Critical and Digital Pedagogies: a Virtual Unconference
May 14, 2013 | Filed in: Commons
by Valerie Robin
Most of us are not strangers to the concept of the forum. Forums are attached to nearly every type of community building platform that hopes to encourage continuing discussion. But what do we do with forums? If you’re anything like me, you dip your typing fingers in the forum pool about twice a year, but mostly forget they exist. In their recent article “The Discussion Forum is Dead; Long Live the Discussion Forum,” Sean Michael Morris and Jesse Stommel claim “the forum itself does not automatically promote meaningful conversation -- or conversation at all.” In truth, the forum, any forum, is a metaphorically empty room when no one is in it. But it is much more than just a potential place to gather. It is a space with potential: “In the right hands, it can do wonders,” Jesse and Sean remind us.
Read More...
Most of us are not strangers to the concept of the forum. Forums are attached to nearly every type of community building platform that hopes to encourage continuing discussion. But what do we do with forums? If you’re anything like me, you dip your typing fingers in the forum pool about twice a year, but mostly forget they exist. In their recent article “The Discussion Forum is Dead; Long Live the Discussion Forum,” Sean Michael Morris and Jesse Stommel claim “the forum itself does not automatically promote meaningful conversation -- or conversation at all.” In truth, the forum, any forum, is a metaphorically empty room when no one is in it. But it is much more than just a potential place to gather. It is a space with potential: “In the right hands, it can do wonders,” Jesse and Sean remind us.
Read More...Comments
The Future of Higher Education: a #digped Discussion
December 05, 2012 | Filed in: #digped
by Sean Michael Morris, Valerie Robin, Pete Rorabaugh, and Jesse Stommel
Over the last twelve months, Hybrid Pedagogy has published 74 articles by 16 authors. It’s no surprise for us to report that the articles we’ve published about MOOCs have been some of our most-read articles of the year. The MOOC is not a bandwagon, though, but something needing careful interrogation with “discernment but not judgment.” Jesse argues in “Online Learning: a Manifesto,” that “to get lost entirely in the stories being told about MOOCs is to miss the forest for the trees, so to speak.” There is a deeper discussion underlying our anxieties (and excitement) about MOOCs -- a discussion about the efficacy of open education, online learning, and digital pedagogies. A discussion about the future of education.
Read More...
Over the last twelve months, Hybrid Pedagogy has published 74 articles by 16 authors. It’s no surprise for us to report that the articles we’ve published about MOOCs have been some of our most-read articles of the year. The MOOC is not a bandwagon, though, but something needing careful interrogation with “discernment but not judgment.” Jesse argues in “Online Learning: a Manifesto,” that “to get lost entirely in the stories being told about MOOCs is to miss the forest for the trees, so to speak.” There is a deeper discussion underlying our anxieties (and excitement) about MOOCs -- a discussion about the efficacy of open education, online learning, and digital pedagogies. A discussion about the future of education.
Read More...#digped Storify: Community Values, Open Scholarship, #twittergate
October 18, 2012 | Filed in: #digped
by Valerie Robin
The most recent #digped conversation covered questions of the value of publishing in a new media environment. At times, participants challenged the very definition of 'to publish' and explored questions about the future of academic publishing and classroom practices. Introduced by the #digped announcement, After #twittergate, the conversation began with a question about thoughts and perceptions regarding the dangers of using social media. We closed by asking participants to chime in regarding what it will take to make "new media more legitimate?" The collective offered some great suggestions and the twists and turns of the conversation suggest we need to work harder to rid parties of the anxiety presented by scholars operating in the new media environment.
Read More...
The most recent #digped conversation covered questions of the value of publishing in a new media environment. At times, participants challenged the very definition of 'to publish' and explored questions about the future of academic publishing and classroom practices. Introduced by the #digped announcement, After #twittergate, the conversation began with a question about thoughts and perceptions regarding the dangers of using social media. We closed by asking participants to chime in regarding what it will take to make "new media more legitimate?" The collective offered some great suggestions and the twists and turns of the conversation suggest we need to work harder to rid parties of the anxiety presented by scholars operating in the new media environment.
Read More...After #twittergate. The Value of New Media Scholarship: a #digped Discussion
October 01, 2012 | Filed in: #digped
by Valerie Robin
Web texts like those featured in Kairos: A Journal of Rhetoric Technology and Pedagogy remind us of how scholarly experimentation can contribute to disciplinary knowledge. The struggle lies in the ability to mesh experimental media with a concrete message a reader doesn’t need any special cues to get. What new reading strategies do we need for compositions where the argument is not as clear-cut as a traditional thesis statement? And if we can’t find the argument right away, does this undermine the quality of the piece? If we don’t value online composition, multimodal articles, and the conversations that happen during Twitter-chats like #digped, are we discarding rich disciplinary resources?
Read More...
Web texts like those featured in Kairos: A Journal of Rhetoric Technology and Pedagogy remind us of how scholarly experimentation can contribute to disciplinary knowledge. The struggle lies in the ability to mesh experimental media with a concrete message a reader doesn’t need any special cues to get. What new reading strategies do we need for compositions where the argument is not as clear-cut as a traditional thesis statement? And if we can’t find the argument right away, does this undermine the quality of the piece? If we don’t value online composition, multimodal articles, and the conversations that happen during Twitter-chats like #digped, are we discarding rich disciplinary resources?
Read More...#digped Storify: Outlining the "Open" in Open Access and Open Source
September 28, 2012 | Filed in: #digped
by Valerie Robin and Robin Wharton
This #digped conversation began with a question on Open Access v. Open Source. From there, it moved outward to consider the risks and rewards of "openness" more generally in our scholarship and pedagogy. As a number of participants observed, the distinctions between open access and open source approaches to intellectual property sharing stem from how we define "open," and the discussion quickly turned to existing and potential paradigms of "openness."
Read More...
This #digped conversation began with a question on Open Access v. Open Source. From there, it moved outward to consider the risks and rewards of "openness" more generally in our scholarship and pedagogy. As a number of participants observed, the distinctions between open access and open source approaches to intellectual property sharing stem from how we define "open," and the discussion quickly turned to existing and potential paradigms of "openness."
Read More...