Katia Hildebrandt and Alec Couros, “Digital selves, digital scholars: Theorising academic identity in online spaces”
Kevin Gannon, “The Case for Inclusive Teaching”
Kevin Gannon, “The Progressive Stack and Standing for Inclusive Teaching”
Soraya Chemaly, “All Teachers Should Be Trained To Overcome Their Hidden Biases”
• Thomas P. Kasulis, “Questioning”
“A class is also a process, an independent organism with its own goals and dynamics. It is always something more than even what the most imaginative lesson plan can predict.” (2)
Group quiz
Ask students at the beginning of the semester what they want to get out of the class; repeat that to them the following week, then ask them at the end of the semester if they learned, etc. that topic.
Invite students, especially if they are shy and introverted.
Give options: Allow students to choose their preferred form of course involvement.
• Dave Cormier, “Rhizomatic Education: Community as Curriculum”
• Zach Whalen, “Notes on Teaching With Slack”
• Sharon O’Malley, “Professors Share Ideas for Building Community in Online Courses”
• (Optional): Sean Michael Morris and Jesse Stommel, “The Discussion Forum is Dead; Long Live the Discussion Forum”
October 28, 4:00 – 5:30 // Online Learning, Hybrid Pedagogy, Digital Literacy
•Maha Bali, “Knowing the Difference Between Digital Skills and Digital Literacies, and Teaching Both”
“Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.”
Empower students with digital literacy.
See W. Ian O’Byrne:
“To make digital literacies easier to understand, let’s examine Doug Belshaw’s doctoral thesis. He identifies eight essential elements of digital literacy that lead to positive action:
FoMO: Fear of Missing Out
•Sean Michael Morris, “Online Learning Shouldn’t be ‘Less Than’”
•Jesse Stommel, “What is Hybrid Pedagogy?”
•Chris Friend, “On Vocabulary: ‘Blended Learning’ vs. ‘Hybrid Pedagogy’”
•(Optional): Ethical Online Learning: a Town Hall
Seymour Papert, Mindstorms (forward and introduction)
Howard Rheingold, Net Smart (introduction)
Try Slack for online discussion board rather than Canvas.
September 30, 4:00 – 5:30
12-2:30 prior to future readings available for open lab.
Not what technology I need to use or how to use it, but how does this technology allow me to tell this story…..
Teaching with technology changes teaching. How does technology change the way we teach…..[discipline]…..
“concatenate”
• Ray Bradbury, “There Will Come Soft Rains”
• Audrey Watters, “The Web We Need to Give Students”
What is our responsibility?
• David Weinberger, Small Pieces Loosely Joined (preface and chapter one)
“What is the Web for?”
“The Web, on the other hand, breaks the traditional publishing model. The old model is about control: a team works on a document, is responsible for its content and format, and releases it to the public when it’s been certified as done. Once it’s published, no one can change it except the original publisher. The Web ditches that model, with all its advantages as well as its drawbacks, and says instead, ‘You have something to say? Say it. You want to respond to something that’s been said? Say it and link to it. You think something is interesting? Link to it from your home page. And you never have to ask anyone’s permission.’ Then it adds: ‘And how long will it take to do this? I dunno. How fast do you type?’ By removing the central control points, the Web enabled a self-organizing, self-stimulated growth of contents and links on a scale the world has literally never before experienced.
The result is a loose federation of documents — many small pieces loosely joined.”
Student Learning Objectives vs. “Who is the person leaving the classroom?”
Requirements
Short description with a list of FAQs
Adeline Koh, “Introducing Digital Humanities Work to Undergraduates: an Overview”
Hiie Saumaa and Michael Cennamo, “Creativity and the Power of Two”
“…Nick Couldry, a British media scholar, who argues in his book Why Voice Matters that we are experiencing a contemporary crisis of voice—across political, economic, social domains. At root, he argues, is a pervasive doctrine of neoliberalism that denies voice matters.”
Documentary studies — close reading, “close enough to hurt”
“Get proximate” to the social justice issues that need our attention
Social Justice and education
What do our students’ domains look like after they leave the course in which it was created?
How do faculty use these in “later” classes?
Digital minimalism
§ Readings for today:
¶ President Paino’s Vision statement for UMW
“Investment of Hope” — 4 goals, each with action steps:
1 Service and social justice
2. Reconstitute the liberal arts for the digital age
3. “Immerse students in impactful learning experienes”
4. Diverse and conclusive community for success
What does a public institution look like with digital liberal arts?
¶ Bryan William Van Norden, “What’s with Nazis and Knights?” Huff Post, 9/19/17
¶ Nathan Heller, “What’s Roiling the Liberal Arts?” The Big Uneasy, The New Yorker, May 30, 2016
¶ Dorothy Kim, “Teaching Medieval Studies in a Time of White Supremacy,” In the Middle, August 28, 2017
¶ Dorothy Kim, “Race, Gender, Academia, and the Tactics of Digital Online Harassment,” SCS Newsletter (Sept. 2017), Medieval Studies and Harassment: https://classicalstudies.org/about/scs-newsletter-september-2017-medieval-studies-and-harassment
“This lack of a website has been a regular talking point for institutions and colleagues who have invited me out for lectures or workshops. It’s an inconvenience but one I plan to continue doing because of the mass of harassment I expect to get when Digital Whiteness and Medieval Studies (forthcoming, ArcPress/WMU) comes out as it discusses online white supremacy (white supremacists/white nationalists/KKK/MRA etc.).”
§ See also:
¶ DK mentioned: Being Black at Michigan
¶ Establish a Social Media Policy, SCS
¶ Rebecca Mead, “The Troll Slayer, A Cambridge classicist takes on her sexist detractors,” The New Yorker, Sept. 1, 2014.
¶ Mary Beard, “Women in Power”
¶ Sarah E. Bond, “Why we need to start seeing the Classical world in color,” Hyperallergic, June 7, 2017.
“Most museums and art history textbooks contain a predominantly neon white display of skin tone when it comes to classical statues and sarcophagi. This has an impact on the way we view the antique world. The assemblage of neon whiteness serves to create a false idea of homogeneity — everyone was very white! — across the Mediterranean region. The Romans, in fact, did not define people as “white”; where, then, did this notion of race come from?”
¶ Colleen Flaherty, “Threats for what she didn’t say,” Inside Higher Ed, June 19, 2017.
§ Pedagogical take-aways:
¶ Be patient, be diligent, teach awareness, have their back, support
For 9/13/17
Werner Herzog
“Will our children’s children’s children need the company of humans, or will they have evolved in a world where that’s not important?”
Lawrence Krauss, Cosmologist, Arizona State University
Teaching students to live with ambiguity
How does having the internet change our expectations of students?
Storytelling
“the web students bring me”
Sign up for a new app
This looks like a particularly good model for organizing online exhibits. The Albert M. Greenfield Digital Center for the History of Women’s Education at Bryn Mawr College. I’ll consider this for the Venice seminar (spring 2014).
