Lessons from a First-Time Course Blogger

I’m finally looking back to Spring ’09, when I had my first experience using Blogs@Baruch in two sections of COM1010, Intro to Speech Communications. I used the blog for the midterm, in which students write critiques of speeches they’ve found online. In past semesters, students have been inventive in their speech choices and committed in their critiques. But the question of how to best enable their classmates to see these videos still lingered. Curious about Blogs@Baruch, I decided to migrate this assignment onto a blog, allowing students to watch (and comment upon) each other’s videos and share their critiques of the speeches. Having learned from the adventure, here are a few words of advice to potential Blogs@Baruch-ers.

1. It’s not difficult. Considering the gong show of Blackboard’s tech problems this semester, it was almost comical how smoothly the blog functioned. A handful of students ran into some problems accessing it at certain computers, but often I found that problems encountered by students were frequently due more to lack of time and preparation on their part than any issue with the blog itself.

2. Don’t be conservative! I was. As one of my students told me at the end of the semester, “the blog was just there.” It wasn’t as dynamic as it could have been, in part because I didn’t use it to capture anything in progress. Students cut and pasted their work onto the blog, and then made the requisite comment on a post, creating a static space outside of the classroom, not a particularly engaging one. While it was satisfying to see this vast collection of interesting video clips assembled in one place—along with frequently cogent, in-depth analyses of them—I see now that I used the blog to solve a problem (that of my midterm assignment) rather than tailoring it for uses that would really suit the nature of the blog. Recent conversations with my students and others have highlighted a range of ways that it could be used in an Introductory Speech course– sharing audio files or outlines of student speech drafts that could be revised as the “audience” comments. On a related note, the public forum really does elicit strong work. When students feel the watchful eyes of their peers, the bar is set somewhere different. This makes my mouth water for the possibilities of the course blog—like facilitating peer review, for example—that I didn’t explore.

3. Be forewarned: out of sight, out of mind. In part due to #2 above, the blog can feel like that side dish you ordered but weren’t quite hungry for. It’s easy to lose track of the blog, and its implementation should be planned with an eye towards avoiding this. Usually, the material nature of grading compels you to eventually plop down on a long train ride and hit it out of the park. With the blog, not so easy. I had good intentions—I wanted to comment on posts frequently, but commenting is time-consuming, especially if students are posting 40-minute inauguration speeches. This in turn leaves less time to evaluate the work for grading purposes. From the student side, they were assigned a date for one post; once students posted, they didn’t have a strong incentive to return, which would leave me begging them to “visit the blog!” when I myself was embarrassingly behind on reading their old posts.

4. Students might be less excited about instructional technology than you are. (…How to get them more excited is part of the task.) Take ‘tagging,’ for example—it was harder than I might have imagined getting the ‘tagging’ to happen. Some assume that the ‘Sidekick generation’ will tag as if it were natural as breathing. Not so– every nineteen-year-old might know how to search YouTube, but they’re not all writing Facebook applications or even their own blogs. Making some class time available to teach students the rhyme and reason behind some aspects of the blog is arguably essential, and yet somehow easy to overlook.

The Com1010 Public Speaking Award Goes To...

The Com1010 Public Speaking Award Goes To...

5. Students love Pacino. As in past semesters, his speeches were cited with a remarkable frequency, rivaled only by Randy Pausch. This is perhaps not a surprise, since the first hit from googling “inspirational speech” is Pacino’s “peace by inches” monologue from Any Given Sunday, but still. City Hall has a less predictable—and arguably far better—dramatic monologue that I’m glad one of my students spread around.

I’ll end here with a question. As Luke articulated so well in his WordCampEd post, these open source technologies are blessedly DIY. But I can’t help feeling a little protective of the adjunct in this discussion– don’t adjuncts “do it themselves” enough? Can the full potential of Instructional Technology really be unleashed with the real limitations of the adjunct labor force operating in higher education? I’m in a distinctly lucky position as a dual-hatted Communications Fellow and adjunct; working with people jazzed and knowledgeable about these technologies has taught me tremendous amounts about how to use it and why. But how will Jane Q. Adjunct learn about the potential of a course blog, after tearing her hair out over Blackboard for months and missing the departmental meeting that announced a later workshop about blogs, all time she’s not paid for? How will Jane Q. Adjunct get excited about the potential of these tools, and why will she motivate to prioritize the time required to integrate them thoughtfully and productively in her course?

