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”
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.
How to effectively teach a fully online course: discussion, social dynamic, connection
Learning/using students’ names
“I’m not a number”
Tools for leading discussion online
Synchronous vs asynchronous
Why/when/how do we decide to teach online?
Understanding both content and format
Rubrics, measurement
Self-generated, autodidacticism
Does this cross across disciplines?
Introversion / access
What’s best for the student?
Student engagement
Why is/is not online teaching for me?
Persona — Performance
Social media
Where in digital space does learning happen?
Private vs. Public online — ethics, data, privacy, safety, legal/copyright
Collaboration
Jason B. Ohler, Digital Community, Digital Citizen
T. V. Reed, Digitized Lives…
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.”
Posted on March 4, 2018 by lpetrides
The following is from the above link, with my comments in italics:
“…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
More on canva.com:
Other tools:
data.chronicle.com — for displaying date…and possibly adding data.
storymap — part of knight lab
For next week:
Troy’s Vision Statement
Mission of the Liberal Arts and Public Institutions: Roads Taken, Kid for Life
Changing nature of public and private
Changing role of public scholars
Moya, “The Ethics of Public Scholarship”
For the future:
Where is the internet?
Physicality of data?
Embodiment/Disembodiment
For today:
Digital Knowledge Faculty Initiative
The Work of Being Watched, Mark Andrejevic
Tracking Transience — cannot copy link
TED Talk — cannot copy link
The Circle (excerpt attached from Martha)
First meeting of Digital Knowledge, Domain of One’s Own, DTLT:
Is digital changing everything, or is knowledge changing the digital?
Art history reading on digital art history?
Domain Fellows, started by Martha Burtis – take DoOO out of the classroom and into their lives.
Ray Bradbury, “There Will Come Soft Rains.” http://schoolsites.schoolworld.com/schools/Cheltenham/webpages/cmanser/files/there%20will%20come%20soft%20rains%20(bradbury)1.pdf
https://youtu.be/LzhlU8rXgHc
https://youtu.be/Lf8-DzofGzI
See also Bradbury’s The Veldt The World the Children Made, first published in The Saturday Evening Post, September 23, 1950.
Audry Watters, The Web We Need to Give Students.” https://brightreads.com/the-web-we-need-to-give-students-311d97713713
An outsider looking in.
“Giving students their own digital domain is a radical act. It gives them the ability to work on the Web and with the Web.” Why is this radical?
David Weinberger, Small Pieces Loosley Joined (2002). http://www.smallpieces.com/
Werner Herzog, Lo and Behold, documentary.
