#digped Storify Pt. 2: A Backchannel in the Backchannel
August 09, 2012 | Filed in: #digped
by Robin Wharton
The first installment, "We Interrupt This Broadcast," deferred the question about the use of video lectures and broadcast education in MOOCs, and focuses instead on those contributions related to the other questions Sean's #digped post raises. In this installment, I pick up the MOOC-related strands of the discussion and the resulting conversation about shifting funding models for higher education and the pressing questions they raise.
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The first installment, "We Interrupt This Broadcast," deferred the question about the use of video lectures and broadcast education in MOOCs, and focuses instead on those contributions related to the other questions Sean's #digped post raises. In this installment, I pick up the MOOC-related strands of the discussion and the resulting conversation about shifting funding models for higher education and the pressing questions they raise.
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Data Mining in the Trenches: Using Storify to Teach Research
July 30, 2012 | Filed in: Tools
by Tanya Sasser
It's time to confront our bias against open sources and redefine how our students research in digital environments. We should both allow them to use the research sites that are most handy, i.e., those openly available on the internet, and teach them how to effectively mine, evaluate, synthesize, and use the information contained within those sites. Good research is an art form and good researchers use a variety of techniques. The art of research is knowing how and when to use the various tools and techniques in concert. While students rarely approach research as an art, never have the tools of research been more readily available to them. The trick is to teach them how to use those tools with finesse.
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It's time to confront our bias against open sources and redefine how our students research in digital environments. We should both allow them to use the research sites that are most handy, i.e., those openly available on the internet, and teach them how to effectively mine, evaluate, synthesize, and use the information contained within those sites. Good research is an art form and good researchers use a variety of techniques. The art of research is knowing how and when to use the various tools and techniques in concert. While students rarely approach research as an art, never have the tools of research been more readily available to them. The trick is to teach them how to use those tools with finesse.
Read More...#digped Storify: Teaching Naked
June 10, 2012 | Filed in: #digped
by Sean Michael Morris
On Friday, June 8, Hybrid Pedagogy hosted a discussion on Twitter focused on the subject of "teaching naked" as presented in Paul Fyfe's article "Digital Pedagogy Unplugged". We thought it would be worthwhile to take a look at the ways in which all classrooms are necessarily both digital and analog, in-person and virtual. Inspired by the notion that we might be able to re-imagine digital pedagogy "without the potentially limiting factor of electronics," we set out to discuss what the truly hybrid classroom was made of.
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On Friday, June 8, Hybrid Pedagogy hosted a discussion on Twitter focused on the subject of "teaching naked" as presented in Paul Fyfe's article "Digital Pedagogy Unplugged". We thought it would be worthwhile to take a look at the ways in which all classrooms are necessarily both digital and analog, in-person and virtual. Inspired by the notion that we might be able to re-imagine digital pedagogy "without the potentially limiting factor of electronics," we set out to discuss what the truly hybrid classroom was made of.
Read More...Teaching in the Digital Tornado
June 06, 2012 | Filed in: Digital Pedagogy
by Sean Michael Morris
In preparing for the Teaching Naked #digped Twitter discussion on Friday, June 8, I reviewed what felt like a massive number of possible topics, discussable literature, and the broad face of educational technology. Out there on the Internet, something is happening that feels a lot like evolution, but which can also feel like survival of the fittest. One idea gives rise unto uncounted more ideas; one tool for organizing spawns a dozen new ways to communicate, and simultaneously a need for new organizational tools. It’s positively autocatalytic.
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In preparing for the Teaching Naked #digped Twitter discussion on Friday, June 8, I reviewed what felt like a massive number of possible topics, discussable literature, and the broad face of educational technology. Out there on the Internet, something is happening that feels a lot like evolution, but which can also feel like survival of the fittest. One idea gives rise unto uncounted more ideas; one tool for organizing spawns a dozen new ways to communicate, and simultaneously a need for new organizational tools. It’s positively autocatalytic.
Read More...#digped Storify: Participant Pedagogy
May 29, 2012 | Filed in: #digped
by Sean Michael Morris
On Friday, May 25, Hybrid Pedagogy hosted its second pedagogically-focused discussion on Twitter, this time on the subject of participant pedagogy. Inspired by both the notion from Howard Rheingold's book Net Smart (MIT Press) that "participation is power", and by the well-aimed A Letter from a Hybrid Student by Teo Bishop, the discussion worked to uncover ways not only for the student-teacher gap to be bridged, but also what it means for students to become involved in pedagogy. In this Storify, we've brought together some of the most compelling thoughts from the discussion. Join us on June 8th for another Hybrid Pedagogy #digped chat. For questions, suggestions, or more information, e-mail slamteacher@me.com.
