September 5, 2006

Discussion Outline: Hypermedia--Right vs. Left Brain

 

The first or some subsequent posting student who uses the word "willing" is selected to identify and organize key themes and dialectics in the posted journals and comments

The selected student then outlines on paper his/her plan for the discussion (an outline to be turned in at the end of class) and leads the class in an organized discussion of the topics and readings assigned for that day. The leader focuses on how the Discussion Board entries and readings relate to each other and to the themes of the course throughout the semester (earning up to fifteen points). The discussion leader's goals are to (1) facilitate a productive and comprehensive discussion involving as many students as possible; (2) keep the discussion focused on assigned readings; (3) "connect" the readings to each other and to our other themes for this and the previous semester (hammer our thoughts about the readings into unity).

When the leader calls on someone to speak, the leader is expected to ask, (1) "what quote do you have for us to consider?" (2) Then the leader asks for the page and location on the page of the quote. (3) Then the leader asks for a summary of the context of the quote. (In both the initial Discussion Board entry and in the ensuing class discussion it is crucial to demonstrate close reading, especially getting the context of quotes correctly: otherwise the quotes do not count and the speaker may make egregious errors.)) (4) Finally, the leader asks the student to "perform" a good chunk of the material that contains the quote.

When abstractions are introduced, the leader is expected to ask for definitions and examples immediately. (Students who introduce abstractions should be prepared to supply definitions and examples.)

The leader will try to include everyone in the class. After those with their hands up have all spoken once, instead of calling on them again, the leader will call upon one of those who have not raised their hands and ask that person to summarize the discussion so far. (They will lose points if they can not do so.) The leader can then call on more of those who have not participated or alternate between them and those who have already spoken once or ........

 

 

THEMES:

-hammer your thoughts into unity—unifying physical world and human mind

-literature has staying power that is irreplaceable

-hypermedia enhances the learning experience to encompass multiple aspecrs of the brain

-hypermedia goes with the flow of changing times, as we progress into the technological age

-hypermedia is essential to include all types of students and learners

-printed text must not be abandoned, as it brings the reader into another world

-printed text is still necessary to exercise left brain

-to give students the most complete education, it must include both printed text and hypermedia to balance

-life is about moderation—turn to eastern religions for guidance: Buddhism, Taoism, Hinduism

-Discovery of another form of learning/method of instruction/how our own brains might transform—hypermedia is active learning, exploring the world outside of us to unify our inner selves/brains—a way of knowing another part of our bodies: the brain

Our goal is to maximize our potential by cultivating both sides of our brains, developing all our multiple intelligences, via guided imagery, sympathetic imagination

-“connect ourselves with the outside world, not just ourselves and the literature”

 

I.                    Introduction—Hypermedia is a way to achieve the goals of this course

A.     Discovery

1.      Discovery of another form of learning/method of instruction/how our own brains might transform

2.      hypermedia is active learning, exploring the world outside of us to unify our inner selves/brains

3.      a way to understand one aspect of our bodies: the brain

B.     Realize that which is bigger than ourselves

1.      Accomplishes goal to “maximize our potential by cultivating both sides of our brains, developing our multiple intelligences:

2.      A way to “connect ourselves with the outside world, not just ourselves and the literature”

II.                 Discuss article

A.     Left vs. Right Brain Dualisms:

1.      Head vs. heart

2.      Reason vs. emotion

3.      Verbal vs. nonverbal knowing

4.      Logic vs. intuition

5.      Linear vs. holistic thinking

6.      Analysis vs. synthesis

B.     Article: two polar opposite points of view, with one moderate

1.      Humanist Puritans: Postman, Healy, Kernan, and Bickerts

a)      Against hypermedia; champion the “great revolution in education, from an oral culture to the age of writing and the alphabet” or the printed word (Postman, #5)

2.      Hypermedia Heralds: Lanham and Bolter

a)      Advocate progression into the future of the electronic age that “reflects the mind as a web of verbal and visual elements in a conceptual space” in which the brain “learns to process language, spoken and written, and how it mixes its inputs of sound and visual image” (Bolter, Lanham, #7)

3.      Rationalist Puritans: University professors and social or natural scientists who desire to “preserve the rationalist structure of education” and advocate rational teacher that primarily encompasses the left side of the brain (Bump, #14, #17)

C.     Discussion question: what will/should the future of education hold?

III.               Themes

A.     “Hammer your thoughts into unity”

1.      Unify both our physical world and the human mind

2.      Hypermedia unifies right and left brain, rather than isolating them

B.     Literature has irreplaceable staying power

1.      Hypermedia produces sense of detachment—the tangible is often a source of comfort (Mary Dauterman, Megan Gilbert)

2.      Ability to become entirely absorbed in another world through experience if physical interaction (Rachel Mueller, Margaret Sanders)

3.      Physical preservation of history through the ages

C.     Hypermedia augments a lazy, convenient lifestyle

1.      Instead of making use of multiple sources of learning and activity, everything is all in one place (Chetna Pande, Megan Gilbert)

2.      Leads to contentment, rather than growth (Pallavi Shankar, Megan Gilbert)

D.     Hypermedia enhances the learning experience to incorporate multiple aspects of the brain

1.      Strengthens intelligences necessary for life through visual, analytical, logical, kinesthetic, auditory means (Amanda Jones)

2.      Encourages emotional maturity; emotional and humanistic implications (Bump, Emily Beck)

3.      To continue progression, we should abandon the separation of right and left brain, and master the entire brain (Liz Wong)

E.      Hypermedia is essential for inclusion of all types of learners

1.      Invites a wider audience to participate (James Barry, Bump)

2.      As scientists and psychologists realize that every brain functions differently, hypermedia creates a means to appeal to a broader scope of students

3.      Through appealing to numerous senses, more likely to become engrained within more people (Garrison Taylor, Mauro Caffarelli)

F.      Hypermedia concurs with changing times

1.      As society progresses into the future, so too, does the method of education, concurrently

2.      “Goes with the flow” of society’s progression (Law tsai)

3.      Hypermedia is something we must learn to accommodate instead of inhibit because that's interfering with societal progress

G.     The written word and hypermedia are both necessary in education

1.      To provide students with the most beneficial education, they must progress into the future, whilst also identifying with the past

2.      Progression requires growth from the foundation that brought us to this point (Amanda Jones)

3.      We must simultaneously must make room for advancement while preserving the old

H.     The most beneficial education is to balance literature with hypermedia

1.      Most understand the value of integrating hypermedia into our system of education while still maintaining a balance between the left and right brain and between the virtual and the concrete (Margaret Sanders, Ashley Powell)

2.      Eastern religions—Buddhism: “Everything in moderation”

3.      Life is about balance

 

IV.              Discussion—let the class lead the direction

V.                 Conclusion

A.     “hammer your thoughts into unity”

1.      First step to connect our thoughts, it to connect our brains from the outside, in

2.      Discover ourselves (or another part of ourselves) in the process