Jade E. Davis

Jade E. Davis headshot

Jade E. Davis is a doctoral candidate and Teaching Fellow at the University of North Carolina at Chapel Hill in the Department of Communication Studies. She is a member of the PhD Lab in Digital Knowledge at Duke University, the Program Coordinator for the Digital Media and Learning Competition at HASTAC, and a member of the HASTAC steering committee. She is a former PhD Intern with Microsoft Research New England’s Social Media Collective. Her research looks at how digital media affects how society makes, understands, and accepts knowledge and culture. More specifically she is interested in spaces that make digital information into knowledge and culture and the ethics and ownership of the data traces that are left behind. You can find some of her work on her website and you can follow her on twitter @jadedid.

Blogs (14)

Digital Media as Interactive Textbook

Monday, July 25, 2016

museum patrons using tablet in museum. Recently, I was a guest on the Meanwhile in the Future podcast on an episode titled “Flash Forward,” speaking about digital media and education. While speaking with Rose Eveleth, the host, I said something that’s sort of stuck with me in terms of thinking about what the roles of media and communications are in digital media. I do not believe that it can ever replace the classroom space and I worry about all the edtech efforts that are so heavily invested in the attempt to do just that. Loss of other senses and effect on critical

Exploring Virtual Reality in Education

Thursday, March 17, 2016

Boy wearing virtual reality headset and earphones When looking at the state of digital media and learning today, virtual reality (VR) is barely a blip in many of the broader conversations. Much of the work being done focuses on peer-to-peer learning and practices of social pedagogy, which are in many ways, the opposite of the current state of VR. About 20 years ago, VR in education had something of a research heyday. A search on Google scholar turns up thousands of results between 1991-1999. While the research never slowed, the technology never became accessible enough for virtual reality to become mainstream.That is changing

The Boundaries of Data Collection

Thursday, January 28, 2016

magnified data codes depicting privacy issue I want to take a moment to examine how data collection has changed for us who teach and assess students. In the digitally augmented classroom, there should be concern for both corporate privacy and interpersonal privacy. While we have limited control over the corporate tracking and data-collection that takes place, it is possible to allow varying levels of interpersonal privacy in the digital classroom. To make participation highly visible, down to seeing who contributed what line in a paper or slide in a slideshow, brings in echos of the dreaded panopticon. Often, when I speak to

The Learning Village of Our Hybrid Reality

Thursday, December 24, 2015

People doing a craft project at conference table If you are reading this, you have a hybrid life. There are things that you encounter and find meaning in or meaningful both offline and digitally. The device you are reading this from is part of your offline world even as the words you are reading are a digital artifact. Think about the way you found this post, the device you are reading from, and the physical location in which you presently exist. Many, if not all of these things will be different for each individual who accesses this post, just as if, where, and how

Learning The Terms of Digital Literacy

Monday, December 07, 2015

screenshot of facebook twitter instagram privacy policy terms Often when we talk about digital literacy, we are speaking about giving students the tools they need to be successful in a digitally-augmented world. In learning digital literacy, students also learn the social protocols, expectations, and risks that come along with engagement in digital devices, something I’ve written about many times before. Recently, I’ve been working closely with faculty members and asking them a simple question: “Have you read the ‘Terms of Service’ of any of the digital tools and platforms you are using?” More often than not, the answer has been, “no.” This is not

Disruption and Innovation: Divided By Design

Monday, October 19, 2015

Uber billboard in city Every day that I arrive to and leave from work, I’m greeted by an Uber billboard. The photograph shows a women of color, probably in her 30s squinting as she looks at the camera. The accompanying text says, “Driving with Uber means I can provide for my daughter.” The “Uber means” text is in blue. This billboard replaced a previous Uber billboard that simply featured a car and said “Drive with Uber.” There is an obvious link between the existence of these billboards and education as they were placed directly outside of a community college. There

