docs.google.com/document/d/1V6sdWsZbiQiy66qX4u4q9mseFdJfiHX_dFX8PnHQ8mo/edit?hl=en_US

docs.google.com/document/pubid=1V6sdWsZbiQiy66qX4u4q9mseFdJfiHX_dFX8PnHQ8mo

newsactivist.ning.com/

ccr.stanford.edu

docs.google.com/document/d/1YvJcaZBHqrWhxFGAlR50DRyonOaYjPj0sICP9KClOto/edit?hl=en_US

docs.google.com/document/d/1MPUDMkzuJ1BBLfKMv7nkLTfpRxPJGFomnoAeo9lHyoI/edit?hl=en_US

docs.google.com/document/d/14lA7Fi2RoMYlCQiNqotVQTpRTmuGsc94ky3zCVESAh4/edit?hl=en_US

docs.google.com/document/d/1zFQie26ex3NwP_8fpZUWMyukkjdEH2sDamt5XfY2l_Q/edit?hl=en_US

Teaching with Twitter: How can you use Twitter to increase class engagement? What assignments can you design with Twitter? Why use Twitter?

Jesse and I are huge Twitter-philes and we’d love to discuss the issues surrounding Twitter in the classroom.

One is working with the Digital Archive of Literacy Narratives in a Comp I or Basic Writing class. The DALN allows students to upload digital (audio or video) or printed files of literacy narratives that they have created or collected. This semester, I’m asking my students to create a digital anthology (as a blog or website) of stories that reflect the cultures of literacy they represent.

Another possible proposal has to do with blogging and community engagement. Gabe Flacks at Champlain College created a curriculum called “Newsactivist”, which asks students to blog about news issues and then do some work with a non-profit organization. I’ve adapted that model and asked students to create blogs in advocacy of the issues they have been researching all semester. We have been trying to expand Newsactivist in an effort to create a network of instructors who may be interested in blog exchanges between classes at different institutions.

Also, I have been on both sides of the using wikis, blogging, and Google docs in education discussion. I may have something of value to add there.

I think Arden has a great idea about building session documents, too.

Since you mention Google docs, that reminds me of something I wanted to propose. I’ve attended one THATCamp before, and followed several from afar, mostly through Twitter, and I appreciate how important it is for participants to take notes and share them. Personally, I’m not very good at live-tweeting, and twitter archives can be pretty unwieldy for those trying to follow along from home, especially at a later date. I’ve always been grateful when the participants in a session have created a central document in Google Docs to share notes, links, etc.

Can we agree to do that for the sessions of THATCamp Pedagogy?
Each session/bootcamp could:
create a Google Doc for the session
make it public (and able to be edited by anyone)
and share the link (both on twitter and on the blog, even just in these session proposal comments if there’s no better place)

then, anyone in the session could add notes there as they come up, anyone following along from home could post questions there, and we’d end up with a nice neat archive of our notes and links.

What do you think? Any other ideas for note-taking and sharing?

1) I would like to talk to other people who are responsible for implementing technology not only at the course level but also at the programmatic level. At the Bard Graduate Center in Manhattan I am responsible for making things happen digitally across all classrooms and work with our publications and exhibitions departments as well. Along with challenges getting students involved and interested I have to consider how to negotiate with faculty and administration and convince them of why digital practice in pedagogy is important. I’d love to hear strategies, successes, and failures.

2) The other thing I would like to talk about is publishing, technology, and pedagogy. Myself and a group of faculty and students from the Interactive Technology and Pedagogy certificate program at the CUNY Graduate Center (which I completed, helped develop, and teach in) are launching an open access online peer-reviewed journal called the Journal of Interactive Technology and Pedagogy this coming spring with the hopes of providing an accessible platform for publishing on technology and pedagogy. I would like to propose a session about: how pedagogues publish; people’s experience applying those publications to tenure cases within other fields; what models can be used to publish theory, history, praxis, and reviews; and good models for encouraging the creation of multimedia publishable materials.

By the way, in real life I’m John Theibault. I seem to be in the THATCamp WordPress system as jerseyshore2011 because I organized the THATCamp at Jersey Shore back in April and never got around to changing my username.

This comment got stuck in the moderation queue since I included a few links, so I’ve taken the links out and re-posted – my apologies if it ends up coming through twice.

Among many other things, I would love to talk about digital material culture in the classroom – as in: how do we teach with or about physical objects when we can’t actually bring them into the classroom (or when the classroom is online)? I work with Vassar’s collection of historic costume, and I’m slowly building an Omeka site to share this collection online, including images, videos, and documents. My argument is that current technology can move us past the slide lecture model of one (or a few) slides per object, to multiple views and multimedia that allow for greater understanding of the physicality of the object.

