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superlauren
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posted on 7-25-04 at 11:29 PM
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distance 570
is anyone else in this class?
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Boomboom
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posted on 7-26-04 at 02:09 AM
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I am, I am!
Do I get a prize other than reading that wicked booooooring book?
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superlauren
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posted on 7-26-04 at 09:18 PM
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you get to talk to me about it! yay!
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superlauren
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posted on 8-5-04 at 06:13 PM
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i am really struggling with this paper.
i am really struggling with everything this term.
i seem to have forgotten how to write a paper - i can't figure out where to start.
how is yours going?
do you hate it, too?
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Boomboom
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posted on 8-5-04 at 06:31 PM
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I'm totally hating this class. I thought that I would be down with the distance format, but I'm finding it hard to get motivated. The
first paper is short so I'm not too worried about it but I have let myself get totally behind in the class so it's been a constant
uphill struggle.
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athena_jane
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posted on 8-5-04 at 06:40 PM
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Here's a question. I was told by my advisor this week that all core classes must be taken in your cohort, i.e. that if you are a day student you
must take your core classes during the day, distance for distance, etc. (this has become a problem for me for next year) If this is the case, how
did folks get to take 570 distance this quarter? I was told that to take 570 in the evening or distance I would have to fill out some big petition
and that there was no guarantee they would agree to it.
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Cricket
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posted on 8-5-04 at 07:23 PM
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The requirement to take your core courses in your program (e.g. day instead of evening or distance) is not applicable during the summer. I don't
know why and I don't know how I found out... but I'm taking 560 in distance mode with full approval from my advisor. It sucks that nobody
told you... 
| Quote: | Originally posted by athena_jane
Here's a question. I was told by my advisor this week that all core classes must be taken in your cohort, i.e. that if you are a day student you
must take your core classes during the day, distance for distance, etc. (this has become a problem for me for next year) If this is the case, how
did folks get to take 570 distance this quarter? I was told that to take 570 in the evening or distance I would have to fill out some big petition
and that there was no guarantee they would agree to it. |
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superlauren
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posted on 8-5-04 at 07:23 PM
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oh, boomboom, i'm so happy to hear you say that. that's exactly where i am with this. i can't bring myself to care so i have no
motivation and it's just awful.
athena_jane, i think they have recently changed that rule. i also think it might be different in the summer. if it's the only way for you to get
a core and graduate on time, they will let you in. or they'd better, if they want to prevent total mutiny.
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athena_jane
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posted on 8-5-04 at 07:31 PM
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| Quote: | Originally posted by superlauren
athena_jane, i think they have recently changed that rule. i also think it might be different in the summer. if it's the only way for you to get
a core and graduate on time, they will let you in. or they'd better, if they want to prevent total mutiny. |
Thanks. I get so frustrated that there seems to be so much changing or hidden information that directly impacts our education. I had asked in
Spring whether one could take distance or evening classes if there was room and was told 'yes', so I wasn't worried. (my situation has
changed recently so that I have to work full time next year) I would have taken 570 and 580 this summer if I had known...arghh..
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TechnoGrrl
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posted on 8-6-04 at 02:18 AM
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Comments from a Distance Student
It was pointed out to me that I might post here and let you all know that LIS570 as it's being taught this summer is the worst distance course
I've taken to date. In some ways, that's not saying alot because I have been extremely happy with the content and manner of most if not all
the courses I've taken so far (I'm halfway through through the program).
The problems as I see them:
1) No real lectures. I've never had a course from the UW where voice-over powerpoint slides were not part of the course and for the most part, a
valuable ADDITION to the course and not just a summary of the assigned text.
2) Organization. As an experienced distance student you know it's bad if I'm worried I'm missing something (where did that Peer Review
thing slip in and why wasn't it on the assignments page).
I cringe everytime I think of the day students taking this course and thinking that this is the level of education I'm receiving. I assure you ,
that this course does not compare to the rest of the courses I've taken.
