(music)
Say Michael Elavsky but of course
in addition to a Professor, what's a professor without students, and again be patient
Chenjerai, Dude I can pronounce it I've already got this right Christina Mislan
Jacob Asbell and Christian 
Stubbs, thats it. Welcome. Thank you very much, now I'm nervous
I wanted to bring them up and have them be a part of this conversation because I think that how these things work most effectively
and also I used the term in this presentation Teacher Augmentation largely because I don't look at them as assistants there actually critically
intregal to how we designing the courses, outcomes and how I negotiate them. So Chenjerai working with me now
for about two years instrumentally involved in developing the beginning of this course which is now were going to talk in this presentation about three 
semesters worth of running it, how we designed it and redesigned. Christine has now been with me also for a year and half or two years?
Two years also and again still part of it I'm in the process working with her on some things that will take place in the next
weeks in the middle is Jacob Asbell formerly a student in class, three semesters ago, now hired to be a part of the design of the course in very instrumental ways that we will ask him to comment on
and of course Chris Stubbs the valuable assistance that we get from our folks at ETS we praise them all again
the whole time we have been here. I would not have these ideas, I wouldn't have this inspiration, I wouldn't have the belief if it wasn't 
first for the people at ETS who have said, you know why don't you try this. Then, second of all to have someone who will take a chance but let me think about
my administration will go for it and my administration represented by Ann and some other folks here are just like go
give it a shot. That gives you a lot of freedom to take some chances and do this. I've titled this presentation You can't go back now
This will be talking points, as I'm been newly aware of by Cole Camplese I'm still in the power point age.
really (?) though. That was a nice was a nice theme. I know he likes the theme. But I get through the talking points and we will move one. You can't go back now was actually the theme song of the wheepies 
album and it was anonymously placed after the class finished on the class google doc 
and they put the words up its basically the idea that were moving forward theres nothing you can do. It seems to really summarize Clay Shirky name up
moving forward this is what we have to do. So what Im going to try and do is follow Sam Richard's format this morning and sorta of toss it back and forth 
a little overview of what we tried to do and then I'll have time for questions at the end. As you may not know
the class that I teach is Media Democracy its 300 students, it was a course that was passed onto me by my esteemed colleague Rob Freedom
who designed the course but he is infinitely smarter and more distinguished then me so I had to dumb it down and think about it in terms in ways in which we can reach
we could reach a broader audience and maybe re conceptualize it towards my strengths and so after he established it as a 30, 40, 50 people
we got the go ahead and I have to redesign it actually to get it now as a general education course.
I look at it in terms of Media Democracy what I call Narrating community of proactive. I think one of the things Clay brought up last night at our dinner that I was
with him was the idea that when we publish things in journals often times we abstract whats really happening 
in the classroom so often that we loose sense of whats going on in terms of interpersonal actions and feelings and the details the 
richness that he demonstrated in his presentation this morning about how those stories add so much more on 
to the understanding on what is going on. So this is what I look at it is. We are going to try and talk today and use this as a sense of saying that here is what we learned, heres some
stories some antidotes and heres how were continuing to use it what worked and what didn't as a means to develop the course a little more.
I was brought up with the idea that we should embrace what I call exploratory pedagogy and it actually theres two 
things. One is a quote from Clay from last night saying "when you go into these experience you don't know what kind of value you will 
derive" so we have an idea of what we are going to do. But we are also sorta walking on the knives edges saying well let see what happens
Actually borrow an analogy that I just got from Brad at lunch and he mentioned to me that sometimes you as he says this again I'll butcher it but 
paraphrased. Some times you have to be willing to work in a Meth lab and occasionally it will blow up.
Very, very efficient control, because when it blows up you are in crisis mode and you have to work it out. So you 
move forward from that. So the idea we are trying to do (?) conception, practice and perimeters of what I can see of education. I don't teach Media Democracy
I want to students at the end of the day and with their help to see how I can do it to think more about what are you getting out of this class
Ok are you walking away with critical thinking skills that so much of us are invested in or are you just developing your professional skills set?
I like ok this is really nice to think about but do I need this for my job and clearly we are interested the former. Now what does that mean in real terms?