Give or Take a Few Hundred Billion

I recently came across a particularly glaring plagiarism that highlighted the goofy (and troubling) game of telephone that can happen to information as it circulates through the web. I’ll call the student Cac. It didn’t take me long to diagnose Cac’s speech outline as an out-and-out plagiarism. It was a shoddy piece of work all around—supposedly an outline for a Persuasive Speech about Plastic Bag Recycling, Cac had left out the requisite Topic, Central Idea, and Specific Purpose Statement that belongs at the top of each outline. Cac also neglected to shove his stolen text into a speech outline format—it was laid out in bullet points, obviously ripped from an advocacy website’s FAQ.

Suspicious, I pulled out a short phrase and googled it: “about 2.5 billion plastic shopping bags.” The first hit did the trick. Cac had copy-pasted the entire script, complete with headings—“Facts about Plastic Bags,” “What We Can Do,” “Benefits of Using Reusable Bags.” But did Cac realize, I immediately wondered, that he was plagiarizing from the National Environmental Agency of Singapore?

But I soon wondered which website Cac had ripped this info from; my search for this “about 2.5 billion plastic bags” factoid revealed the same info on many, many sites. Some were repeating it in the context of Singapore (which it no doubt belongs in, given that one of the facts relates to landfills in that country), but many weren’t. The first example I found drew conclusions about Malaysia’s plastic bag usage based on Singapore’s. No biggie. But then I saw a website for RV-lovers based in Canada that used the very same stat for Canada’s plastic shopping bag usage. And Todaysparent.com claimed that “Ontarians alone” used 2.5 billion shopping bags yearly. Even the city of Alexandria, Virginia employed the same stat for justification of their Environmental Action Plan, although in their usage it was unclear who used that many, just that they were used. An online Pakistani daily newspaper listed almost all of the very same “facts about plastic bags,” and they made the 2.5 billion stat sound as though it was global, not national. Even an American company peddling reusable bags used this fact, suggesting that it was the U.S. that used 2.5 billion plastic shopping bags.

I could go on.

Doing some quick Internet research of my own pulled up figures for U.S. yearly plastic bag usage between 100 billion and 380 billion—even more stunning numbers than the 2.5 billion Cac was so impressed by. (And the global annual figure seems to be closer to 1 trillion. If my sources are to be believed.) False information on the web isn’t much of a newsflash, but this incident quickly became less about plagiarism for me (a separate issue) and more about the minefield of Google when used by students for (legit, non-plagiarized) research. Sure, 2.5 billion is a persuasive number any way you slice it, and it’s being employed to make the same argument each time: plastic bags are bad, and we use an awful lot of them.

Somewhere In The World

Somewhere In The World

But each of these filchers was too careless to put the stats in context, or to read closely enough to figure out exactly what the stat was referring to. It calls to mind Jeff Jarvis’s question (referencing Nicholas Carr) at the recent Symposium: does Google make us stupid? (And another of one of his questions: how do we structure the information that we have?) The breaking down of media orthodoxies through Jarvis’s “conversation as content” model perhaps works best when it relates to an individual journalist/blogger taking corrections and comments from a diverse and vibrant peanut gallery, but there’s easily 2.5 billion cases of downright incorrect information streaking across the web, posted on sites without external or internal fact-checkers.

Here’s Lookin At You, Kid…or Not.

[youtube]http://www.youtube.com/watch?v=WRAcZ2rTGPg&feature=related[/youtube]

I love this quirky little how-to clip, mostly because the audio doesn’t match up to the video, making poor Leila look like she needs her own mandated visit to the house of corrections. But I can relate to Leila and her message, and I’m willing to admit that I stumbled upon this video in a moment of desperation, when I was brainstorming different approaches to this question of encouraging solid eye contact in oral communicating.

