introduction || instructions

Update for 4.3.2013
The pages are up ["Prelinger Video Comments"] for you to add some comments from your fourth mini-reflection exercise, which looks at a video of your choice from the Prelinger Archives from the 1940s-1960s and discusses some of the gendered aspects it may contain. Your choice can be anything with a topic related to technology, medicine/health, or science. The instructions are posted at our class d2l site, and attached down below at the bottom of the page.

If you don't see your group page for adding your comments in the sidebar to the left, click on the arrow for introduction || instructions, and you will see the group pages for the Prelinger Archives video comments drop down underneath it. The other three previous posting pages are tucked inside your group's archive.

Update for 3.12.2013
The pages are up ["Comments on Magazines"] for you to add some comments from our work session at the History of Science Collections. You don't need to post info on every magazine you looked at: just provide some comments about aspects you found worth noting and offer some explanations of why you found them interesting in relation to gender issues, especially when thinking about technology. So your comments can be about anything you wrote up on your worksheet or that you recall, looking back at what you saw and thinking about it a bit more.

In having you look through some actual artifacts -- both the contemporary television/web ads in the last exercise, and the magazine ads/illustrations/
articles/covers from Tuesday, what I'm hoping you'll get a better feel for is the way in which general values and expectations played out over the course of the 20th century regarding gendered interpretations of technologies: which values and expectations seem fairly consistent, and might be core characteristics of our culture that are fairly resistant to change over time? Which ones have been more transient, or seem to be more superficial and less deeply-embedded? Are there new constellations of values and expectations that are emerging? Taking a look at some concrete historical examples can't definitively answer such questions, of course, but they can be quite useful as hypothesis-generating exercises -- which is an important first step in researching cultural questions.

Note: If you weren't at the HSCI Collections on Tuesday 3.12 for this workday, I'll provide an alternative assignment for posting purposes after spring break.

Update for 2.19.2013
If you're looking for your group page in order to catch up and post your first mini-reflective assignment (on The 49% Majority), click on your group archive and you will find a link to that page. You can still add to the page or make changes to it.

The pages are now up and ready for your second posting, on gender images and technology: find your group to the right [if you've forgotten your group number that information is at the bottom of this page]. Remember that, in order to add your discussion to the page, you will click the little pencil in the upper right that appears, which will open up a box. The box is where you put your text. 

The directions for finding the images and the questions for the exercise are attached at the bottom of this page in a pdf file.

Welcome to our class workspace on the open web!
Creating, sharing, and generating new forms of knowledge in online networked environments is one of the key shifts of the new information age that has been developing and gaining in significance over the last two decades. This is especially true after the widespread advent of what has been called web 2.0 (apps that allow for interactive user-generated content), and authoring material and collaborating on the web is one of the skills that the university should help prepare you for. It’s also important for universities to share knowledge in as many different ways as we can, and undergraduates can now play an important role alongside professors in this regard as we come to understand how the internet can become a valuable learning environment for us all.

We'll be using this workspace to add your analyses and commentary on five different sets of materials that relate to our topics on gender issues in science, technology and medicine in our class. Toward the end of the semester, you'll draw from this archive we've build together to create a small "knowledge-sharing" assignment.

First, however, let's get started with your first posts, and see what we need to troubleshoot to get up and running.

Your first m.r.e. [min-reflective exercise] and posting to google sites
You have already started the first m.r.e., which is the reflections from 2013 (40 years later) of the discussion presented in The Forty-Nine Percent Majority (the handout passed out in class; it is also available at d2l in the "Content" section). Having read it, and then selected five sentences to comment upon, our next step is to take a trial run at getting the material posted here.

I have added your OU email addresses to googlesites, so you should be able to post once you call the site up from the web and sign in. I’ve set the permissions so that anyone can view the material on our site (it is on the open web), but only each of you in the class can post material and edit it as collaborators. If you have trouble accessing the site, try this troubleshooting walk-through.

If this doesn’t help, contact me at

Once you’re signed in, click the link for the page for your small group number (see below for a list -- if you don’t have a group assignment let me know). Next, click the button in the top right that looks like a pencil [if you hover over it you see it says "edit page(s)"], click on it, and it will bring up a box that allows you to start the page -- if you are the first person -- or to enter it and add your work, if you log in after the page is started].

Your task is to do the following:

1) Number your entry (the first person will be 1., the second 2., etc.) and copy the sentence(s) from the reading you will be commenting on (use quotation marks), and give the page number. Make this part in Bold so that it is differentiated from your discussion. You will choose one of the five sentences that caught your eye and that you selected when you first read the excerpt (or that you may have found of greater interest through the small group discussion you had in class).

2) Add a space, and then write a paragraph or two explaining why you chose this selection to comment on, and what makes it significant in terms of showing how the culture has or has not shifted in terms of assumptions about male gender roles in the U.S. What accounts for this change or lack of change, in your view? Is this particular dynamic you’ve identified related to other aspects of gender roles (in terms of men and/or women)? In what ways do you think that the idea you’ve chosen fits in with past and/or current assumptions about biological, physiological, and/or psychological explanations of gender?

3) After you’ve written your contribution, be sure to check for errors and clarity. 

4) Save your work [there is a blue button at the top right that says "save"].

5) You don’t need to sign your name (this means that your contributions are anonymous from the viewpoint of visitors from the web). As collaborators, we can track contributions through information recorded by the site changes, but that information isn't available to visitors. So it is your choice whether or not your contribution is publicly identified by signing your name, or using initials, etc.

 Group 1

  Group 2

 Group 3

 Group 4

Magdalene (Maggie)
Group 5


 Group 6

 Group 7 

 Group 8

Pavel (Pasha)

 Group 9