{"id":190,"date":"2014-07-28T14:13:10","date_gmt":"2014-07-28T14:13:10","guid":{"rendered":"http:\/\/hets.org\/ejournal\/?p=190"},"modified":"2014-07-28T14:16:29","modified_gmt":"2014-07-28T14:16:29","slug":"best-practices-using-popular-media-for-active-learning-engaging-students-outside-of-the-classroom","status":"publish","type":"post","link":"https:\/\/hets.org\/ejournal\/best-practices-using-popular-media-for-active-learning-engaging-students-outside-of-the-classroom\/","title":{"rendered":"Best Practices: Using Popular Media for Active Learning: Engaging Students Outside of the Classroom"},"content":{"rendered":"<p align=\"center\"><span style=\"color: #000000;\">By: Prof. Jillian Abbott, MFA<br \/>\n<\/span><span style=\"color: #000000;\">Queensborough Community College (CUNY)<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p align=\"center\"><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p align=\"center\"><strong><span style=\"color: #000000;\">Best Practices: Using Popular Media for Active Learning: Engaging Students Outside of the Classroom<\/span><\/strong><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\"><strong>Abstract:\u00a0<\/strong><\/span><span style=\"color: #000000;\">Creating engaging, interactive, online learning models may be a good first step to improving classroom success and possibly student learning outcomes<\/span><span style=\"color: #000000;\">. One way this can be achieved is by using SoftChalk, an educational software program that allows teachers to create user-friendly interactive lessons delivered via any standard web browser. The lesson discussed in this paper, \u201cEminem is Not Afraid,\u201d engages students by recreating the experience of surfing the internet while guiding them through the stages of researching and writing a paper in a Freshman English composition class.<\/span><!--more--><br \/>\n<span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Teaching first year English composition, a compulsory subject\u00a0<\/span><span style=\"color: #000000;\">at<\/span><span style=\"color: #000000;\">\u00a0Queensborough Community College (QCC), can be challenging, especially when trying to engage a diverse student population with a wide range of prior educational backgrounds.\u00a0 According to QCC\u2019s Fact Book 2011\u20132012, the student population of first time freshman at QCC in fall 2011 was roughly evenly divided between Hispanic (29%), Black, Non-Hispanic (25%), Asian or Pacific Islander (24%), and White, Non-Hispanic ( 21%), with the remaining one percent made up of American Indians or native Alaskans. ( Lackner and Fichera, 2011, p. 27)\u00a0<\/span>\u00a0\u00a0Over 100 languages are spoken by this diverse student body<span style=\"color: #000000;\">\u00a0<\/span>, with, \u201c<span style=\"color: #000000;\">Over 39 percent of the fall 2011 freshmen speaking a language other than English at home.\u201d (Lackner and Fichera, 2011, p.16)<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">English 101 is a compulsory subject and one that many students would rather not take, which makes engaging them in the course content doubly demanding. Technology provides myriad opportunities to engage this population. Randy Bass, among others, believes that \u201cTechnologies can play a key role here as new digital, learning, and analytics tools now make it possible to replicate some features of high-impact activities\u00a0<em>inside<\/em>\u00a0classrooms,\u00a0\u00a0 . . . whether through the design of inquiry based learning . . .\u00a0 or redesign when and how students can engage course content.\u201d (Bass, 2012, p. 26)<\/span><\/p>\n<p>&nbsp;<\/p>\n<p class=\"Default\"><span style=\"color: #000000;\">QCC encourages faculty to incorporate the use of technology pedagogy with a number of incentivized projects such as the Student Wiki Interdisciplinary Group (SWIG), a project that forms interdisciplinary virtual learning communities which collaborate online through the Epsilen platform and ePortfolio, and the now annual eLearning Institute, which trains faculty to teach online and partially online courses. Full time and part time faculty are encouraged to attend workshops and Teaching with Technology seminars at the Center for Excellence in Teaching and Learning and the Academic Computing Center. These<\/span><span style=\"color: #000000;\">\u00a0include \u201cCreating Micro Lectures with Camtasia,\u201d Blackboard and SoftChalk.\u00a0<\/span><\/p>\n<p class=\"Default\"><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">This emphasis on technology pedagogy provided me with the opportunity to create a learning module using SoftChalk. SoftChalk is educational software that allows teachers to create user-friendly interactive web pages delivered via any standard web browser. It is easy to use, yet allows educator to access the power of the internet to create engaging lessons, quizzes and interactive learning experiences.