In the days before its death knell had been rung Read More »
Last update: March 31, 2011
By taking a quick glance at my member profile, you might guess that Tumblr is an online dating site, but although Tumblr frames site activity in the language of admiration and courtship, it is, in fact, a fantastically simple microblogging platform that is extremely adaptable for a spectrum of personal and professional uses. Tumblr members create an account and then can host one or several short-form blogs known as Tumblelogs, each one with a unique URL. Read More »
I have been teaching with digital media since 1994. Computers, software and, more recently, social media have enhanced my ability to provide hands-on, memorable instruction for studio, seminar and art history lecture classes.
From my perspective, digital media has two major failings: its obvious transience and archival challenges. Next semester, if I teach the same courses, I will need to completely overhaul my syllabus, readings, handouts and how-to guides. Read More »
The advances of technology in the digital age have permeated every area of society, from interpersonal communication to the way information is disseminated. Today’s children are able to manipulate sophisticated software, search the Internet, play games, and download information without being aware of the cognitive process involved. For instance, most children download and listen to music on the Internet, and in the very near future, they will not have a notion of what a CD is. Read More »
In the spring of 2007, I asked students in the “Introduction to English Studies” course that I was teaching at Temple University to use blogs to discuss the novels we were reading for class. During a unit on Ralph Ellison’s Invisible Man, one of my students wrote a post titled “Chaos and Imagination” that speculated upon the autobiographical roots of Ellison’s text (Cummings). Soon after the post was published, a comment appeared from an unexpected contributor: a producer from Radio Open Source Read More »
Let’s begin with some background about teaching and privilege and then move on to two online forays: Project Implicit, and, most importantly, the blog.
Informed by the thinking of Jacques Rancière, I stage teaching as an entry point rather than a delivery system for my knowledge. I wish to open up possibilities for how we receive images and the terms we apply to ourselves. Read More »
My experience of teaching in the mid-1990s coincided with the early years of the World Wide Web, a new technology that was, by turns, a cause for praise, scorn and worry. What would it become and what would be the cultural ramifications of its pervasive use? Were we indeed headed for the vision of Marshall McLuhan’s global campfire, or was the web merely a littered cyberspace of pornography and bad design (Levinson)? Read More »
Pedagogical Practice and Digital Media
A student walked into my office a couple of years ago and said to me, “Dr. McClurken, I’m really struggling with all this online stuff,” referring to the digital history projects I had assigned to the students in my “History of American Technology and Culture” course (McClurken et al., A History of American Technology). Read More »
Google Docs is an example of “software as a service,” a document-sharing, cloud computing service. Unlike most document-sharing services, Google Docs does not require any user fees. Google Docs allows people in different locations to collaborate on documents, presentations, spreadsheets, and forms.
Midterm assignments in my classes had become hapless rituals of recapitulation dutifully endured by students and myself alike. As familiar as bad coffee, they needed rejuvenation, especially in the context of an upper division undergraduate seminar on methodologies in new modes of research and authoring. Indeed, it seemed impossible to deliver a midterm in its traditional form, as a set of written questions requiring written responses, in a course dedicated to rethinking scholarly practice. Hence, the video midterm assignment was born. Read More »
Educators are becoming all too accustomed to the “glazing over” effect: students thinking they understand the material presented in videos shown in class or assigned for home viewing, but subsequent discussions often revealing minimal or superficial comprehension. This chapter is concerned with the development of tools and activities to help students attend to video-based materials with increased focus and heightened awareness of their own intellectual project. Read More »
The Social Web and Critical Pedagogy
YouTube poses certain basic challenges to teaching effectively and ethically. It relies on a cataloguing system driven by shallow popularity metrics, and its library of videos is maintained largely by the labor of fan communities rather than by the deliberative practices of archivists and instructors engaged with evaluating the credibility of sources or the coherence of the curricula. Read More »
My role as an educator revolves around group processes. Essentially, I facilitate groups of people working together intensely in one room over a short period of time to produce a book. The book is made, from start to finish, in five days (or less). This process is known as a Book Sprint. Read More »
In the video Do You Want to Date My Avatar, the cast of the online sitcom The Guild playfully show the differences between physical and virtual lives by highlighting fantastic/idealized virtual lives. This bifurcation between the everyday real and fantastic virtual is intrinsic to teaching in virtual worlds. Read More »
In the context of teaching about digital media—in graduate and undergraduate courses such as New Media and Global Affairs, Technology and the City, Innovation and Design and Everyday Experience at The New School—I have also been able to teach through digital media, employing listservs and blogs, requiring digital photos, videos and presentations and encouraging students to use online tools for data analysis. Read More »
In the end, education isn’t a question of appropriate, acceptable, or productive formats. Even after all is said and done in a classroom or in a collection of essays about “learning through digital media,” the question of pedagogy continues. Pedagogy is what needs to be worked out again and again (Schmitz 147). Read More »