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What readings or other resources would you recommend for a workshop on this theme?
Whom would you like to hear discuss this theme?
What other specific issues or questions should we address – in addition to the list below?
See below for examples... You are welcome to comment on them, too!
Friday, February 09, 2007
Saturday, January 13, 2007
Pls Comment: Defining Authentication and Authenticity
Authentication in computing/Internet: “…the process by which a computer, computer program, or another user attempts to confirm that the computer, computer program, or user from whom the second party has received some communication is, or is not, the claimed first party. - Wikipedia, 2/10/06
http://en.wikipedia.org/wiki/Authentication
Authenticity in education: “Being authentic means that what you see is what you get. What I believe, what I say, and what I do are consistent. Of course creating that consistency is a lifelong challenge as we encounter new experiences, new persons and new information.” – Chickering, p. 8, in Encouraging Authenticity & Spirituality in Higher Education, Arthur W. Chickering, Jon C. Dalton, Liesa Stamm, 2005, Jossey-Bass
http://en.wikipedia.org/wiki/Authentication
Authenticity in education: “Being authentic means that what you see is what you get. What I believe, what I say, and what I do are consistent. Of course creating that consistency is a lifelong challenge as we encounter new experiences, new persons and new information.” – Chickering, p. 8, in Encouraging Authenticity & Spirituality in Higher Education, Arthur W. Chickering, Jon C. Dalton, Liesa Stamm, 2005, Jossey-Bass
Tuesday, January 09, 2007
Pls Comment: Inquiry, Evidence, Argument
Inquiry, Evidence, Argument: “The truth, the whole truth, and nothing but the truth?”
[What is the original source of this line?]
Are different methods of inquiry, different methods of argument, and different definitions of evidence appropriate in different realms? On campus vs. off campus? In different academic disciplines?
What factors (institutional priorities, personal beliefs, political power...) might make some kinds of evidence irrelevant? Might influence the impact of evidence?
To what extent can or should a faculty member control the kinds of argument permitted in a classroom discussion? In an online discussion?
[What is the original source of this line?]
Are different methods of inquiry, different methods of argument, and different definitions of evidence appropriate in different realms? On campus vs. off campus? In different academic disciplines?
What factors (institutional priorities, personal beliefs, political power...) might make some kinds of evidence irrelevant? Might influence the impact of evidence?
To what extent can or should a faculty member control the kinds of argument permitted in a classroom discussion? In an online discussion?
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