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On Friday, May 25, Hybrid Pedagogy hosted its second pedagogically-focused discussion on Twitter, this time on the subject of participant pedagogy. Inspired by both the notion from Howard Rheingold's book Net Smart (MIT Press) that "participation is power", and by the well-aimed A Letter from a Hybrid Student by Teo Bishop, the discussion worked to uncover ways not only for the student-teacher gap to be bridged, but also what it means for students to become involved in pedagogy. In this Storify, we've brought together some of the most compelling thoughts from the discussion. Join us on June 8th for another Hybrid Pedagogy #digped chat. For questions, suggestions, or more information, e-mail slamteacher@me.com.
Read More...#digped Storify: Net Smart
May 09, 2012 | Filed in: #digped
by Pete Rorabaugh
Hybrid Pedagogy proposed a one-hour, pedagogically-focused discussion on the introduction to Howard Rheingold's new book Net Smart (MIT Press). The conversation took place on May 4, 2012 and ranged from digital awareness/mindfulness to the new role of the teacher in the digitally-infused classroom. We would like to thank Howard and all other participants for joining in conversation with us. Hybrid Pedagogy looks forward to continuing the #digped discussion throughout the summer. We hope you will join us for our next one. Follow us on Twitter for details (@HybridPed). See “How to Storify. Why to Storify.” for some thoughts on Storify and how you might use it to curate your own conversations on Twitter.
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Hybrid Pedagogy proposed a one-hour, pedagogically-focused discussion on the introduction to Howard Rheingold's new book Net Smart (MIT Press). The conversation took place on May 4, 2012 and ranged from digital awareness/mindfulness to the new role of the teacher in the digitally-infused classroom. We would like to thank Howard and all other participants for joining in conversation with us. Hybrid Pedagogy looks forward to continuing the #digped discussion throughout the summer. We hope you will join us for our next one. Follow us on Twitter for details (@HybridPed). See “How to Storify. Why to Storify.” for some thoughts on Storify and how you might use it to curate your own conversations on Twitter.
Read More...Memes are the New Canon
April 30, 2012 | Filed in: Literacies
by Sean Michael Morris
Because the Internet is everything, it has always lacked coherence for me. More available than things in their entirety are blurbs about things, captions, dialogues about things; or more removed, dialogues about blurbs about things. I’m a nontraditional educator who was educated traditionally, so I tend to think about things in their entirety, and the relationships of coherence created between those things. I canonize, holding up certain works of literature as both cornerstones and harbingers of academic dialogue. The works of Shakespeare and Dickens converse with the works of Woolf and Hemingway and give them meaning. But a quote from Shakespeare tossed into the muddle of all the quotes from all the books in English loses its lucidity and relevance. And this is exactly what the internet does.
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Because the Internet is everything, it has always lacked coherence for me. More available than things in their entirety are blurbs about things, captions, dialogues about things; or more removed, dialogues about blurbs about things. I’m a nontraditional educator who was educated traditionally, so I tend to think about things in their entirety, and the relationships of coherence created between those things. I canonize, holding up certain works of literature as both cornerstones and harbingers of academic dialogue. The works of Shakespeare and Dickens converse with the works of Woolf and Hemingway and give them meaning. But a quote from Shakespeare tossed into the muddle of all the quotes from all the books in English loses its lucidity and relevance. And this is exactly what the internet does.
Read More...How to Storify. Why to Storify.
April 14, 2012 | Filed in: Tools
by Pete Rorabaugh and Jesse Stommel
Storify describes itself: “Storify lets you curate social networks to build social stories, bringing together media scattered across the Web into a coherent narrative. We are building the story layer above social networks, to amplify the voices that matter and create a new media format that is interactive, dynamic and social.” It’s a beautiful description and yet we’re not sure we buy it. For us, Storify feels more like the layer beneath social networks. The layer where the archiving (not the “amplifying”) happens. Story doesn’t “drive” or “build” thinking. Story organizes and maps thinking. The power of Storify, then, is in its ability to cohere and preserve, to create a blueprint for a much wilder and more disparate conversation happening on the web.
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Storify describes itself: “Storify lets you curate social networks to build social stories, bringing together media scattered across the Web into a coherent narrative. We are building the story layer above social networks, to amplify the voices that matter and create a new media format that is interactive, dynamic and social.” It’s a beautiful description and yet we’re not sure we buy it. For us, Storify feels more like the layer beneath social networks. The layer where the archiving (not the “amplifying”) happens. Story doesn’t “drive” or “build” thinking. Story organizes and maps thinking. The power of Storify, then, is in its ability to cohere and preserve, to create a blueprint for a much wilder and more disparate conversation happening on the web.
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