\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<p class=\"Default\"><span style=\"color: #000000;\">Adding a technology component to a course such as EN101 not only enriches student experience but also embraces QCC\u2019s general education learning objectives, and, in particular, the objective to \u201cuse information management and technology skills effectively for academic research and lifelong learning,\u201d as stated in its Assessment Handbook. Elements of this objective include:<\/span><\/p>\n<p class=\"Default\"><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">Determine the extent of information needed for a research question, problem or issue,<br \/>\n<\/span><\/li>\n<li><span style=\"color: #000000;\">Access needed information effectively and efficiently,<br \/>\n<\/span><\/li>\n<li><span style=\"color: #000000;\">Evaluate information and its sources critically and assimilate selected information,<br \/>\n<\/span><\/li>\n<li><span style=\"color: #000000;\">Use information effectively to accomplish a specific purpose,<br \/>\n<\/span><\/li>\n<li><span style=\"color: #000000;\">Demonstrate an understanding of the economic, legal, social, and ethical issues surrounding the use of information and information technology,<br \/>\n<\/span><\/li>\n<li><span style=\"color: #000000;\">Employ technology in research and fields of interest, and<br \/>\n<\/span><\/li>\n<li><span style=\"color: #000000;\">Identify the role of technology and its impact on the individual, society and the environment. (2011<\/span><span style=\"color: #000000;\">\u00a0<\/span><span style=\"color: #000000;\">, p.<\/span><span style=\"color: #000000;\">38<\/span><span style=\"color: #000000;\">\u00a0<\/span><span style=\"color: #000000;\">)<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">Much has been made of this generation\u2019s Web prowess, with terms such as \u201cdigital native\u201d becoming so pervasive it is almost a clich\u00e9. A regular lament among faculty is that today\u2019s students won\u2019t read. Looking out at my classroom filled with students transfixed by their phones and other devises, it doesn\u2019t seem to me that young people are reading and writing less, it seems that they\u2019re reading and writing different. According to Apple development executive Jon Landis, the current generation of college students is the most prolific writing generation ever.\u00a0<\/span><span style=\"color: #000000;\">(Landis, 2011)\u00a0<\/span><span style=\"color: #000000;\">\u00a0<\/span><span style=\"color: #000000;\">However, as Dutch academic Dick Swart points out, \u201cThe Internet has created a new reading style. Today we are changing from a concentrated sustained and linear reading style into a more fragmented reading\u00a0<\/span><span style=\"color: #000000;\">style<\/span><span style=\"color: #000000;\">\u00a0<\/span><span style=\"color: #000000;\">.\u201d (Swart, 2011, p.27)<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">The challenge in the classroom then becomes: How does one engage students in the literature one wants them to read and write about?<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">There is a wide variety of skill levels, technology experience and confidence among my students; however, a love of the Internet, social media, and music unites this divergent population. This seemed fertile ground.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">The response I get when I ask students to read an essay from the text book is often the equivalent to what I might expect if I had asked them to read a passage in an unfamiliar, foreign language. I began to wonder if it was the medium itself that put them off. What if I gave my students the opportunity to read the material I wanted them to read using their preferred medium \u2013 browsing on the internet?<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 In trying to mimic this experience, I had to think through how information is uncovered on the internet. Swart refers to \u201cWILFING\u201d \u2013 What Was I Looking For, which he says \u201crefers to immersive effects on the reader.\u201d (2011, p.27) But the Internet is wide and deep and I wanted to keep my students within a certain universe of knowledge. Coincidently, around this time I took a QCC Academic Computing Center workshop on SoftChalk and realized immediately that this software had the capacity to recreate the experience of surfing the Internet, incorporating multimedia links, while containing users inside a knowledge set of my creation.