Digital Technology

Annotation, Rap Genius and Education

Monday, February 08, 2016 Comment 3 young female students sitting at table and looking at their laptop screens

Annotation educator Jeremy Dean came to me through my serendipity amplifier: Twitter. I watch some people think aloud in public and some people attend to my public online musings; when I think out loud in perceiving range of the right publics, the serendipities start amplifying. One of my Rheingold U students asked me via an open tweet whether I still use Diigo for social bookmarking; I replied that I also liked Diigo as a way to have conversations with learners about online texts through highlights and comment threads. I had not known Dr. Dean, but he


Museum’s MediaLab Explores Digital Innovation

Thursday, January 07, 2016 Comment people watching digital innovation projections at MET museums media lab

I recently took a walk across the park from American Museum of Natural History (AMNH), where I work, to our sibling museum founded on the other side of Central Park, The Metropolitan Museum of Art. For the first time, I got to go behind the scenes and visit their MediaLab, run by Marco Castro Cosio. After the tour, I met with both Marco and Neal Stimler, digital asset specialist in Collection Information. Both work together in the museum’s centralized Digital Department. I spoke with them about the Met MediaLab and what roles it plays spreading digital


The Book Test

Monday, December 28, 2015 Comment 5 children reading books on couch

Launa Hall’s recent essay in the Washington Post describes her misgivings and concerns about her third-grade students using ipads in the classroom. Hall describes a handful of arresting moments when her students’ ipad use caused them to tune out both her and each other in favor of their devices, setting the contemporary technology aesthetic of “sleek devices” and “shining screens” against the “give-and-take” of “human interaction.” Hall’s essay is one of a modern genre that despairs over the growing ubiquity of mobile technologies and their impact on human values like conversation and connectedness, but it is


Selfie Pedagogy III: Networked Spaces, Slut Shaming and Putting Selfies in Dialogue with Theory

Thursday, October 01, 2015 Comment social media posts justice for sandra bland black lives matter

Those looking for a top authority on how to teach effectively with selfies would be wise to put Terri Senft of New York University at the top of any list. Senft founded two influential Facebook groups of international researchers: the Selfies Research Network, which has more than 2,600 members; and a closed group with a smaller cohort, which is dedicated to collaborative teaching experiments with selfies. This group includes Alice Marwick (profiled on DML Central) and Miriam Posner (also profiled on DML Central). In a Skype interview with DML Central, Senft explained that “the impulse for the research group and


A Call for Algorithmic Studies

Thursday, July 09, 2015 Comment colorful spheres representing algorithmic studies

Digital technology and its modes of production, representation, distribution, and circulation remodel the conditions of possibility: the definition of Being, the structuring of the Social, the instrumentalization of the Political, the animation of the Cultural. They re-tool — and in many ways manufacture anew — the very nature of life itself. Even Bruno Latour and Eduardo Viveiros de Castro, among others, comment on the growing indistinguishability between humanity and animality, a binary which the technological unhinges. Digital technologies create this third condition with the human and the animal in its developing sensorial capacities and evolutionary “smartness”; in its taction to our flesh and fusion with our skin


Feminist Theory, Online Action, and Networked Learning

Monday, March 03, 2014 Comment mooc docc project banner 2013 dialogues in feminism & Technology

“It’s not just about studying and learning,” says Pitzer College student Susanna Ferrell. “It’s also about activism,” adds fellow student Jade Ulrich, both of whom were beta testers for a Distributed Open Collaborative Course (DOCC) about “Dialogues on Feminism and Technology” that started with Pitzer, University of California, San Diego, and Bowling Green State University students and spread to 18 colleges and a worldwide community of online learners. (Ferrell and Ulrich presented at the experiential learning conference in San Diego, January 2014.) As Ms. Ulrich noted, participants in DOCC 2013 did not just view the texts