The challenge of (?) learning. So what are the potentialities of that. Well you can reach 300 people, you have the possibility to blow open a space. You have 
the opportunity to in many way to think about how you can have a large impact of what you are trying to do.
Again if you saw Sam's presentation this morning clearly you could see that impact could be profound. The affordances as again
we've all decided what can new media offer to us. How can we blow it up in that sense? Then of course theres vulnerability. When you take
these chances you've got to be willing especially when you open it up to social media like we do with the twitter live. To have the possibility someone is going to say 
we don't like what you're saying and say it to so it can be read by everybody in class while you are doing it. How do you respond? How 
do you react to that. Christine is going to talk at length about some strategy we used that actually tried to stimulate that in really sorta of profound
ways. So all of this is going on to the thinking when you're designing the course and of course you look at Chris Stubbs and say What about if you do this or 
what if you try that or that didn't work but lets try this. Have you heard of this platform? Of course I using power points I know.
How does it work ok lets do it. Then of course going back to, I will stress this everybody who's up here with 
me was a big part last summer. What worked last spring? How do we redesign it for the fall? What do we think about is absolutely critical 
to my thinking to say "Yea I hadn't thought about so that" so that's why I said teacher augmentation was positively essential. 
 Did I get ahead of myself here? I wanted to point out why Rick Warren (?)
churches up there. I got the idea for doing twitter because I was reading a time where he said he tweets 
as you all know to 10,000 people in a church. So I just thought the church of Michael Elavsky. Lets see
what we can do. So we went on first semester again social media applications we applied was twitter, we used real time so I couldn't see 
what was going on because of hash tag and then we had once a week, meet twice a week for 75 minutes. The
first time was me sorta of doing a traditional lecture. Here's the things you need to know, for the first weeks, the second five weeks guest speakers, people coming in
part of it, third five weeks largely a discussion. But, every Thursday we would open it up to projector twitter and we would let it go
crazy. Hard monitoring was actually from Chris, where we would have a guest speaker come in and they would be asked questions and those questions can be
be voted on and as many of you know the platform and then they float to the top so that the conversation in relationship to guest speakers is driven by the students and they can see it.
Lastly, was google apps. I said to the students well you know what this is Media Democracy how about you guys make the exams?
You submit your questions, I will choose which questions will go and then we will deliver them back to so if there are hundreds of them you'll have a chance to see what this is all about.
Then we will have an opportunity to make it a more democratic affair. 
I use google forms again from Chris, submit things anonymously, I going to show the examples of what we did with that and then the google docs
of course was the way I was going to give it back to them. Here is how this works. Student engagement emerged as Jay will talk about 
it evolved sorta of organically and again we will talk about that in second. The course design real quickly the daily operations was designed
on line, office line. So on Thursday afternoon I would walk around with my microphone Donahue style asking students to comment you would have 
Chenjerai or I or we would have Christina down front either refreshing the board or often times playing foil to any point I would make
students would raise up talk, we would have the twitter feed sorta of what I would call the polysemic discussion going on. On line, off line
lecture discussion. Again Chenjerai and Christina absolutely essential largely because as graduate students 
and people who are infinitely closer, I think in terms of popular culture understanding how young kids think. I got so much cultural cache from them
and I look here's this old guy that is going to talk to us about stuff but his TA's are pretty cool, that's awesome and they know how to get 
things going and the assessment ways ultimately this idea for student directed learning. So what I'm going to ask is as we 
move onto this (?). Some of people to talk about (?) in terms of what he was trying to do in regards to getting 
involved with the technology of how he approached the course. Then we will have Christina talk a little bit at the end about the capitalism stuff and then we'll come
back to Jay in little bit later in the terms of the direction. So Chenjerai, what would you add in terms to the relationship to how you approached the course and what you added
Well I guess I'll stand up. So first of all I just wanted to say 
when I came into this course I was like your typical graduate student, very eager to learn and 
be involved but also sorta of very cynical about the process of democracy and 
subject matter actually of the course. This course completely transformed my relationship to these issues. 
