaro's *The Freudian Slip: Psychoanalysis and Textual Criticism*
(1976), a superb book by a philologist who shows that many slips of the
tongue do not require psychoanalytic explanations in terms of
unconscious motivations. It deserves to be far better known.
Rick, I wasn't intending my posting to be a direct response to yours. I
was using yours as a kind of lead-in enabling me to make a further
response to Gladwell! Sorry if I gave the wrong impression.
Allen Esterson
Former lecturer, Science Department
Southwark College, London
http://www.esterson.org
---
To make changes to your subscription contact:
Bill Southerly (bsouthe...@frostburg.edu)
0A
Attached Message
From:
Michael Smith <tipsl...@gmail.com>
Subject:
Re: Will These Students Hit A Wall When They Get To College?
Date:
Sun, 9 Aug 2009 21:03:11 -0600
Frankly, I find the digital "revolution" a pain in the...
And I'm getting pretty tired of hearing how great the upcoming
generation is at multi-tasking. I'm sure the DSM VI will no longer
classify ADD or ADHD as a disorder. Instead, it will simply be someone
who is very good at multi-taksing.
Digital sources only makes it easier to find information (assuming
reliable sources etc.), they will still have to READ it at some
point--a terribly linear and finite process. (I'm assuming, of course,
that all the information can't be made into Sponge Bob videos).
As well, I would bet that the easier things get in associating
information (hyperlinks say to related stuff) the easier it will be for
these students to think they know something because they have
"collected" it all in their electronic notebooks and had a gander at
it.
At least one problem will be in tracking down plagiarism, unless those
tools keep pace and are ever more affordable.
But perhaps, in the future, individual experts will no longer be
required. After all, everything will be electronic and hyperlinked and
DVD'd and all students will have been trained only in "cooperative"
education where all work is shared in group learning environments. So,
when you go to see the physician of the future, it will actually be a
group of people working on your case via satelite link while you strip
in a room with various sensors for the collection of the relevent data.
Of course, while you are stripping, they w
ill be working on other cases
at various locations around the world or talking on their communicator
to their fridge to order something special for dinner--paradise for
some no doubt, hell for others.
--Mike
On Sun, Aug 9, 2009 at 2:30 PM, <tay...@sandiego.edu> wrote:
When so many tentative hypotheses are phrased as facts it's no wonder
that people read this stuff and believe it.
Sigh.
Deep Sigh.
They will be in my classroom very, very, very soon.
My favorite is the first quote on children being wired differently
these days. Really? What's the evid
ence? You mean their nervous system
distribution is different than in past generations? So we have had a
major Darwinian selection in just one generation? WOW! That's faster
than finch beaks change in the Galapagos! Quite extraordinary and quite
in need of extraordinary evidence. I supppose it's a good article for
class........
Annette
Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
tay...@sandiego.edu
---- Original message ----
>Date: Sun, 9 Aug 2009 10:20:44 -0400
>From: "Mike Palij" <m...@nyu.edu>
>Subject: [tips] Will These Students Hit A Wall
When They Get To
College?
>To: "Teaching in the Psychological Sciences (TIPS)"
<tips@acsun.frostburg.edu>
>Cc: "Mike Palij" <m...@nyu.edu>
>
>There is a curious article in the NY Times about the "digital turn"
>that appears to be occurring in some grade and high schools in
>in the U.S., namely the replacement of the traditional textbook
>with collections of materials obtained through the internet (is
>this "intellectual beachcoming"?). See:
>http://www.nytimes.com/2009/08/09/education/09textbook.html?ref=todayspa
per
>
>The article claims that it is only a matter of time before textbooks
>in 1-12 are replaced by computers and net access and that this is
>occurring because, in part I'm sure, k
ids today are somehow
>different from previous kids (a form of evolution that teachers
>have somehow missed?). Consider the following quote:
>
>|"Kids are wired differently these days," said Sheryl R. Abshire,
>|chief technology officer for the Calcasieu Parish school system in
>|Lake Charles, La. "They're digitally nimble. They multitask, transpose
>|and extrapolate. And they think of knowledge as infinite.
>
>I wonder if Dr. Abshire would recommend that high schoolers engage
>in these activities, say, while driving because "they multitask" and
>driving would just be one more task that they can switch attention to
>temporarily while executing other tasks? How will students respond
>to demands=2
0that they focus their attention on a stingle task and devote
>all of their cognitive resources in performing just that task?
>
>Quoting again:
>|"They don't engage with textbooks that are finite, linear and rote,"
>|Dr. Abshire continued.
