Pedagogy
Reteaching Teaching: Pedagogy and Teacher Training for the Digital Age
Monday, March 26, 2018 Comment
Digital media and networks, like blackboards and post-it notes, are tools whose effectiveness depends on how they are used. Whether you call it “connected learning” or a “new culture of learning,” deploying the tools depends on changing the mindset of educators. Connected learning elements are openly networked, interest powered, production centered, peer supported, shared purpose, academically oriented. Educators and trainers of educators are leading the way by experimenting with pedagogy that engages students by connecting their academic curriculum with their personal interests, involving the networked world that students live in, encouraging collaboration and peer support, scaffolding
Anti-Violence Work, Performance Studies and Experimental Pedagogy
Monday, October 09, 2017 Comment
This post concludes the series that DML Central has been running based on interviews with members of the development team for the Center for Solutions to Online Violence by focusing on T. L. Cowan of the University of Toronto, who describes herself as a “writer, performer, activist, and professor” committed to anti-violence work. Cowan described how she “worked as an anti-violence feminist activist with different community organizations throughout the 90s, which were bricks and mortar centers” and completed “anti-violence training as an undergraduate student.” She also participated “in street-based activism and women’s shelter-based activism and became
Toward a Pedagogy of Repair and Care
Thursday, November 24, 2016 Comment
Note: This is the introduction to a four-part mini-series that looks at a growing dissonance between the politics that we espouse in our classes and the realities that our students observe in their everyday practices. The impetus for this series emerges from the fact that while in class, the young scholars I work with struggle to engage with politics of care, life, and dignity. They experience in their digital zeitgeist an emerging culture of abrasive, brutal, and abusive language and behavior that negates their intellectual engagements. Beginning with setting up the context in this first post,
Amplifying the Teacher Perspective on Connected Learning
Thursday, February 25, 2016 Comment
This is my second post in a series exploring my journey to develop and teach a graduate “Multimodal Literacies” course for pre-service and in-service teachers based on the connected learning framework. (Here are my first and second posts in the series, as well as my original inspiration.) And, we’re off! In the blink of an eye, the first five weeks of my graduate course focusing on “New & Multimodal Literacies” with pre-service and in-service teachers have flown by. My six committed students and I have been engaged in an exploration of Connected Learning and its applications to
Selfie Pedagogy IV: Diversity, Netprov and Service Learning
Thursday, December 17, 2015 Comment
We profiled Mark Marino of the Humanities and Critical Code Studies (HaCCS) Lab at USC on this blog five years ago in a post about innovative approaches to service learning. In 2015, we wanted to return to his digital pedagogy in the college writing classroom as part of a four-part series on teaching with selfies. National and international news organizations have been reporting on his recent work at the University of Southern California, but unfortunately this coverage has sometimes reinforced generalizations about the supposed superficiality, narcissism, and anti-intellectualism of young people, stereotypes that he had hoped to dispel. In
Selfie Pedagogy III: Networked Spaces, Slut Shaming and Putting Selfies in Dialogue with Theory
Thursday, October 01, 2015 Comment
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
Selfie Pedagogy II: Internet Identity and Selfie Practices
Thursday, September 10, 2015 Comment
As part of a series of blog postings exploring teaching and learning with selfies, it was logical to go next to Alice E. Marwick, Fordham professor and author of “Status Update: Celebrity, Publicity, and Branding in the Social Media Age.” After all, Marwick was the one who published the Selfie Course online to make its open access materials available to other educators. As Marwick explained, “my big research interest is identity and the Internet in very broad terms, people’s self presentation and self expression, and how it changes when they have access to the very large
Selfie Pedagogy I: The Digital Humanities and Selfie Culture
Monday, August 31, 2015 Comment
Although The New York Times recently profiled the burgeoning development of “selfie scholarship,” the examination of the selfie genre in higher education is actually neither as new nor as radical as it seems. However, attention to selfie scholarship has been accelerated since hundreds of scholars joined a Facebook group founded by Theresa Senft of New York University to share bibliographies, curate specific selfie images, and disseminate new work. A select group began working on selfie pedagogy to launch The Selfie Course, including Fulbright scholar Radhika Gajjala, who was the subject of a profile piece on DML Central last
Programmable Pedagogy: Reconfiguring the Future of Learning
Monday, July 16, 2012 Comment
What is “pedagogy” and what does it do? In the digital age, the future of education is being redefined in relation to new technologies and digital media, and we are having to rethink what we understand by pedagogy and its possible effects on learners. What kinds of pedagogies, then, are being configured in discussions about the future of education, and how might they configure the future learner? Programmable Pedagogy Pedagogy is often taken to be a technical term for teaching. But it is important to define it a little more expansively. In its wider definition, pedagogy