You know the other thing that is going on is what do we really want to accomplish in a course like this, we want to engage the students in different ways 
you want to introduce them to new ways of producing and engaging this knowledge but often
times we use the word democracy in democratic classrooms something your hear (?) in classrooms being tossed around but often times
what the really means just like leading on lecture, a professor may say Yea think about the power dynamic of leaving a professor 
and were the students where did that come from and then they go ok. No back to 
so what I learned very quickly and in a very scary way is that Michael 
was absolutely serious about trying to create a democratic classroom raising a very scary
centered the traditional structure of the power. Again I just have to say Cole Camplese and Chris Stubbs absolutely 
You know between Cole, Chris and really with my conversations with Sam they were like a Jedi, Yoda counseling. 
We saw the general 
design of the course briefly my role was as the TA 
One role was to, you know I'm probably am a little closer to the students in terms to some of the things that they are cultural into although 
as I proceed to the ranks of grad school, I legally I come more and more distant, I don't know what he is talking about.
The reason why that is important in the context of technology is because a lot of times when it comes to new media once we I think
ok we can finally get to the point. Not the people in this room, he people in this room are dialed in. For me it was once 
ok I'm going to embrace this Twitter stuff. But then we think by throwing Twitter up that's it, ok classroom 
Twitter. Go! Then immediately the 2.0 interaction and it doesn't work 
like that way. We kinda of realized that the first semester. One of the key things I found out was helpful just 
what you're actually doing with these technologies in the space in the terms, like how you're engaging the students. So I was free because as the TA I'm not responsible 
creating the entire lesson plan to play with that in the context of the classroom. So I found out for example things like students
One of the main reason why students participate in social media is because like all of it because people wanted attention we want our 
profound and mundane (?) to be recognized and appreciated you know and jokes to be laughed at and things of this nature.
And I was able to recognize that in a certain point in the semester and then begin to use that as an incentive so one thing that I found just on a simple
note is that when Michael sometimes, you know I think about without twitter right, you offer a question to the classroom, students sitting there 
looking at you, your like no you don't have (?) , what do you think, they're sitting there looking at you 
What I would sometimes do is find way to sorta of reconstruct that questions and ask it in the Twitter feed in that way people would respond. As soon as I got a response
I would tweet back to that particular student. Now what that was doing was, although I'm twitting at a particular student 
because the measure of how twitter works everyone, all those students are watching it and they go ooh I want that attention so often times I would get 
ten and twenty students responding to the questions I put and I respond at each one of those individual students. Now again,
a professor by himself this is maybe difficult to implement but we had kinda (?) working as a team. So those kinds of things,
I could say more but I guess I want to give some other people a chance to speak. Which is will pass it on, yea Thank you
I appreciate that. Again it was one of those moment where I don't know whats going one I would have to go back and the read feed and Chejerai is following m with one ear and following 
what's going on up there, twitting and doing whole lot of negotiating the spaces with Christina's help who's up there also occasionally interrupting what I'm saying
saying you have (?) attitude going on but again democracy is about the shared voice and stimulating those. So we do the best we can negotiating them
any questions we maybe we can address that. We actually had a strategy at one point where, again I should say the twitter feed took off that semester.
We had a vibrant feed often times some students said in my focus group afterward that we actually had conversations 
that extended an hour or two after class and into the weekends and so forth and so on in really profound ways. The mundane sorta of like far jokes and stuff that would 
come up in the beginning like "Hey I'm Mtv" you know or whatever and eventually those things they just dropped off after two or three weeks we saw really sorta policed itself 
in a really amazing way. I think partially the participation of the Grad students, me being involved and so forth was helpful. We actually tried 
in some ways to stimulate and agitate. You know again we are talking to media democracy about bias, we are talking about the ways in which we interpret these things
so I actually positioned cause of course were also (?) we have people from all over the campus and we finish up at the end 
with larger questions. How does media democracy factor into the system of capitalism? How is it that this is coming to shape
the logics and dynamics? How we understand whats good about the market, whats bad about the market and its relationship to democracy? So I had 
Christina positioned in a way that I thought was really important and thats to say as a TA she can get away with more then I can in some cases. Because,
she can push boundaries and ask harder questions. I mean take it out on a limb
 and I'm going to sit back and let it go and let's just see what happens with twitter. So I'll let you talk about that then we are going to give you some examples of some of the things that blew up.
