User:Parhamr/Undergratuate thesis

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[edit] Undergraduate thesis, Winter/Spring 2007

[edit] The paper, Winter 2007

A Pedantic Position for Potential Progress in Pedagogy: A Renaissance in K–12 Education Through Good Design

[edit] In one word

Reasoned

[edit] In one sentence

The questions for this new frontier are: after this global political upheaval, would more education bring radical social change, just as technology brought political change? Would people learn from mistakes of the past?

[edit] In one paragraph

Blogs, video blogs, podcasts, newsfeeds, bittorrent, peer-to-peer networking, social networks, text messaging, wikis and discussion boards are the frontier of publishing technologies. The growing momentum that theoretically underlies them all encourages open, free systems of information and media that properly reflect their social reality, rather than subjecting end-users to proprietary commercial specifications. Previously, the idea of public and private (read: state and market) has been seen as black and white—but is now possibly better explained as a continuum. No, the middle ground does not occur between these two, but there is an addition beyond public—open, free, universal and translatable. This is not a direct extension of the 1970s universal design movement but an emergence of the ‘Free Culture’ (or ‘Design it Yourself’) movement created by Reagan. Information must no longer be a walled-off, controlled commodity. The principle laws of economics hold true in this new era but new rules define a frontier where duplication only costs bandwidth—the information age is largely immaterial. Ever-increasing connectivity turns data to information and brings information to the social networks, creating transcendence from static to knowledge. Closed systems will soon fail through their tendency to cause duplication of efforts; economics always prevail. Librarian and Consultant James W. Marcum argues that information is most valuable upon discovery. This diminishing return that is experienced should encourage people to publish. Information cannot be thought of as a stationary commodity—connectivity turns information systems into knowledge systems.

[edit] Proof of concept, Spring 2007

[edit] Problem one

Design a series of forms to allow creative collaborators (and clients) the ability to qualify and quantify performance, progress and outcomes. The forms must be simple to distribute, easy to use and provide educational content.

[edit] Freewrite one: 8:30 pm April 14, 2007

At this time, I have been working for 6.5 hours on problem one.

(I just got sidetracked, editing a few more things here and there)

So far, I have been intently working on Collaborative method. After initially working on the Collaboration page, I realized that a more specific page was needed and created the method page.

(I interrupted myself once again to change music, answer an instant message and add commentary to the talk page for collaborative method)

This has been a fun opportunity so far—I have had to learn the processes and etiquette for wikipedia and wikicommons. I have anticipatory excitement that people will be reading and likely benefiting from my work. A specific impetus to do the project this way came from this comment requesting collaboration information. To start my work, I had to create an account.

(I just saved the page to see how this is looking and to verify that my formatting is correct ... computer work is ripe for interruptions!)

As I have been working, I have intermittently checked the respective history and talk pages for pages I've been working on, expecting that I might see some reverts or confused administrators, as much of my work is in chunks and leaves incomplete sections at times. This seems to be some minor ownership but without potential problem—I understand (and expect) that upon completion (of at least the bulk) of my work it will face scrutiny and changes from anybody and everybody. Hurrah to collaboration!


[edit] Freewrite one: addendum [9:15 pm]

It should be noted that I had tried to find related pages that could be expanded, it appears that the collaboration page as my starting point was inadequate—it has few 'see also' links. I now see that there are highly similar pages that make parts of my work redundant ... I suppose it might better be left to a third party to decide which should change. Here is where I feel an odd sense of ownership, again for positive reasons. I want my page the content I create to be highly useful and valuable, I will continue to improve the Collaborative method page and continue to create the forms which I had initially set out to do.

[edit] Freewrite two: 4:13 am April 17, 2007

Ugh, I am tired. It has been a long weekend and I am not yet done with problem one.

(uggggh I just got distracted, it is late!)

I am pleased with my work thus far, I have provided useful contributions to the world: * created two charts

  • scanned one collaborative exercise
  • found a photograph that shows both collaborative ideation and consensus

I should make at least two more charts, graphs or forms.

GOODNIGHT.


[edit] Miscellaneous

Total editing time for collaborative method: 18 hours.


[edit] Problem two

Design a new report card for K–12 schools based on the works of Swiss philosopher, natural scientist and developmental psychologist Jean Piaget. Develop a new form and content beyond the traditional grades, attendance and conduct. Provide simple, clear and engaging communication for parents and students. Incorporate methods to efficiently track, update and record the data.

[edit] Objectives
  1. Expand the report card to provide better communication of a student's evaluation
    1. Provide current and historical situation of the student
    2. Provide current and historical comparison to his/her peers.
    3. Provide feedback on 'non-grade' development
      1. Social development
      2. Emotional development
  2. Engage all parties on a greater level—parents, students, educators
    1. Provide a means for feedback
    2. Provide upcoming academic opportunities in brief
    3. Decrease the condescending role of the report
    4. Ask and answer: "Where do I/we go from here?"
  3. Reiterate the purpose narratives of education
    1. Outcomes in life
    2. Historical context
    3. Local information
  4. Admit limitations of assessment
    1. Cultural background
    2. Abilities vary
    3. Generational differences

[edit] Useful pages

[edit] Useful pages: round two

[edit] Freewrite: 1:32 am April 26, 2007

Fuck. Education is a politicized topic. I have been looking into all of the different ways of representing and comparing performance, attempts at providing progress and failed attempts.

Conclusion: stick with the basics—Jean Piaget's work. Use this particularly not as a *release-ready* concept but as one that specifically exists to serve as an example for policymakers and legislators that good design is useful.

Inspiration: utility bills.

[edit] Problem three

Design a narrative exhibit to explain the social, cultural and psychological needs of humans as they develop across a lifetime. Seek an engaging presentation that educates students, parents and legislators while inviting interaction. Include secondary content relating to the experiences of contemporary generations.


[edit] Women collaborators (finishing touches)

If I were to neglect the feminist contributions to collaboration, I would be 'white-washing' history in the very way that the 'official' canon has; therefore:

[edit] Women artists (collaborative)

  • Beth Bachenheimer Shoe Closet
  • Sherry Brody Lingerie Pillows
  • Judy Chicago Menstruation Bathroom, Cock and Cunt Play
  • Camille Grey Lipstick Bathroom
  • Vicki Hodgetts Nurturant Kitchen
  • Kathy Huberland Bridal Staircase
  • Karen LeCocq Leah's Room
  • Janice Lester Cock and Cunt Play
  • Sandra Orgel Ironing
  • Yvonne Rainer Judson Dance Company
  • Miriam Schapiro Doll’s House
  • Carolee Schneeman Interior Scroll
  • Robin Weltsch Nurturant Kitchen
  • Faith Wilding Waiting, Cock and Cunt Play

[edit] Women artists (intermediate)


[edit] Women artists (general, from lecture)


[edit] Women artists (general, wiki)

[edit] Groups

[edit] Works

[edit] Other