Thanks, Hugh. Interesting stuff. Here is another article that lays out some of the critiques being offered up by many archaeologists: http://news.nationalgeographic.com/2017/04/mastodons-americas-peopling-migrations-archaeology-science/
Meaghan Peuramaki-Brown yesterday
Yes, thanks Hugh. The peopling of North America continues to be an interesting and contentious subject! Students of North American prehistory might want to think about the following questions: how big is the sample size, is the material found in good archaeological context, what types of dating methods are used and are the dates reliable? Can the data support their claims? It is always good practice to balance being open-minded with healthy skepticism.
Vandy Bowyer yesterday
As a first-year writing teacher, I started to believe that students were better off learning to do the kind of writing they needed for their other classes, so we would work on discipline-specific papers, which went pretty well.
This was the best thing that I learned as a teaching assistant, though, and I liked to pass it on to my students: A study was done showing that when grappling with new ideas, learners' writing tended to get considerably worse before making a quantum leap to better. So poor writing can be a sign of growth. Part of the discovery process.
Mary Pringle April 26, 2017 - 3:52pm
Your words echo my own experience with our version of the Landing, called Pace Commons.
Although the Landing is often used for teaching purposes, it deliberately avoids things like institutional roles, and deliberately blurs such distinctions when its users make use of them (eg. when they create course groups). It can be quite confusing for students expecting a guided space and top-down structure, and annoying if you are a teacher trying to control the learning space to behave that way, but that's simply not how it is designed to work. The Landing is a learning space, where everyone is a teacher, not an institutional teaching space where the role is reserved for a few.
I am hoping that the community feeling more comfortable (or at least more inclined to participate) in this learning space.
Gerald Ardito April 26, 2017 - 9:27am
Years ago as a teaching assistant in composition, I did an experiment on reading comprehension by asking students to read and outline a specific article. It was not particularly difficult to understand although it presented information that would be new for them. My students generally did not pick up what were to me obvious structural indicators of main points. Instead, they focused on information that was familiar to them, especially if it had some emotional connection, and would identify that as the main point of the article. So my conclusion is that higher-level reading skills (basically discourse analysis) need to be taught for many or maybe most postsecondary learners.
Mary Pringle April 20, 2017 - 10:48am
I agree about requiring a course in discourse (or content) analysis. When I was working on my BA (English) in English, I took a stylistics course (which was taught by a linguist). I don't think that I have ever deconstructed the English language with such intensity as I did in that course. She had us counting the number of adverbial phrases, the number of negatives used in a single page of a novel (I choose Faulkner's The Sound and the Fury). Some students found it a very clinical approach, I thought it was fascinating.
I remember an undergraduate anthropology (sort of a mix of sociobiology, ethology, and biological anthropology) course in which students were asked to analyse scientific articles on a particular subject (generally related to animal behaviour (sometimes human, primate)), not necessarily in the discipline of anthropology, e.g. kin selection in ground squirrels. It really taught me to read closely, carefully and critically. Because the articles (which the students chose, based on certain parameters) were not in the discipline I was studying and because we were limited to a single-spaced page in which to summarize and critique the article.
Sandra Law April 20, 2017 - 11:05am
Finally! Fixed the link problem. I'm still not overly impressed with the ability to either embed content or have a player on the page.
Jesse Nesvold April 25, 2017 - 7:28pm
Funny enough, I saw your two other videos about telnet, but I can't watch the video link in the first post; I get a "DNS" error, which is ironic given our topic.
Ilia Koulikov April 26, 2017 - 6:02pm
I just commented on your other post, before you could get the videos working. I'm glad you got them, though. Your first video is useful and I'll reference it in my own work for sure, when I get to using telnet because I'm also running windows 10. What I found amusing was that you were using the NIST time servers for your example. I actually had to write a NIST timestamp - fetching program in Java a couple of years back using network connections and multithreading =). In my own blogs, I've written about how I feel like I messed it all up, in retrospect. I hadn't had the benefit of the knowledge this course has given me already (and will no doubt continue to give me).
Your second video was also quite useful. I've never used telnet extensively, but it is nice to know that even backspacing would ruin the beginning of what I've already typed due to "illegal characters," which I suppose makes sense. If you hadn't explicitly mentioned it, I would've been very very confused indeed by this error message. Despite programming for over four years, I still make typing mistakes all the time and I'm a regular backspacer =). Thanks for your committment!
Ilia Koulikov April 24, 2017 - 6:04am