As most of us have probably discovered by now, when we’re providing feedback on speeches, merely repeating “you need to make more eye contact” doesn’t do the trick. (And really, why should it?) Most of the speakers we work with know full well that eye contact is something they should shoot for—they’ve seen this on speech evaluation forms and read about it dutifully in their Intro to Public Speaking class way back when. But if they commit this same “offense” in every presentation they make—staring at the PP screen, or at the floor, or at their hands, or note cards—when does the practice actually come in?

And, just as importantly, how do we invigorate our own approach to this thorny delivery snag? Some days, “make more eye contact” becomes the easy go-to, that dull phrase you know you’ll probably say before the student even begins. But isn’t commenting on eye contact just another way of saying that they didn’t make a connection with their audience? If we wanted to get all Eckhart Tolle on this post, we could extend it into the idea of being fully present (which has plenty of resonances in actor training). We all know how magical it can be when someone gives really great eye—that mixture of confidence, care, and connection– but how is it best learned?

I’ve tried a few new things in my recent quest to investigate the power of the Connecting Eyes. In the classroom, I’ve become more emboldened to push away the chairs and try out some of the better eye contact exercises that I know of, forcing people to get used to going eyeball-to-eyeball. Some of these exercises transform the room into a sort of communications gym class, which is a little hard to get used to, but not a bad thing at all. Does this have more successful outcomes in student performance? Hard to tell, exactly. But it certainly increases comfort and community among the students.

And during my BPL sessions with student groups, I’ve changed my approach. Instead of allowing the students to run through their entire presentations before I provide my feedback, I now occasionally stop them mid-stream, prompting them to re-do an entire section, this time focusing on, say, sustained eye contact. I know some of you out there have run your practice sessions like this for quite a while, but I’m just now catching on to its real benefits. I had been skeptical of the logic of isolating one element and potentially distracting the speaker with it, but I’m now thinking of these sessions as true rehearsals; if they can’t “run through” their work multiple times, what are the chances that a pattern of poor delivery will be broken?

Rachel Maddow’s Intelligent Glamour

rachelmaddow1I almost choked on my Sunday morning pancakes when I read Daphne Merkin’s recent piece on Rachel Maddow’s “Lesbian Glamour” in the New York Times Style section. Aside from a score of other issues I have with this article (probably best for a different blog), Merkin seemed to miss, I think, one of the more interesting aspects of Rachel Maddow’s popularity, especially for people interested in communications.

Putting aside Merkin’s bizarre summary of the history of gay male sexuality, or her weird analogy between lesbians and wallflowers, the article trades in the worst kind of stereotypes by attempting to provide a sort of taxonomy of lesbian cultural icons, from “lipstick lesbians” to “unstylish dykes” (trotting out poor Gertrude Stein and Fran Leibovitz!). As evidence she offers up the testimonials of an anonymous gay friend of hers and a celebrity hairstylist who decides that the only “giveaway” to Maddow is her haircut. Oy.

By blathering on about pantsuits and Converse sneakers, Merkin misses the point. Maddow is a thrilling arrival on the scene when it comes to the representation of gay Americans in the media in part because her politics, intelligence, and rhetorical swagger have culled her a fan base that feels linked and deeply relevant to the last election and new administration. I don’t always agree with Maddow when I tune in, but it’s hard to deny that she was a particularly well-timed breath of fresh air, and is an idea machine and nuanced policy wonk as well as a strong debater: she’s got the politics, the policy, and the mic. None of that seems to hold much weight with Merkin; the photo that was published alongside the article was telling– her mouth is photoshopped out, leaving just the “giveaway” hair and glasses.

I know; this is the Style section, so maybe it’s ridiculous to expect an article about Maddow that thoughtfully analyzes how a former AIDS activist and Rhodes scholar manages to sell herself and her ideas to more 25- to 54-year-olds during the 9pm cable slot than Larry King Live. But if we’re sticking with style, Maddow herself has made some interesting comments about how she’s had to change her appearance to get TV-ready, from ditching her glasses for contacts to needing to dress up “like an assistant principal in order to meet the minimum dress code.” And, besides all that, as we suggest to our students, style is just one element of oral communications that’s worth analyzing; isolating one presentational quality and evaluating it in a vacuum is pointless if trying to snap a bigger picture…but then, well, I guess that wasn’t really wasn’t the point, was it?