<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Through my participation in High Impact Practices projects such as SWIG and because of the groundbreaking work of Dr. Jean Darcy, an Associate Professor of English at QCC and the founder of SWIG, and Dean Michele Cuomo, a founding faculty member and the person who serves as SWIG\u2019s ongoing administrative advocate, I am very aware of the learning advantage of a welcoming attitude towards the learned experience that students bring to the classroom. Awareness of the value of embracing prior student learning is by no means limited to QCC, for example, \u201cNo educator will be especially surprised to learn that success in a Web-based learning environment is heavily influenced by what the student brings to the learning situation.\u201d (Meyer, 2003, p.14)<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">The SoftChalk lesson I created is an attempt to take students by the hand and lead them through the process of reading critically, researching and writing a paper. Its success relies on the students\u2019 intrinsic love of and knowledge about how to find things out (research) on the web.\u00a0<\/span><span style=\"color: #000000;\">It combines the experiences of surfing the net, listening to music, and learning about the artist, while simultaneously deepening the experience by adding the disciplinary knowledge of English 101.\u00a0<\/span><span style=\"color: #000000;\">That disciplinary knowledge\u00a0<\/span><span style=\"color: #000000;\">includes:<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">Interpreting texts critically<br \/>\n<\/span><\/li>\n<li><span style=\"color: #000000;\">using writing to create and clarify meaning,<br \/>\n<\/span><\/li>\n<li><span style=\"color: #000000;\">applying principles of critical listening to evaluate information,<br \/>\n<\/span><\/li>\n<li><span style=\"color: #000000;\">using analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions,<br \/>\n<\/span><\/li>\n<li><span style=\"color: #000000;\">distinguishing the problem or question from a proposed solution or answer,<br \/>\n<\/span><\/li>\n<li><span style=\"color: #000000;\">differentiating between facts, assumptions, and conclusions in the formulation of a proposed solution or answer,<br \/>\n<\/span><\/li>\n<li><span style=\"color: #000000;\">evaluating the quality of evidence, and<br \/>\n<\/span><\/li>\n<li><span style=\"color: #000000;\">describing and comparing the way questions, issues, or problems are formulated within various fields of study.\u201d<\/span><span style=\"color: #000000;\">\u00a0<\/span><span style=\"color: #000000;\">\u00a0(Assessment handbook 2010 p. 28)<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">By using the internet in this way and capitalizing on the preexisting learning preferences of today\u2019s students, the lesson I created allows students to use the unique skills of the \u201cDigital natives.\u201d \u201cThere has been some research which asserts that growing up digital changes the way information is processed in the\u00a0<\/span><span style=\"color: #000000;\">brain.\u00a0<\/span><span style=\"color: #000000;\">B<\/span><span style=\"color: #000000;\">ut<\/span><span style=\"color: #000000;\">\u00a0<\/span><span style=\"color: #000000;\">, what is even more intriguing is that these students also arrive with brains that are more likely to have been shaped by very visual, rapid movement, hypertext environments.\u201d (Healy as quoted in Myer, 2003, p.15).<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/strong>The SoftChalk learning module I have created allows students to pursue knowledge and learning outside of the classroom, alone, and at his or her own pace.\u00a0<span style=\"color: #000000;\">\u201cThe Learning Paradigm frames learning holistically, recognizing that the chief agent in the process is the learner. Thus, students must be active discoverers and constructors of their own knowledge. In the Learning Paradigm, knowledge consists of frameworks or wholes that are created or constructed by the learner. Knowledge is not seen as cumulative and linear, like a wall of bricks, but as a nesting and interacting of frameworks . . . In the Learning Paradigm, learning environments and activities are learner-centered and learner controlled. They may even be &#8220;teacherless.&#8221; (Barr &amp; Tagg, 1995, p.2721). This is not to diminish the role of teacher, but rather to see that role in terms of empowering the learner, or as Barr and Tagg put it, \u201cWhile teachers will have designed the learning experiences and environments students use . . . -they need not be present for or participate in every structured learning activity.