Kairosnews posted the following music video yesterday. It’s a student project by Chandler Birch, Josh Stephens, and David Perkins out of Taylor University published to YouTube on November 26, 2010.
After playing the video a few times, I find it persuasive through two means: 1) it taps into the irritation people feel for Blackboard Inc because of their LMS’s complexity and confusion, and 2) the music isn’t half bad. As one comment said, “My kids don’t even know what [Moodle] is but they won’t stop singing your song.” The creators can’t hide that this is a student project, but using the most of their resources, they still clinch some of the moving features for this music genre.
Do you find it persuasive? Do you find it persuasive if you’ve never used online course tech?
I’ve written elsewhere that if one looks, there are lots of open source options for online learning.
Filed under: Creative Writing, FYC, invention, Professional Writing, rhetoric
The NCTE committee charged with compiling information on undergraduate writing majors has completed its report. In sum, the CCCC article explaining the results observes there are two types of undergraduate writing majors depending on the college: Liberal Arts or Professional/Rhetorical; the former is founded in creative writing and literature, the latter in writing theory and praxis (418). Nationally, the writing major is growing with 68 degrees at 65 unique schools documented. Most are housed in English departments and are either quite flexible and/or interdisciplinary degrees. Candidates are encouraged to double major. None of this should is a surprise. What is interesting, however, is where these points coincide in principle with Cayuga’s own writing concentration. At Cayuga, many liberal students are interested in creative writing, and professional writing courses are linked to other majors such as business, mechanical tech, computer information, or telecommunications. This difference is recognized by Cayuga students through their desire for personal-literary expression and writing that gets-things-done.
Overall, two curricular recommendations were made:
- The Writing Major might include a foundations/ introductory course such as those found in psychology, sociology, etc.
- The bachelors degree should have a capstone experience–i.e. a portfolio, internship, or other experience through which students might draw together and/or apply what they’ve learned about writing.
Finally, it was suggested more rhetorical history and research methods instruction be included in undergraduate writing studies. Cayuga is addressing these concerns in several ways. An honors English 101 has been offered successfully that focuses on an Introduction to Writing Studies (rhetoric and composition); plans are in process to offer such designated 101′s in the future. Professional Writing, a new writing concentration course with an experiential component, will be offered Fall 2010. Several new one-credit English 238 courses are scheduled for Fall 2010, one on Written (Rhetorical) Invention, another a revision workshop that would help a student’s writing portfolio for transfer or prospective interviews. In total, Cayuga is making several steps toward meeting the recommendations in the CCCC Report on Writing Majors and looks forwards to continuing to offer a very reasonably affordable education for those interested in writing for careers and transfer.