This is Your Brain on YouTube

I recently stumbled upon the work of Alexandra Juhasz, a media studies professor and “femi-digi practitioner.” While her writings on activist video interested me from the get-go, her blog persona, MP:me, has some interesting things to say about media theory and pedagogy, and more than a few choice words for the “leprous” stuff of YouTube. Knowing the incredible fervor with which our students race to imbibe pretty much anything they see on YouTube, the experiments she and her students engage in when analyzing YouTube were intriguing.

Speaking of which, I happened to meet someone the other day who works for iCue, which has thousands of video clips, news archives, and, by extension, sample speeches. I felt a little embarrassed that I’d never found it myself, since I regularly use YouTube for on-the-fly speech sample videos in class– and even specific assignments– and thereby end up modeling this YouTube over-reliance for my students. Finding a range of high quality sites for video content is something I would like to make one of my New Year’s resolutions, rather than acting surprised when students head to Youtube as the first and last stop for any kind of video content.

MP:me recently put out a call requesting help in her search for what she calls “productive fake docs” on YouTube. Maybe you’re more familiar than me with this sub-genre? The deadline for contributions is January:
[youtube]http://www.youtube.com/watch?v=XJSCS_KxYAk[/youtube]

Continuously Communicating

Imagine a nanny texting her young ward in the next room to ask, “Juice or Milk?” Imagine a young girl awakened in the middle of the night by her father’s video-chat invitation from Mumbai. Imagine a young man so isolated that the idea of being in the same city as his girlfriend is considered too much commitment. Shocked yet?

Probably not. Still, these are some of the tidbits from our wacky wired world that take center stage in Continuous City, a recent multimedia piece at the Brooklyn Academy of Music created by the tech-savvy Builder’s Association. According to its marketing tagline, the play “explores our accelerated relationships in a sprawling multimedia world.” J.V. (Rizwan Mirza) is an internet entrepreneur trying to strike it big with a new social networking tool, XUBU, by tapping into markets in expanding cities around the globe. He has enlisted Mike (Harry Sinclair), an urban anthropologist, to trot from metropolis to metropolis, attempting to drum up financial and popular support for this revolutionary (and potentially lucrative) new tool. At home in the states, Mike’s daughter Sam (Olivia Timothee) grows distant and depressed while her nanny Deb (Moe Angelos) works on her new video-blog. Poor Mike begins unraveling as the stress of travel and distance from Sam begins to gnaw away at his faith in the power of the product. (Perhaps not surprisingly, the director’s note mentions both Italo Calvino’s “Invisible Cities” and Mike Davis’ “Slum Cities” as inspirations for the piece.) Here’s the trailer:

[youtube]http://www.youtube.com/watch?v=HISxK5Pr_ok[/youtube]

In theory, there seemed to be a lot in this performance that would be of interest to students of communication, which is why I brought my COM 1010 class to see it. And the play earnestly tries to raise questions about our faith in digital communication (particularly in connecting “global cities”) and its limits. There are two conventional stage spaces (depicting the Xubu office space as well as Sam’s bedroom), and, thanks to a dizzying array of video screens, we jump between cities with a pace that would probably wear out even Bill Clinton.

Within this media mess, some genuinely fun innovating goes down: J.V.’s videochats with his family are actually live and unrehearsed videochats with the actor’s family members, and the video blogging done by Deb changes with every city the show tours. Perhaps coolest of all, there’s a phony website for Xubu.cc where anyone can record a message that might be used in the show as an example of Xubu.

My students were unexcited by the prospect of recording their own Xubu video messages, and they claimed to be confused by the frenetic non-linearity of the performance. They seemed to be more attracted to the slickness of its screens than anything else, and at one point during the show I turned around to find two of them sharing i-pod buds; a strange confirmation that perhaps some of the themes of the play both resonated and didn’t.

It is true that, as my friend put it, some of the conceits behind Continuous City felt a tad cliché (“We can’t communicate! Or remember our daughter’s birthday!”), even while it would seem that this is a company on the cutting edge of exploring the uses of this technology in performance. All of the miscommunication seemed to fudge up the rhythm of the dialogue in a way that was more distracting than anything else— the frustration that motivates many of us to just hang up on someone when we have a really bad connection is the way I would explain the emotional response that the play elicited in me. As an audience member, watching other people unsuccessfully multitask or attempt to navigate the impossibilities of time zone coordination tended to alienate more often than engage.