>
>I wonder what will happen when student come across old-fashioned
>books that a "finite, liniear, and rote" that haven't made the digital
>transition (I think that everything that has be printed or produced
will
>NOT be digitalized because only small numbers of people will be
>interested in them [e.g., scholars studying a particular person or
topic]
>and even those that are digitized may be in wretched form because it
>was done with "dumb" Optical
Character Recognition (OCR) of poor
>copies that do not have a high hit rate in recognizing printed words).
>Knowledge may be infinitie but that doesn't mean that one is competent
>in dealing with it systematicly, being able to combine relevant
components
>into coherent units, and understand why some things go together while
>other things do not. Even expert scholars have difficulty doing this.
>
>|"Teachers need digital resources to find those documents, those blogs,
>|those wikis that get them beyond the plain vanilla curriculum in the
textbooks."
>
>Of course this assumes that teachers will have the time, energey, and
>resources to locate all of these sources of information. They al
so
better
>be tenured in a stable position. I wonder how colleges which have
started
>to rely quite heavily on part-time/adjunct professors will be able to
support
>and maintain this type of activity especially given the problems of
providing
>support for "essential" services.
>
>Quoting again:
>|"In five years, I think the majority of students will be using
digital textbooks,"
>|said William M. Habermehl, superintendent of the 500,000-student
Orange
>|County schools. "They can be better than traditional textbooks."
>
>This sounds almost like a fact instead of a tentative speculation. Is
there
>research on this point or is this just an expression of faith?
=0
A>
>Continuing to quote Mr. Habermehl:
>|"I don't believe that charters and vouchers are the threat to schools
in
>|Orange County," he said. "What's a threat is the digital world - that
>|someone's going to put together brilliant $200 courses in French, in
>|geometry by the best teachers in the world."
>
>I wonder. Who exactly is going to put together these courses or is it
>expected that teachers will simply surf the web and put together
masterpieces
>from what they find? Also, if a teacher does put together a brilliant
course
>in "(insert course name here)", couldn't the teacher copyright or put
some
>other limited use protection on it and associated materials in
order
to recoup
>that time and energy put into the producation of the course (i.e.,
profit from
>their labors)? Would such a course actually cost only $200?
>
>Though the article focuses on 1-12 classes, there is some discussion
about
>"open source" and digital text used in colleges. For example:
>
>|The move to open-source materials is well under way in higher
>|education - and may be accelerated by President Obama's proposal
>|to invest in creating free online courses as part of his push to
improve
>|community colleges.
>|
>|Around the world, hundreds of universities, including M.I.T. and King
Fahd
>|University of Petroleum and Minerals in Saudi Arabia, now use 20and
share
>|open-source courses. Connexions, a Rice University nonprofit
organization
>|devoted to open-source learning, submitted an algebra text to
California.
>
>But pragmatism may forestall the "digital revolution" for a while:
>
>|But given the economy, many educators and technology experts agree
>|that the K-12 digital revolution may be further off.
>|
>|"There's a lot of stalled purchasing and decision making right now,"
said
>|Mark Schneiderman, director of federal education policy at the
>|Software & Information Industry Association. "But it's going to
happen."
>|
>|For all the attention to the California initiative, digital textbooks
are only
>|the start of the revolution 20in educational technology.
>
>Will the revoultion be tweeted?
>
>-Mike Palij
>New York University
>m...@nyu.edu
>
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>To make changes to your subscription contact:
>
>Bill Southerly (bsouthe...@frostburg.edu)
---
To make changes to your subscription contact:
Bill Southerly (bsouthe...@frostburg.edu)
Attached Message
From:
Shearon, Tim <tshea...@collegeofidaho.edu>
Subject:
RE: Drop Kicking Malcolm Gladwell, continued
=0
D
Date:
Sun, 9 Aug 2009 21:11:00 -0600
RF interference? :)
Tim
_______________________________
Timothy O. Shearon, PhD
Professor and Chair Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: tshea...@collegeofidaho.edu
teaching: intro to neuropsychology; psychopharmacology; general;
history and
systems
"You can't teach an old dogma new tricks." Dorothy Parker
________________________________________
From: Rick Froman [rfro...@jbu.edu]
Sent: Sunday, August 09, 2009 7:58 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Drop Kicking Malcolm Gladwell, continued
No p
roblem with the banalization. I just wanted to make sure that the
Rick
Froman and Rick Freeman posts didn't split the ballot for Tipster of
the Week.
Rick
Dr. Rick Froman, Chair
Division of Humanities and Social Sciences
John Brown University
Siloam Springs, AR 72761
rfro...@jbu.edu
________________________________________
---
To make changes to your subscription contact:
Bill Southerly (bsouthe...@frostburg.edu)