We’ve been experimenting with video (students film each other discussing and handling historic costumes from our collection) and with ObjectVRs (whenever we exhibit, we have a photoshoot of the objects and then create high resolution interactive movies that allow the viewer to rotate and zoom in on any detail on any side of the object). Take a look at one at vcomeka.com/vccc/items/show/615 (though this project is a work in progress, so it is slow to load and may not work in all browsers). If people are interested, I can briefly discuss/show how we make these ObjectVRs (in the spirit of “more hack less yak”), and I can show more of them.

Do you teach with artifacts, or about artifacts? Do you share actual objects in class? Do you show “slides” in class? Do your students have access to your slides on the web, to study on their own time? How does that access facilitate their learning? Have you worked with any other forms of multimedia to study artifacts? How have they enhanced student learning?

Can’t wait until Saturday!

BTW-anyone flying in to Stewart/Newburgh later Friday night (9-ish), I’m renting a car to drive to Poughkeepsie. email me at kgannon [at] grandview dot edu if you want to claim a seat.

Among many other things, I would love to talk about digital material culture in the classroom – as in: how do we teach with or about physical objects when we can’t actually bring them into the classroom (or when the classroom is online)? I work with Vassar’s collection of historic costume, and I’m slowly building an Omeka site to share this collection online, including images, videos, and documents. My argument is that current technology can move us past the slide lecture model of one (or a few) slides per object, to multiple views and multimedia that allow for greater understanding of the physicality of the object.

We’ve been experimenting with video (students film each other discussing and handling historic costumes from our collection) and with ObjectVRs (whenever we exhibit, we have a photoshoot of the objects and then create high resolution interactive movies that allow the viewer to rotate and zoom in on any detail on any side of the object). Take a look at one at vcomeka.com/vccc/items/show/615 (though this project is a work in progress, so it is slow to load and may not work in all browsers). If people are interested, I can briefly discuss/show how we make these ObjectVRs (in the spirit of “more hack less yak”), and I can show more of them.

Do you teach with artifacts, or about artifacts? Do you share actual objects in class? Do you show “slides” in class? Do your students have access to your slides on the web, to study on their own time? How does that access facilitate their learning? Have you worked with any other forms of multimedia to study artifacts? How have they enhanced student learning?

Can’t wait until Saturday!

I wanted to take a moment to differentiate the two bootcamps about DH and undergraduates. The first one, Integrating Digital Projects into Undergraduate Courses, is a nuts n’bolts (if I can speak for the presenters?) about scaffolding different kinds of projects into your course curriculum. My bootcamp on the Undergraduate Voice in the DH Classroom focuses on how to integrate that same undergraduate into the planning of your courses. We will field different kinds of courses and then cede the floor to an intrepid undergraduate who will discuss her experiences in all levels of these courses. My role will then be to address some of the overarching goals (and if they were successful/failure) in these undergraduate courses. The undergraduate (a graduating English major) is also very open to taking your questions about her experiences.

A somewhat related aside: this week my students are I looking at (listening for?) narrative elements in radio storytelling (specifically, Radiolab). We are examining the way Adumrad and Krulwich take on big ideas in science and create a narrative (or many narratives). I love how my students are starting to pay attention to how sound affects the narrative in interesting ways.

Anyway! Looking forward to a productive and edifying weekend!

And like Kevin Gannon, I am also looking forward to learning more about course blogging and wikis. This is something I have yet to do. Looking forward to meeting you all this weekend at Vassar!

Looking forward to sharing with and learning from all THATCampers! I will bring the marshmallows 🙂

-Do we need funding? Would we want to use a model like the kickstarter project?
-How would we get people do film? Would we supply cheap cameras or rely upon filmers to supply their own?
-What kind of script should we create? What should the writing process look like?
-How should we edit the film? Should a small group of dedicated people do the editing from a larger pool of participants?
-How do we manage the project? Should there be a monthly meeting with dedicated participants via Skype or a Google Hangout?

My model for THATCamp Documentary is Star Wars Uncut, a project that asked fans to individually recreate 15 second segments from Star Wars. The segments were voted on by an online community, then an editing team recreated the film using those segments that were most popular. The film looks great if you look at specific segments, but tends to fall apart if you view the film as a whole. So, I feel our greatest challenge will be how we can crowdsource a documentary yet still maintain a sense of film cohesion with a narrative arc, pseudo-consistent filming styles, etc. While the session idea has, admittedly, little direct connection to the theme of our unconference, I would also like to see how a project like this can involve faculty, staff, graduate and undergraduate students in a large-scale collaborative work.