Along with all of this, Continuous City also allowed me reflect a bit on my own relationship to video chatting, as I’ve very recently become acquainted with this weird plane. While it of course hasn’t been a perfect experience, it’s made a tough long-distance communication situation better, not worse. (I couldn’t help wondering if Mike would have been a crappy father even if he lived in the same city as the neglected Sam.) Trying to sustain a meaningful conversation over video chat can be strange and self-conscious; at one moment it feels like an invaluable alternative to the tinny-ness of cellphone, and at others it feels boring and fractured.

For all its benefits, my v-chat experiences have also made me dubious about people actually doing business over this thing, which was also exposed in J.V.’s frantic video-conferencing; video chatting seemed to reveal itself as a horrible way to try to be productive and/or efficient. It didn’t surprise me to see that the video chatting done by the characters in the play was most successful during the simple moments of visual playfulness—like when Mike puts his computer camera on the grass in a park and plays virtual hide-and-go-seek with Sam. In its current incarnation, it often feels like a blessedly unproductive medium somehow, maybe because it creates intimacy by forcing you to sit down and focus on someone (on a screen) in an engaged, patient way; there’s no masking of any other activities, and, most of all, you need to really work to catch the freaky rhythms of the conversation. All of which, of course, we don’t necessarily manage to do even when we happen to be sharing time zones.

I’m Sooooo Q

Communication is not exactly the MTA’s forte. Between their signature garbled announcements (what’s the next stop?) to the impossibility of communicating across the vast gulf between the MTA booth worker and the puzzled tourist yelling helplessly at the glass, when they do communicate something (anything!) well, it’s cause for some serious celebration. Even the notoriously goofy advertisements on the trains (Dr. Zizmore joke, anyone?) serve as continual reminders of botched opportunities to reach the diverse train-riding audience while making substantial revenue– how many times have you seen empty ad space on our broken-down subway cars?

To make matters worse, the MTA has also been slightly slow on the uptake when it comes to wielding technology to the best of their advantage, which is why it’s perhaps no surprise that their latest stab—the new digital screens in some updated subway cars—already seem to be malfunctioning perfectly (according to my own admittedly informal survey of new train cars, that is).

And which is also why it’s interesting that something so simple manages to communicate so much: the train lines & representative letters themselves have incredible expressive power for many New Yawkers. Initially, when someone forwarded me the recent article in the Observer about the perceived changing desirability of certain train lines, I had to let out a small groan; anyone who’s interested in the brand-ification of NY neighborhoods has seen and been frustrated by this kind of article before– a few random quotes from random folks strung together to try to create a coherent snapshot of a neighborhood in supposedly wild flux.

The biggest problem I see with most of these articles is that their discussion of New York history seems to cover on average about three years, give or take a few months. As some irate comments to the article noted, New Yorkers who can recall when the Q wasn’t the Q or the R wasn’t the R look upon this obsession with particular train lines with bemusement. I grew up listening to my parents refer to subway lines by their old-school avenues, which I always found odd-sounding: “Did you take the IRT there?” “Doesn’t the 7th Avenue line stop there?” (Whaaa?) The Observer article engages in its own short-sighted historicism, looking all the way back to the roaring ‘00s to declare the Q the new L; eh?

I wonder if coveting a Chosen Train Line with static, starry-eyed love serves to cut down on the level of advocacy for better and more functioning trains across the board, or if it instead creates a neighbor more rooted in and concerned about where they live. The urge to want a transportation arrangement that is convenient, safe, and reliable is natural, but there seems to be something else at play here. What is it about the process of attributing status to certain subway letters/lines that feels like another lame fetish of the me-me-me-and-also-me generation?

