Network Society

Expertise, Redefined

Monday, August 27, 2012 Comment 3 students working studying in library together

What makes an “expert”? What makes for “expert knowledge” in the digital age? In today’s culture of digital media, new forms of expertise and knowledge seem to be increasingly available, with the result that young people are now being encouraged into new knowledge practices and incited to learn from and identify with new models of expertise. As educators, what kinds of expertise are we trying to develop in our students? It is fairly safe to say, in general terms, that, historically, education has tended to emphasize a “great minds” model of knowledge and expertise. What gets


Learning from Failure: Feminist Dialogues on Technology, Part II

Thursday, August 09, 2012 Comment Girl sitting on outside bench in the evening working on laptop

Professor Anne Balsamo has been collaborating with Professor Alexandra Juhasz and a group of more than one hundred feminist scholars to pilot a new kind of online course devoted to feminist dialogues on technology. Balsamo recently left the University of Southern California to occupy a new post as dean of the School of Media Studies at the New School for Public Engagement in New York.  In this position she will continue to work on one of her other ambitious new projects that involves collaboration with an extended network of researchers and designers to create a digital


Bodies in Classrooms: Feminist Dialogues on Technology, Part I

Monday, August 06, 2012 Comment 2 girls intensely focussing on their hand held games

Next year, over a hundred feminist scholars are slated to teach a new kind of online course—the first “MDCLE” or “massively distributed collaborative learning experiment”—tentatively titled “Feminist Dialogues on Technology.”  Drawing on the model of the “MOOC,” or the massively open online course, like the artificial intelligence and human-computer interaction courses at Stanford that have enrolled tens of thousands of students, this venture is also aimed at a very large audience, although taught and thought through a feminist architecture and pedagogy.  With some start-up funding from the Mellon Foundation, Pitzer professor Alexandra Juhasz and University of