\u201d (1995, P.2721)<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The text I use in\u00a0<\/span>my English 101 classes is a collection of writings, mostly personal essays, entitled,<em>Across Cultures: A Reader for Writers,<\/em>\u00a0edited by Sheena Gillespie and Robert Becker.<strong>\u00a0\u00a0<\/strong>For the SoftChalk learning module I begin with<strong>,\u00a0<\/strong>\u201c&#8230;well if you can\u2019t hold the torch&#8230; then why pass it&#8230;,\u201d an essay by Todd Craig. (2011, pp. 410\u2013417)\u00a0 In this essay, Craig, a former JD, laments the passing of the golden age of Hip hop, the mid 1990s, and argues that Hip hop since has lost its meaning and become a litany of sex and drugs and money. (Craig, 2012, pp. 410\u2013416)\u00a0 In my classroom, we discuss this piece and compare Craig\u2019s sentiment to that of Tom Lee, author of another essay in the collection, entitled, \u201cA Timeless Classic,\u201d (2011) which, loosely speaking, argues that every era of popular culture produces a great deal of ordinary material, but that there are always those individual artists or works that rise above the ordinary and become timeless classics. (Lee, 2011, pp. 401 \u2013404)\u00a0 The class discussion then turns to Eminem\u2019s 2010 hit \u201cI\u2019m Not Afraid.\u201d This song remains popular among most students, even though some either don\u2019t like Eminem, that song, Hip hop, or even music in general. It is not unusual for my students to argue that \u201cI\u2019m Not Afraid\u201d is destined to be a classic and that it proves Craig wrong because it is a song from the heart, both meaningful and inspirational, which was released in 2010, some 15 years after Craig\u2019s \u201cgolden era\u201d of the mid 1990s (Craig, 2011, p. 411). As time goes on, of course, my 17 year old freshmen have begun to argue that this song is an oldie from way back in 2010, thus proving Craig\u2019s thesis that the only good music is old music (2011).<\/p>\n<p>&nbsp;<\/p>\n<p>In any case, classes in which Hip Hop is the subject matter tend to be lively, with the students fully engaged in the topic. This seemed like great material to condense into a SoftChalk lesson which students could use as a study guide for writing their papers on this topic.\u00a0<span style=\"color: #000000;\"><strong>\u00a0<\/strong><\/span><\/p>\n<p>&nbsp;<\/p>\n<p>My SoftChalk lesson is entitled, \u201cEminem Holds the Torch.\u201d SoftChalk creates a website which is hosted on the QCC server. I then upload a single link for the entire Web site to Blackboard where students can access the lesson by clicking on the link. Once opened, the lesson works like an enclosed Web search where students can decide how far to delve into the lesson. The lesson begins with a contents page, which allows students to navigate back and forth through the pages of the module. Students click on the pages of the lesson that attract their attention. After a page with a photo of Eminem performing in Los Angeles, comes a page that contains a link to a PDF of the Craig essay. The rest of the page is full of prompts to get the student working and thinking towards the eventual paper. Drawing on Gillespie and Becker I ask students to think about questions such as \u201cHow does Craig portray the &#8220;golden era&#8221; of hip-hop?\u201d (Gillespie and Becker, 2011, p.416). This prompt is placed under the essay so that they can spend some time thinking about Craig\u2019s argument<span style=\"color: #000000;\">\u00a0<\/span>.<\/p>\n<p>&nbsp;<\/p>\n<p>If the student has already decided to do this essay, or if their interested is piqued, they can progress deeper into the Web site to the next page which contains a link to the lyrics of \u201cI\u2019m Not Afraid\u201d and another link to the official music video of Eminem singing the song. I\u2019ve included further prompts, such as asking the student if there is a difference in the experience of reading the lyrics rather than watching the song performed or if the student thinks Craig would approve of the song.<\/p>\n<p>&nbsp;<\/p>\n<p>The next four pages contain links to some of my earlier students\u2019 responses to this essay. In these essays, the students compare the Eminem song to another song that they believe either proves Craig\u2019s thesis (Hip hop is over), or disproves it. Each of these pages has the YouTube video of the song to which each student compares and contrasts the Eminem song embedded in it.<\/p>\n<p>&nbsp;<\/p>\n<p>The next page contains a PDF of the Lee essay and several prompts to get them thinking about it, followed by an article on writing about music and a quiz on that article. Students are then directed to a page of links to critical essays on Hip hop and Eminem. If the student is on campus or logged into the QCC library, the links are live, taking the student to the full text article in the library data base. The final page contains the essay prompt from<em>Across Cultures,<\/em>\u00a0which asks the student to choose a current song, album, or music video that he or she thinks will transcend popular culture and become a &#8220;classic.