First of all being by (?) is not a hard thing it's actually very easy especially comes to issues of capitalism.
Yes, so Michael let, allowed me to do this lecture on capitalism where I talk about the problems of capitalism and in the relationship of
capitalism and democracy right. So it's interesting because I have an experience with Michael's class 
doing it with technology behind me so it's going just you know, well using twitter behind me but then I've been in other class
done guest lectures in another class where there's not that technology and then the power dynamics are definitely different I think Chejerai brings it
to this idea that when you're using something like twitter the ways in which you can empower people to respond
back to you is very important right. It's different from when I go through a lecture maybe in another class where they 
don't have that, it's just a power point up there or sometimes and so it's a different dynamic because this the students 
are just kinda of looking at me and they have these blank faces, they're not really sure what to think there born in 
this society that capitalism is great. You have someone in front of you telling you, well it's not as great as you think. But, 
in 110 every semester when I do this the power dynamics shifts a little bit just because people 
specifically in an example that we will talk about a little bit more when I was up there talking and pushing boundaries 
and students were actually in class physically trying to respond they were also responding on twitter so it gave them two different
I guess mediums in order to respond to me. There were certain strategies that I tried to do just to push 
the them even further. It really wasn't something that I really you know thought or was really my opinion I still tried to see it 
just to kind of make them even go just a little bit further from what they were already thinking of saying and (?) that was hugely
important. It was fun because I was able to do this and probably I wouldn't be able to do this as much as I did in this 
course right. I wouldn't of been able to just kinda say ok this is one side of it right and another class 
I would have to say well there are different dynamics going on that I would have to balance that a little bit more. But in 110 I was able really 
just kinda of focus on one point of view on capitalism and really just push them and see what happens
and that whats happening. We just kinda said well lets see what happens? What did they do? What did they say? 
Jacob was there that semester and he has probably an interesting prospective on just that lecture that I did because 
it was. It was interesting, I had some people really got mad. You can see that they were really angry. They were angry on
twitter right. So there were comments like "oh Christina she's just being bias right, she's shutting people down" and it wasn't that I was shutting 
people down it was that I was trying to push them even further and some people were like "oh well she is not lying". So you got different
conversation going on in twitter but you also had a different conversation like live in physical space.
So it was really interesting and then it kinda of ended it the next lecture with Michael Elavsky kinda
 telling them "ok this was the purpose. This was the whole point wasn't just for her to just kinda of tell you why capitalism 
is not a great thing" but that there is a larger picture a larger point to it. So it 
definitely an interesting experience and I have fun every semester every time I do because its just it can really run
with it and see what happens. I mean critical for me too if we have a woman of color of small stature who's able to get up in their faces and talk to 
the people who are not generally having to listen to something like that. In a position in semi authority and I'm standing back and letting her roll, Im encouraging her to 
her to take it for them. Precisely for this idea to say this is what it was all about. Before i get to Jacob who will give us the inside scoop and like you know
like hacker culture. Whenever someone succeeded in hacker culture you bring them into the corporate society. We had one person to 
Econ major and again the first example. I don't buy it Chenjerai, so Chenjerai would make it a point in class and then they would post that up I don't buy it Chenjerai that is the way they would 
respond. The second one was again that they were very excited about it so they expressed on twitter its time for PS Com 110
for another great Con 110 class. Then of course they start to talk and this third example is a way they would talk about responding virtually
to what was happen in class. We would always say some time of bias I agree with the kid in the front. Person who stood up and raised their hand so you get to see
then it gets retweeted. Then I had a lecture where I had multi tasking, so their all like oh yea we are the multi task we can do seventeen things at once,
everything's great. Said ok we have a guess speaker, we have a lecture, a Harvard moderator and we have twitter and the class literally bubbled up inside their like wait a minute 
theres too much going on. Just like yea you can do seventeen things can't ya, come on, like figure it out, oh wait a minute no, ok so critical reflection.