BTW, day students CAN get into core courses taught in distance mode though I'm not sure what the exact procedure is. There were two or more day
or evening students in 540 and one in 530 during spring term.
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superlauren
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posted on 8-6-04 at 04:11 AM
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yay, this all makes me feel even better ...
but it does not, unfortunately, start my paper for me.
i am full of misery.
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susansbeeswax
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posted on 8-6-04 at 05:20 AM
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Gonna back up Techno here... we were bemoaning the impression y'all must be getting of the distance program this summer a couple days ago. Not
that I'm in this class, but I have to say that the summer classes are just not the same as the ones during the year for a variety of reasons, and
pretty please don't base your idea of what kind of distance education we're all getting the rest of the year based on what you're
seeing this summer because they just aren't representative...
I can't speak for 570, but in 580 & 560, the forums just haven't been the same. 580's forums were closer to approximating the kind of
interaction we typically have. 560 not so much, but I like the instructor so far, even if the discussions haven't really taken off. It's a
different medium than F2F classroom stuff, for sure...
I'd say during the rest of the year, the forums are more like logging in here, except with a specific focus -- you get to know everyone's
"voice" and talk about the assignments... The flow of discussion seems a lot more like it flows here rather than what I've seen in the class
forums, for whatever reason this summer. I'm thinking heat & everyone functioning on academic burnout (or is that just me?).
Sorry I can't help with the paper. That is teh suck. Speaking of which, it's time for me to start the next stage of my 560 papers...
Weee. Hoo.
"Do not forget. Remember and warn"
-- Plaque fixed to the hollow shell of Sarajevo's National Library
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The Reverend
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posted on 8-6-04 at 07:21 AM
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It seems fairly criminal that core fucking courses or, really, anything approximating serious study a) are being taught in the insanely
abbreviated summer term and b) are in such a state of wanktasia.
Summer ought to be for fun electives.
It seems even more criminal that 570 as it is now is being passed off as "we are teaching you how to research".
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TechnoGrrl
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posted on 8-6-04 at 01:11 PM
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On Abbreviated (Core) Classes
I have mixed feelings about the abbreviated thing. Obviously, 570 needs the full ten weeks in order to have the time to experience everything one
should in that course. So on one hand, I'm getting off easy which is kind of nice but I understand that between the instructor (ugh) and the
compressed time period, i'm not getting everything out of this class that i might.
On the other hand, taking 580 in abbreviated form was (for me) like pulling the band-aid off quickly -- the instructor was GREAT (liked her bunches)
but the much of the coursework was busy work (no, not the case study) and had little to do with the specifics of information organizations.
Additionally, I have already DONE most of what was taught in that course...
The only reason I'm taking (two core) courses in the summer is so that I can get done in June 05. I wouldn't advise anyone to do two summers
in a row.
The only reason I'm taking them in abbreviated form is because that's the only way they're offered this summer. I wouldn't
recommend that either -- I mean a full summer term is still only 8 weeks :p
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athena_jane
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posted on 8-6-04 at 03:34 PM
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| Quote: | Originally posted by TechnoGrrl
BTW, day students CAN get into core courses taught in distance mode though I'm not sure what the exact procedure is. There were two or more day
or evening students in 540 and one in 530 during spring term. |
My advisor told me it was *possible*, but most definitely not guaranteed unless you were missing that one class to graduate. So I expect in spring it
is far easier to get approved. I actually completely understand and agree that distance students should get complete priority for these classes, I
just wish that the policy had been better clarified and that the info that none of this seems to apply during summer was communicated.
My advisor taught the abbreviated 580 this summer and mentioned to me this week that she really didn't think it worked for the class although
she did the best she could.
I wonder how many instructors really really think about how to best teach a class in distance format? I would expect that to make a big
difference. What has always worked in their in person lectures and discussions might not translate well to distance format. I would think it to be a
particular skill that requires training and attention.
