| 1. |
The class was an attempt to integrate my emerging pedagogical practice
with a re-examination of "hypertext"; specifically, an examination of
hypertext fiction and poetry through rhetorical analysis. The pedagogy
was based upon current research on distributed cognition, situated learning,
and the part that artifacts play in cognition; that is, the ways artifacts
(like computers, blackboards, handouts, and students' own notes) not only
store information, but assist in the cognitive process of transforming
information into knowledge through the architecture of a learning situation.
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| 2. |
Obviously, for a course on hypertext fiction a computer classroom
is nearly (if not entirely) essential. On a side-note, however, my belief
is that any course which integrates its technology (whatever it may be)
into the pedagogy will be far superior to a class which simply seeks to
"add on" technology, whether it be an overhead projector, handouts, or a
computer. |
| 3. |
Even when I taught in a traditional, non c-a classroom, I
found the addition of e-mail lists, newsgroups, forums, and web pages useful
and beneficial. However, the more that students perceived the additions
as "busy work" and non-essential to the course work, the less successful
the additions. As I began to integrate computer technology into my pedagogy,
the various add-ons began to work well. With all the "toys" available to
us through modern technology, the need for a well-thought-out pedagogical
plan becomes even more important. Some of my "well-thought-out plan" worked
fairly well, some
did not. |
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