So during her lecture, this starts to come out. So you're saying that people who work hard to earn money should be targeted to pay for people 
choose not to work. Then of course you see the (?) so they start seeing these conversations. Maddie gets something back to him. So what about the people working hard for money
loosing more and more of their paychecks. Is that fair? Then again I made this comment throughout you're hearing things in this class that you may not
necessarily getting you're training over at Smeal School of Business where someone is going to say "Wow do we look people?" I'm not trying in way bias.
I'm trying to say like units of labor in Smeal, your like a business minor in my under grad. You don't necessarily talk about 
the lives you're hurting by outsourcing right. Of course this is what he said "at least Smeal contains structure and 
knowledge instead of this BS con liked to feed to students mistaken as education. So some of the students come back 
This is actually another student were using. Now she says your telling me you haven't learned anything in this class? He comes back at Maddie or she I don't even know who it was. I've learned 
to never take a Con class at PSU especially bias ones based almost entirely off of opinion to which they come back, if you haven't learned anything from PS Con 110 then you haven't been paying attention.
Bias and opinions are a part of life. Right? So I through this out and I said, she said 
I threw out and email said like on Tuesday we are going to address this concerns. I sat up there and said like. Here is why I did what i did
yes, we don't believe it was planned you are just trying to save your skin right now. I was like no really and so what I now
now put a piece of paper on the table and I said ok afterwards have me open that piece of paper. So they said yes it says see
and so I actually addressed it all in class. This is what I got from Econ major this a series of post on twitter
Professor I appreciate your apology and explanation of you (?) remarks from Tuesday's class. I understand you think we should question the information giving to us but in most other classes 
there is no need. Materials explained by proofs, records and data analysis. I just strongly believe this class will benefit from more structure from you.
The beginning of the year you had more lecture slides and which I took notes but we also held discussions I was actually understanding what you wanted me to learn. Now the message 
gets lost in rambling discussion (?) tweets, I just believe the class would benefit with a stronger structure behind it. Less democracy in class more lecture and note taking
I need to know the information in order to debate it. So i made a power point and I went in the last
day and I said here is what we tried to do in this class. Blah, blah, blah, blah and this is the response that I get right afterwords. She said I appreciated the powerpoint at the end of class
I finally have a new positive understanding of what this class is all about. So I ended up twitting this because of your tweets I made it 
and will make it a part of next semester so I thank you for your input. It's a way I learned, so again I front loaded now this is what were going to do I remind them. Its five weeks
of school were are going to do because I learned in the same moment what that experience was in terms how I might have been part of the problem with it that needs 
to be address. Now I want to bring Jay into the conversation now because what we have of the idea of students leaving that are going to take
their own notion of the test was this idea to say like let's throw it out and see what you get. Three hundred people submitted 
questions and on the first exam I dumped it back at them and there was just like the sense of like oh my god what are we going to do? I'll let Jay take over in terms
strategies what you thought and again what you did. Thank you. Well Chenjerai came in this class as a 
typical graduate student and I came in as and under grad and I immediately take the class I broke out the syllabus and 
saw that it had this idea for student generated questions and also the use of technology in the class specifically twitter.
This allowed me to communicate on a very casual basis. 
Can you explain the student generated questions? Sure sorry, the idea that students would submit questions to the professor 
 out of which take good ones to make the exam. So, I drew the conclusion that 
if the students were submitting the questions to the professor they might as well submit their questions and answers to the rest of the class. That way 
you have a study guide and get and A. So, 
after this idea out. At first I was a little worried repercussion or what not of anonymously and 
things really took off. I'm in back not say anything just go that's amazing. Yea 
I mean the first exam we had about twenty or thirty participators and maybe about 
five or ten contributors to this google document. I did a very informal 
just put up a google document and just said contribute text in (?) forms and it 
really did take off. Fortunate the professor submitted or he gave us a PDF study guide that did contained all the questions
and possible responses that have been submitted twenty hours before the exam and we were able to work off that. Can I just score a point 
what was really fun for me to watch. So what has happened is Jay takes those questions and sticks them on doc and over the course of twenty four hours I start to see 
this google doc just arguing questions. Wait a minute that's not the right answer or that's a stupid question is a nice way to putting it.