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TechnoGrrl
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posted on 8-6-04 at 05:21 PM
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| Quote: | Originally posted by athena_jane
I wonder how many instructors really really think about how to best teach a class in distance format? I would expect that to make a big
difference. What has always worked in their in person lectures and discussions might not translate well to distance format. I would think it to be a
particular skill that requires training and attention. |
Some more than others, that's for sure!
What kills me is that there's already a wealth of information and examples that could be leveraged but from where I sit at the computer screen,
it doesn't appear that much training/cross-training is going on among the faculty/staff. And that's too bad...
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BossTweed
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posted on 8-6-04 at 05:30 PM
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Hallelujah to that. I did some reading on distance ed theory during the digital reference theory class (there's a lot of crossover, which
shouldn't be a surprise) and was stuck by the great variety of instruction methods, modes of delivery, etc. I get the impression that the profs
here follow a pretty set template in terms of how classes are delivered.
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TechnoGrrl
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posted on 8-7-04 at 02:13 AM
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| Quote: | Originally posted by BossTweed
I get the impression that the profs here follow a pretty set template in terms of how classes are delivered. |
Yes, this is mostly true but I'm not sure that it's a bad thing.
First, it's nice to have a standard set of tools to use (for both the professors and the students). I don't think it's desirable to
have everyone learn new tools just for the sake of new tools on top of learning the course content all the time.
Similary, having a well defined set of tools makes sense financially and support-wise as well.
However, other than the mode of delivery (texts, powerpoint lectures, and discussion forums) the classes themselves have varied quite bit regarding
the types of assignments, which, overall, I have enjoyed.
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TechnoGrrl
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posted on 8-8-04 at 06:24 PM
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| Quote: | Originally posted by superlauren
yay, this all makes me feel even better ...
but it does not, unfortunately, start my paper for me.
i am full of misery. |
Me. Too.
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Boomboom
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posted on 8-8-04 at 07:51 PM
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Paper done.
Now I must cobble together a bullshit PPT presentation of my research theme. Are you all ready to get blown away by the exciting field of content
analysis?
I have seen few professors here at the Information school use powerpoint effectively. Edward Tufte has plenty to say about
how powerpoint is geared towards the presenter, not the content or the audience. Mr. Lampson's powerpoints are fine example of the loss
of information clarity when content is shaped to fit into powerpoint's design conventions.
If you are interested I posted Tufte's paper The Cognitive Style of
PowerPoint on my student site.
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TechnoGrrl
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posted on 8-8-04 at 07:58 PM
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I couldn't agree more regarding Mr. Lampson's "presentations." The problem is, he's not presenting at all :p
For an excellent example of why not to use powerpoint, check out http://www.norvig.com/Gettysburg/
:-)
(My powerpoint is going to be short and sweet given that my paper isn't done yet :p )
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Boomboom
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posted on 8-8-04 at 08:35 PM
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Ack!!!
I wish I had thought of this earlier but we should have got everyone in the class to use the auto content wizard and the same template! That would
have been hilarious to me.
I wish I was an auto content wizard, I would poop out content everywhere I went like Johnny Appleseed...
...only with poopy content and not apples.
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TechnoGrrl
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posted on 8-8-04 at 08:49 PM
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That would have rocked!!
(I'll keep it in mind for next time because there's bound to be a next time!)
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The Reverend
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posted on 8-8-04 at 09:00 PM
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Stop the Bullets! Resist Powerpoint!
Ha.
I have the larger poster of that cover picture. I keep meaning to frame it and hang it in the iLounge.
Mr. Lampson, yes, he certainly does not add value. I did find his slides useful as summaries of the reading... which, of course, is not what
lectures are supposed be. 
Personally, though, I think PPT should only be used to display visuals which reinforce/illustrate what you are speaking and not be the presentation
itself. And, for gods' sakes, no bullet pointed lists!
Ahem... witness this fine example of presentation visuals note
that pesky text has been kept to a minimum.
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The Reverend
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posted on 8-8-04 at 09:09 PM
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...and actual notes of my talk are here, on a webpage rather then
in the stupid, context-less contact sheet of ppt slides.
...not that I have an opinion of PPT or anything.
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