&#8221; In addition, the student is asked to write an essay explaining why their selected song will accomplish this feat. When framing the argument, students are advised to think about the historical, sociological, and personal arguments used by Lee and Craig in their essays and told to apply a similar long view to their own essays. (Gillespie and Becker, 2011, p.216)<\/p>\n<p>&nbsp;<\/p>\n<p>The SoftChalk learning module is set up so that students who want to learn more about the subject can move deeper into the website, uncovering more information with each click. The particular topic was chosen because each semester I received more reading responses and essays on Craig\u2019s essay and Eminem\u2019s lyrics than any other topic from my EN 101 students.<\/p>\n<p>&nbsp;<\/p>\n<p>In the low tech class version of this lesson, I hand out the \u201cNot Afraid\u201d lyrics, which were read before class and held a follow up discussion in class that examined Eminem\u2019s writing style, his target audience, how his biography plays into the lyrics, how his work relates to others in the field, and in music history, etc. This discussion takes place with the back drop of the Craig and Lee essays.<\/p>\n<p>&nbsp;<\/p>\n<p>The class discussed both texts, considering whether Eminem qualifies as a true artist or a sell-out, as defined by Craig\u2019s terms. They also address other issues Craig raised in his essay.<\/p>\n<p>&nbsp;<\/p>\n<p>The goals in creating a SoftChalk website to upload to Blackboard are to engage students in discussion and analysis, hone their critical thinking skills, and enhance their relationship with language in order to give them an appreciation of the continuing relevance of the essay form. The Web site is designed to encourage students to explore this topic and to generate the desire to research it further and articulate their results, and improve their writing skills in the process.<\/p>\n<p>&nbsp;<\/p>\n<p>Because music is of central importance to my students, this lesson allows me to\u00a0<span style=\"color: #000000;\">use their love of music to increase language skills while also showing that music is an important form of cultural\u00a0<\/span><span style=\"color: #000000;\">expression<\/span><span style=\"color: #000000;\">? Examining music through lenses such as critical essays on Rap and Hip hop, biographical interviews, interviews focused on the creative process, alongside the actual lyrics and musical performance, should also build on their prior knowledge<\/span><span style=\"color: #000000;\">\u00a0<\/span>.<\/p>\n<p>&nbsp;<\/p>\n<p>So far the students who chose to write their responses and essays on this topic displayed an extensive knowledge of Eminem and other artists, their life, their music and the place of the work of individual artists in the spectrum of Hip Hop, Rap and Rhythm and Blues. This gives the lessons the added appeal of validating students\u2019 prior knowledge, or, as stated in QCC\u2019s General Education Objectives, it uses\u00a0<span style=\"color: #000000;\">\u201cwriting and oral communication to connect prior knowledge to disciplinary discourse.\u201d (Lackner and Fichera 2011)<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">Although I have not had the chance to formally evaluate student responses to this lesson, anecdotally it seems to be appreciated by the students. They point to the inclusion of the songs\u2019 lyrics and the other students\u2019 papers as the most useful aspect of the lesson. I plan to develop a survey examining student use of this module and eventually make a comparison between a class that uses this model and a control group. The ability to do this relies on scheduling of two EN 101 classes in the same semester, however. Despite using this learning module being a solitary experience for students, it does allow them the opportunity to interact with the material and expert opinion on the material (through the critical articles), which seems to bear out Myers view that, \u201c . . . if there is one strong area where the Web is used to consistent effect, it is by making ample interaction feasible, including students interacting with the course material, faculty or other experts\u00a0 . . .\u201d (Meyer, 2003, p.16.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">Meyer talks extensively about the opportunity that Web-based teaching offers students for interaction with faculty, experts and fellow students. (2003) The module I created lacks the capacity for interaction with peers, but in the future I plan to link it to a Blackboard discussion board, allowing students to discuss the module online and participate in each other\u2019s learning processes.