The others like he is never going to choose that, others ok I think this will be on their but I'm not sure that answer is correct. If you saw literally the arguments in five
different screen shots every hour. This is amazing what's going on here and you worked out the whole thing in twenty-four hours. There is a 
substantial amount discourse. There are also a couple instances people trying to sabotage it and sorta of take it down. Fortunately google documents
very good about their revision history so that wasn't really an issue and you started to figure that real quick or 
especially once these conversations were going on, deleting other peoples comments that they found 
to be in disagreement with what they were trying to say. But, it really took off and Michael made a 
very good point. After the exam a lot of the students were complaining about the results. They were saying well there these tools that are available 
to you and the people who are using them are doing really well and you would be wise to take advantage of it. After that the second and third exam 
a majority of the class was on the google document and it was huge. Can you talk about that moment 
when you were like not sure to tell Michael about what you were doing. Yea at the end of class,
well once it was apparent that he was enjoying or at least not opposed
the concept of it I decided I guess not be anonymous about it. I mean because I felt very empowered and 
it made a class for me and I felt responsible being the owner of this document for all the stuff that was going on.
It made me really fault in the class. At the same time I was getting upset because a problem
 with collective action. Even though the entire class was participating in the google document. There was only a pretty small handful that 
individuals that were contributing. So in the following semesters he was kind enough to let me continue 
helping him out with this class. Lately this semester where we have gone back to the student generated questions and 
pushing the google doc. I've been attempting to act as a foil. We have him in the class actually pretending 
he's a student participating in all the groups and asking the questions behind the scenes and everybody doesn't know that he's actually working for me. 
Yea, which is ah interesting. *laughing* 
So for instance, if I could just say one of the things he is saying "Hey I'm participating how come you're not
participating right? I'm putting questions in, how come you're not participating? What are we going to do there is like seventeen of us. Like Clay said 
this power law, were all like I'm not going to carry you butt and of course raising these discussion that are coming out in really important ways.
It was really interesting to observe they dynamic, this class I guess the professor predicted that the students would hear form there friends
who had taken the class previously the google document, if you did the same format which it would sort of automatically pop up again and unfortunately it 
didn't and so after the first exam when students did pretty poorly he had 
he sorta let the idea go to the class and just walked out. Let all of us to discuss that 
the student who created a google doc but no one participated that there may be three or four questions that had been submitted.
People were watching it with absolutely no one else contribute. You could see before the exam there where maybe fifteen to twenty viewers at any giving time
and nothing actually in the document so people were just lurking and it was really interesting the way that 
after he walked out of the class organized itself and really came together and said like Wow we screwed up. We had this fantastic 
opportunity to really make this test ourselves to collaborate with one another and do this and we weren't taken advantage of it.
There were a couple students that in particular who fortunately I mean I sorta of went in there wondering if I was going to have to assert myself
to sort of one of the more dominate figures in the class to sorta push other students to participate I didn't there one or two others
who really picked up the ball and got to run with it. But, it has been incredibly interesting to try and 
do what was right and I'm sure he can explain possible responses to it considering. But it was a fantastic experience.
The way students were able to organize in such an informal and 
unrequired fashion it was very nice. This semester they jumped on Facebook. So we will talk about, I'll just to that in a second
so again having him there I'm able to what's going on, got my finger on the pulse, what are they saying, what's going on, how can we work this to make it work? So what are the outcomes
Chris absolute important in terms of putting some platforms together. Like I say these tweet streams make for what I call the liberated polyvocal dialog that
a couple of things about this were if you follow just the tweet stream you don't get the full class picture and you can also take a look at what's happening from the surveys
and a look at what's happen in observation and so fourth. Clearly were all pushing and testing the boundaries of these ideas because were 
not really sure like I was going to tell you in a second. We got a new idea that just came to me a week ago that were going to try this semester. Then on collaborative 
engagements on also learning at whats not working, Jay is part of a very important focus group after the spring semester to let me know 
yea this is what is going behind the scene and you need to think about that. You know theres what we call the free riders, what are you going to do about the free riders? So I'm going 
So I going to jump through the second semester we actually tried google docs and we don't have a lot time so I want to actually move on beyond this and I'm happy to talk you about that before.
