{"id":6022,"date":"2004-02-29T22:04:06","date_gmt":"2004-02-29T22:04:06","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2004\/02\/29\/barbwired-teach\/"},"modified":"2004-02-29T22:04:06","modified_gmt":"2004-02-29T22:04:06","slug":"barbwired-teach","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2004\/02\/29\/barbwired-teach\/","title":{"rendered":"(barb)Wired Teaching Environs"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> < 1<\/span> min<\/span><\/span>

 <\/p>\n

Administrators with responsibilities for writing programs will<\/i><\/p>\n

6. develop equitable policies for ownership of intellectual
\n property that take effect before online classes commence.<\/i><\/p><\/blockquote>\n

After reading the C’s
\nstatement on teaching, learning and assessment in digital environments<\/a> on
\nFriday, I’ve been wondering about the risks of working at the intersection of
\nwriting instruction and digital environments without an explicit,
\ninstitutionally endorsed set of policies addressing intellectual property
\nin such spaces. I don’t worry that I’m at risk, but I have started
\nto ponder the ethics of graded, compulsory blogging in a FY comp course like the
\none I’m teaching now. I am naive on this front, since I’m not sure I understand
\nsome of the issues knotting up at this nexus. It’s clear to me that students own their writing. It’s clear to me that I can make reference to their writing, cite passages, model it for other courses and so on, with a student’s permission. But are tech-enriched writing pedagogies treading on student privacies, refashioning a safe, protected environ into a perilous venue underscored by the potential for public critique and effects beyond the
\ncourse? In dedicated<\/i> face-to-face courses and dedicated<\/i>
\nonline courses (barricaded behing protections, authorizations) this seems much simpler than in grafted or hybrid courses, where
\ntraditional methods swirl in the current of emergent technologies and digital
\nmediums. And with this, I’m back to a lot of questions, ones mainly about
\nthe teacher’s agency in convening such ventures without having mapped the juts
\nand crags. Where to turn in this exploration absent an "equitable
\n[policy] for ownership of intellectual property"?<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> < 1<\/span> min<\/span><\/span>  Administrators with responsibilities for writing programs will 6. develop equitable policies for ownership of intellectual property that take effect before online classes commence. After reading the C’s statement on teaching, learning and assessment in digital environments on Friday, I’ve been wondering about the risks of working at the intersection of writing instruction and digital…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[163],"tags":[],"class_list":["post-6022","post","type-post","status-publish","format-standard","hentry","category-dry_ogre_chalking"],"yoast_head":"\n(barb)Wired Teaching Environs - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2004\/02\/29\/barbwired-teach\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"(barb)Wired Teaching Environs - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: < 1 min  Administrators with responsibilities for writing programs will 6. develop equitable policies for ownership of intellectual property that take effect before online classes commence. 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Olson begins with a glaring critique of the perceived split between high-theory elites who avoid \"the problems of the classroom\" and those who would see composition as centrally concerned with \"self-reflection about the teaching of writing or about\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7067,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/04\/johnsoneilola-t\/","url_meta":{"origin":6022,"position":1},"title":"Johnson-Eilola, “The Database and the Essay”","author":"Derek Mueller","date":"November 4, 2006","format":false,"excerpt":"Johnson-Eilola, Johndan. \"The Database and the Essay: Understanding Composition as Articulation.\" Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Wysocki et. al., eds. Logan: Utah State Univ. Press, 2004. 199-226. Johnson-Eilola both suggests and, to a degree, enacts a fragmentary, contingent sort of postmodern textuality in\u2026","rel":"","context":"In "Visuality and New Media"","block_context":{"text":"Visuality and New Media","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/visuality_and_n\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7000,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/09\/smith-hypertext\/","url_meta":{"origin":6022,"position":2},"title":"Smith, “Hypertextual Thinking”","author":"Derek Mueller","date":"July 9, 2006","format":false,"excerpt":"Smith, Catherine F. \"Hypertextual Thinking.\" Literacy and Computers: The Complications of Teaching and Learning with Technology. Cynthia Selfe and Susan Hiligoss, eds. Research and Scholarship in Composition Ser. New York: MLA, 1994. 264-281. Smith seeks to develop an understanding of hypertext as having a figural relationship to cognitive form and\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6518,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/03\/04\/digital-writing\/","url_meta":{"origin":6022,"position":3},"title":"Digital Writing","author":"Derek Mueller","date":"March 4, 2006","format":false,"excerpt":"Four days until I have to turn in a course description for the WRT302 course I'm teaching in the fall. Here's what I've come up with so far, keeping as much as possible with the official course description. WRT302: Advanced Writing Studio: Digital Writing With the shift from writing the\u2026","rel":"","context":"In "Dry Ogre Chalking"","block_context":{"text":"Dry Ogre Chalking","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dry_ogre_chalking\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6521,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/03\/10\/a-snappier-titl\/","url_meta":{"origin":6022,"position":4},"title":"A Snappier Title","author":"Derek Mueller","date":"March 10, 2006","format":false,"excerpt":"Help! I need a catchy title for the digital writing course I'm teaching next fall.\u00a0 I've been racking my brain for a half hour now, running through titular possibilities and trying to land a phrase with enough pizzazz to spark interest and compel enrollments.\u00a0 Here are a few that I've\u2026","rel":"","context":"In "Dry Ogre Chalking"","block_context":{"text":"Dry Ogre Chalking","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dry_ogre_chalking\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6160,"url":"https:\/\/www.earthwidemoth.com\/blog\/2004\/09\/28\/practiceoriente\/","url_meta":{"origin":6022,"position":5},"title":"Practice-Oriented Education and Biro","author":"Derek Mueller","date":"September 28, 2004","format":false,"excerpt":"In the latest Atlantic Monthly's \"College Admissions 2004\" section, Richard Freeland, president of Northeastern University, lightly historicizes the tensions between vocationalism and liberal arts, then, deriving an \"I pick grey\" gradient, tabs a new, emergent, blended plan as \"The Third Way\"--an interdisciplinary conflation of lib-intellectual inquiry and market readiness, buttressed\u2026","rel":"","context":"In "Distances"","block_context":{"text":"Distances","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/distances\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6022","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=6022"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6022\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=6022"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=6022"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=6022"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}