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">I agree with Swart that\u00a0<strong>\u201c<\/strong>Due to hours spend on the Internet we have attained a new reading style that can be described as more fragmented, intuitive and associative,\u201d ( 2011, p.27) and believe that leaning modules like the one I have created are welcoming and structurally familiar to today\u2019s students. Swart describes a phenomenon he calls\u00a0\u00a0 WILFING \u2013 What was I Looking For, \u201cwhich he says refers to immersive effects [of the internet] on the reader.\u201d\u00a0<\/span><span style=\"color: #000000;\">(2011, p. 27)\u00a0<\/span><span style=\"color: #000000;\">My SoftChalk lesson provides an environment where today\u2019s students can learn, explore, questions, evaluate and finally write.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p align=\"center\"><strong><span style=\"color: #000000;\">References<\/span><\/strong><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Barr, R. B., &amp; Tagg, J. (1995). From teaching to learning\u2014a new paradigm for undergraduate education.\u00a0<em>Change<\/em>, 2712-25.<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Bass, R (2012 ) \u201cDisrupting Ourselves, The Problem of Learning in Higher Education.\u201d\u00a0<em>Educause\u00a0<\/em>Review March\/April\u00a0 p 23\u201333\u00a0<\/span><a style=\"color: #cd6620;\" href=\"https:\/\/mail.qcc.cuny.edu\/owa\/redir.aspx?C=d225453e45434e50b85441f09aaf4a3b&amp;URL=http%3a%2f%2fnet.educause.edu%2fir%2flibrary%2fpdf%2fERM1221.pdf\" target=\"_blank\"><span style=\"color: #0000ff;\">http:\/\/net.educause.edu\/ir\/library\/pdf\/ERM1221.pdf<\/span><\/a><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Craig, T. (2011<\/span>\u00a0) \u201c&#8230;well if you can\u2019t hold the torch&#8230; then why pass it&#8230;,\u201d<span style=\"color: #000000;\"><em>Across Cultures: A Reader For Writers.<\/em>Gillespie, Sheena, and Becker, Robert. (Eds.). (8). New York: Pearson. Print 410\u2013417.<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Landis, J. (2012) \u201cLeveraging mobile Information and Social Technologies for The Classroom\u201d. Summer Faculty Institute 2011. University of Delaware. September 21, 2012 https:\/\/sites.google.com\/a\/udel.edu\/sfi2011\/keynotes\/dr-jon-landis<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Gillespie, S, and Becker, R. (Eds.) (2011)\u00a0<em>Across Cultures: A Reader For Writers.<\/em>\u00a0(8). New York: Pearson. Print<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Lee, T.. \u201cA Timeless Culture.\u201d\u00a0<em>Across Cultures: A Reader For Writers.<\/em>\u00a0Gillespie, S., and Becker, Rt. (Eds.) (8). New York: Pearson 2011. Print pp. 401\u2013 404<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Meyer, K. A. (2003)&#8221;The Web\u2019s Impact On Student Learning.\u201d,\u00a0<em>The Journal<\/em>. 30(10), 14<\/span><\/p>\n<p><span style=\"color: #000000;\">\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\">Swart, D. (2011)\u00a0<em>The New Read<\/em>.\u00a0<em>Exploration of New Genres In Literature.<\/em>\u00a0Self-Published Master\u2019s thesis MaHKU, Utrecht Graduate School of Visual Art and Design, The Netherlands<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>By: Prof. Jillian Abbott, MFA Queensborough Community College (CUNY) \u00a0 \u00a0 \u00a0 Best Practices: Using Popular Media for Active Learning: Engaging Students Outside of the Classroom \u00a0 Abstract:\u00a0Creating engaging, interactive, online learning models may be a good first step to improving classroom success and possibly student learning outcomes. One way this can be achieved is [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11,5],"tags":[],"class_list":["post-190","post","type-post","status-publish","format-standard","hentry","category-fall-issue-october-2012","category-volume-iii"],"_links":{"self":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts\/190","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/comments?post=190"}],"version-history":[{"count":2,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts\/190\/revisions"}],"predecessor-version":[{"id":192,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts\/190\/revisions\/192"}],"wp:attachment":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/media?parent=190"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/categories?post=190"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/tags?post=190"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}