The google docs were an interesting experiment, one that I would like to come back to but again it needs tweeting and when we found this particularly
in that there was a lot of people who were very very able to do well without doing a lot of the work. So again we went back this semester to 
this idea of this posting. So again just to reiterate, I have a couple minutes I want to have some time for questions.
This semester I decided to change it up a little bit and I didn't push the idea that students should be able to do this but you know you can make your own test if you want. 
Then of course I made following Sam's lead the idea you decided not to do it I'm in charge watch how tough my test 
can be and they all failed it and it was like what? Oh my gosh this is supposed to be easy, I should actually you know 
and move to this comment. This is a comment I rate my professor the day after the exam. Do not take this class it sucks, worst class I ever taken at PSU
way to difficult. He changed everything this semester and I'm going to fail. In the class 
I happen to be reading my professor I changed everything in this semester. Dah! So getting back to this
what the did twitter is dead. Nobody wants to use twitter this semester and I'm not sure if this is a trend that I'm seeing we pushed we pulled we tried 
they don't want it. Why they my argument now is that Facebook offers more affordances. They can dial in so then the night before the exam the chat 
my calling Rey Junco was basically all about my god looks at whats going on, screen capture, screen capture because they were 
chatting for literally twelve hours before the exam. What's going on, what's going on? They also chatted about it afterword about how much they hated the exam and how unfair it was and 
of course the best part was we need to get organized right. I told them that from the focus group that I learned from Jey that you know 
what did was I collected the questions and I threw them back and some of the questions were pretty silly. So I told the group was I'm not going put a question on like who's
the professor of the class or when we do we meet right? These have got to be serious questions or you get my questions again.
Fear of God, right. So what they also of course the guy his name is Jeff right now is like ok we got to think about 
averages. How about we just submit one hundred questions and then we see if we can do that. I'm like well look people can still submit the anonymously all though nobody was doing it
So he organized it, everyone who submit anonymously submit them over here. I got hundred questions and I tell you the quality was sold.
Like if they had argued this and I watched it on Facebook. They had an argument this is idea you got to have one thing so you had Jeff saying theres got to be question on everything on this
syllabus. You saw it and I can point out the Facebook page that they have organized where there basically like that's a bad questions were not
putting that on there. Now this is a good question, this is an example of a good question, this is thematic as opposed to details and also we got so out of this
test on Thursday I had thirty two questions that were from the students., six that came from anonymous sources
and two that were mine. The students would pick from of course I changed it up that is was not going to be verbatim instead of which of the following 
which of the followings is all except so you can't just plug it in you know keep them so you have to at least read the questions. 
I haven't seen the results, we are waiting to see. But what was really interesting now and here I'll leave this and then we will go to questions is the I thought to myself
I watched Facebook with my TA's and I watched the dynamics that the study session that they held at the fish tank at the HUB
every Sunday and I watched Jeff do all that he can with five or six others organizing. I kept asking (?) who's in charge of 
kept on sorta of shaping this list as Clay says the power law folks right the ones who are driving the course. 
It was clear to me that not only they did most of the work and then he I said to Jeff at one point why don't you raise these questions? He's like I got to pass
so I'll carry the class with me if I have to. Then it starts raising this issue I'm like ok how do we reward this person and give them the opportunity
to say like you carried everybody else so lets see what happens afterwords. So what we, I have in my syllabus
is for participation there's extra credit ok. Clearly it's documented theres amazing participation they have done, the organization 
I have watched it the class, he's come my office hours all this stuff you know their same group of people that are there so what were going to try 
and do this week again they have voiced their concerns to the TA's in a review session. You know ok this took a lot of time. 
This took a lot of time but ok were going to have to do, were going to have to get a A. My thought is to say what do we do if give these people 
extra credit basically cut off the participation of those people who carried everyone else we open it back up to say 
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