We begin with idle chatter. Idle chit chat.
The class decides to start without Phil T.
Dan professes how much he misses Phil and begins to reminisce about memories he's had with Phil.
MISSING:
Michelle nudges Daniel and snarls: "Sit up straight! Of slouching, you are the king."
Scott quips about the Michelle's Yoda-like phrasing.
Talk resumes about Miley Cyrus, her current dating prospects, and the music that gets in our heads. Cole professes his adoration to the MC as well.
Brad is introduced, and his claim(s) to fame are presented. Brad credits Cole for his claims to fame. Scott points out that Brad only mentions Cole and proclaims that Brad is dead to him.
He sits like a bullfrog on a lilypad. He smiles like a goose. And the class feels whole again.
Scott brings up the idea of creating cultural change for an environment and PSU that's relatively entrenched.
He describes the technological culture as the a "layer on the cake" (the larger cake being the entire educational culture of the school).
Scott mentioned one way we might "get to this empathy; this emotional response" in reaction to the design of these learning spaces.
http://storycorps.org/record-your-story/
Cole discusses an his idea about multiple modes of participation: In what ways can students contribute their stories within a mode of their choice?
Scott pitches an [app] that allows students to select {TEXT, Audio recording, Photos, videos} and contribute in their own ways.
Laura comments that it could be: "Rate my room" instead of "Rate my professor".
Julie brings up the idea that nobody asked that girl about her experience in the room without someone asking her. She argues that spaces need to be created for those questions to be asked -- perhaps she points to this idea that we need to address the question, "Why do we care?" (Roi wants to know?)
Scott wants to know: What's the social good for asking these questions of these students? What is the social problem?
The rooms are not designed to do the teaching and learning...
MJ says: There are people that are interested in the topic... it just needs to be asked?
Cole asks if this needs to be curricular.
Scott talks about how to develop an artifact that also would pose challenges to/ask questions to the "powers that be"... how do we create institutional change? In what ways could we have a student generated artifact that directly informs those that make the decisions?
Phil discusses his thoughts about how the telephone booth could "create a buzz" regarding the information. Julie pitches a "Where's the booth?" stickers to be posted everywhere to direct to an app. Scott pitches an app that connects the phone to twitter, other networks.
Michelle asks how we might curate the information received at the phone booth.
We have a conversation where we question the definition of "awesome", the difference between "awesomeness" and about change.
Brad asks about our fomentation/ non-fomentation goals.
What do we do?
[*] How might we look at this from the ground-up instead of top-down. E.g., perhaps a professors/instructors don't "ask" for permission to make the change from the powers that be, they just "do it." They move to the Hub for class; they change by doing.
[*] Do we just go out and do it/create a prototype. Do we learn and understand what our goals are by doing it?
[*] Cole wants to make sure that we don't move away from collecting data around learning spaces.
Dan dreams of making cardboard arcade games like his idol Caine...