I’ve sat through numerous student presentations (often by international students) who are shocked to discover upon arriving that our subway system looks like the old, neglected bohemoth that it is. A comparative analysis of the Hong Kong subway system, say, or the St. Petersburg subway, versus ours, is an embarrassing enterprise to be sure. I have the impulse to be protective of our train stations, to defend the long history that has made them what they are, and yet there’s something in the logic of these presentations that I can’t argue with. I sat in a shiny new Q car the other day, and couldn’t stop staring up at the broken screen above me that was promising that 34th Street would be the next stop– after we had already past 34th Street twenty minutes before and were hurtling towards Coney Island. Indeed, the MTA has given the very fabulous Q very fabulous new train cars and yet still can’t figure out where we’re headed.

Google Burn-out as Occupational Hazard

While imbibing Lorna Hutson’s introduction to Ben Jonson’s collected plays, I was intrigued by this passage about the thematic and stylistic differences between Shakespeare and Jonson:

“In fact, Jonson has a complex sense of human psychology, but his interest as a dramatist lies more in the psychology of habitual behavior than behavior in the transitional moments of life crisis for which Shakespeare’s plays are often metaphors. He is also interested in the way that human desires, anxieties and creative energies are affected by the material conditions of their communication.”

Jonson’s interest in these material conditions birthed some good stuff, like Epicoene, a play in which the character “Morose” develops a nervous reaction to the noise and congestion of London; he double-lines his walls, insulates his windows, seeks a silent wife, and even plans a silent wedding. While reading Morose’s comic antics, I was reminded of a recent posting on the blog Burnt Out Adjunct, who writes about the ‘Research = Google’ phenomenon that’s pitting frustrated professors against usually-clueless students in universities across the country. (World?) Maybe it’s all in a name, but suddenly, the familiar plight of poor Burnt Out seemed to strangely echo the desperate shutting-out attempts of Morose.

“Contemporary students come to college with a different set of expectations than they did even ten years ago,” Burnt Out notes. “These students are not agog at the level and breadth of information available to them. Rather, they expect to be able to, within a few key strokes, to gain access to whatever information they seek.” Cut to cranky professors trying to hold their research high ground, sputtering “but…but…” while the well-meaning libraries scramble to catalog information in new and easier and more searchable ways that do everything but deliver e-journals to students with a side of fries and a coke.

Perhaps for many of us though—especially those of us still in the slow drip of a doctoral program—both sides of the battlefield make sense. Sure, we grew up with Atari and eventually graduated to SuperNintendo, but many of us went to school before there was a computer in every classroom, and attended undergrad right around the time that card catalogs were transforming into still-lifes in the hallowed halls of our libraries. We know what Burnt Out knows—that “the Net does not cast the skein that one might assume.” And so while I’ve plenty of times found myself “just checking” the exact date of which Dumas was which on Wikipedia, I’m still made uncomfortable by a student relying on it as one of their sources for a speech or paper. (And it’s very easy to somehow dump on Wikipedia first; wisegeek.com and answers.com seem to be just as popular these days, and there are of course plenty others.) If only it were as simple as the use of pure plagiarism sites like dreamessays.com, but those kinds of offenses are the most easily detected and argued against.

Earning his moniker, Burnt Out ends his posting on a negative note: “So, committees will form, grants will be given and studies will recommend that individual professors seek to imbue a research skill-set into their objectives. And without a standard (either a collective standard (MLA) or an organizational approach (ie Google)), the Natives and the Profs will continue to lament just how odd, lazy, out-of-touch, etc. the other is.” I’m not ready to feel quite so despairing—perhaps because I think that imbuing a research skill-set can go a long way, depending on its implementation— but also because I’m somewhat wary that a collective standard issued by MLA will really connect to the heart of the problem (especially given the reality of the student population found at so many large universities, which seems to prohibit a one-size-fits-all approach from the get-go). And also because I wonder what the point of frowning in the face of the coming tide will really accomplish.

It raises an interesting question, to be sure: what part of the problem is just plain ol’ insistence on things being as we were taught? And how can we embrace the challenge of defending why an article on Walt Disney from the Journal of Popular Culture is preferred (and required) over one from Wikipedia? How do we rise to the task of communicating these reasons to our students in innovative and effective ways, rather than just putting a big “X” through wisegeek.com in their Bibliography? After all, as much as Morose tries escaping the noise, he’s the one who ends up looking like an absurd old man and unsympathetic spoiler—easily polarizing characterizations that risk getting in the way of communication most of all.