Defining Digital Media Across Disciplines

Thursday, August 20, 2015

close up hands working on curcuit board After my last post on designing a course into digital media, I’ve been doing a lot of reflection and work trying to figure out best practices and approaches for defining digital media across disciplines. This project is the primary function of my new position as the associate director for Digital Learning Projects at LaGuardia Community College’s Center for Teaching and Learning. Recently, a digital competency was added as a requirement for all students. I am very excited that this is happening, and that I get to be a part of it, but it leaves a big

How to Teach Self-Directed Digital Media

Monday, June 29, 2015

photograph of students in classroom taken with old vintage camera film The digital world has many moving parts, and bringing it into the classroom can seem overwhelming, both for the instructor, and the student. Once it gets broken  down to the pieces that are relevant to the learning outcomes, however, it becomes a bit more manageable, at least from a planning standpoint, for the instructor. For the student, without the proper framework for success, it can still seem pretty overwhelming. Most students are in multiple classes where there is little to no overlap between instructors. Teaching styles, material, technology, and subject are all disjointed. When a digital

The Flaws of Online Course Testing

Thursday, April 16, 2015

character drawing showing student intensive background check with police officer interrogating A recent New York Times article titled “Online Test-Takers Feel Anti-Cheating Software’s Uneasy Glare” features an interview with a student taking an online course. This part struck me: “a red warning band appeared on the computer screen indicating that Proctortrack was monitoring her computer and recording video of her. To constantly remind her that she was being watched, the program also showed a live image of her in miniature on her screen.” Proctortrack is the company that proctors the exams. The article also looks at a pilot program in Texas that is using the software for

The Computer Ate My Homework

Thursday, February 19, 2015

little kid sitting at desk learning on ipad with pictures and diagrams The family computer recently stopped working. This wouldn’t be the end of the world normally, however, my oldest son’s second-grade classroom implemented a new homework policy. Instead of having homework on paper, all homework is done on the computer across three sites. This new policy was implemented because it makes the homework “smarter.” The difficulty of the work can automatically adjust as the student improves. A report is sent to the teacher right away, letting her know how long it is taking the student to do the work. She gets a readout that can compare the

Let Go of Fear for Connected Learning Success

Thursday, December 25, 2014

paulo coelho quotes ob bravery and experience with picture of woman standing on mountain I want to talk about the one thing that I think is the biggest risk in connected learning: Not Trying. The biggest barrier to meaningful experimentation that I’ve encountered is the fear of an experiment not working or achieving the desired results. In other words, people are afraid of failure. When we take things like negativity bias into account, that makes sense. So, how do we reframe learning experimentation outside of failure that takes into account our fear of failure? I think the most successful shift I’ve seen implemented, and that I’ve made myself when I’m

Rethinking the Web as Picture Book and Soundscape

Thursday, October 16, 2014

hotel with colorful hotel doors and outdoor pool I have a dear friend who entered graduate studies in my department a bit after I’d started. I will call him Sam. Sam was different. He was one of the few other people who was not white in my program. He was not American. He was not straight. And his home country was a place where all of these things together posed a risk for him, which is why he’d come to the United States in the first place. He and I formed a coalition of brown people, and would spend lots of time talking about

Addressing Trust Challenges in Connected Learning

Monday, September 01, 2014

tiger licking top of mans head representing trust Any learning is inherently risky. The second we enter spaces to learn stuff, we are acknowledging that there are things we don’t know and that we trust the environment, place and people we are learning with and from to help us fill in those knowledge holes. By entering learning spaces, we are agreeing to form a community around the knowledge attained. We go through this process socially, even if only in a time-constrained environment like a museum. We do all of this without questioning the risk because we’ve come to some sort of social contract that

Trust, Privacy and Everyday Life

Monday, July 14, 2014

screenshot of google maps satellite view street view of neighborhood I recently realized that it was time to move. My oldest son is 7 and he’d learned that “everything was on the Internet’ from a schoolmate, and wanted to see if our “house” was. We lived in a medium size apartment complex where the apartments all share the same address. We were the ground level apartment, with a townhouse above us, but inside the complex. I put the address into Google, switched on streetview, and, much to my surprise, used the little arrows to tour my apartment complex. When I made my way to our front