Hacking the Classroom C+W 2012

615
-1

Published on

This slideshow represents my approach to hacking the classroom, not based on institutional constraints but rather on my own blockages, particularly when it comes to graduate pedagogy. Thus Hacking the Classroom becomes Hacking my Head.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
615
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • In thinking about the ways in which the classroom needs to be hacked, I have taken a bit of a turn from critiquing institutional structures: constraints that arise from outmoded disciplinary boundaries, curricular edicts, scholarly biases--it’s not that I don’t have a lot to say about their limitations, b/c I do and have, but when it comes to the level of the classroom, I have a lot of freedom. I’ve designed most of the curriculum and have not had much trouble getting it through. Moreover there is typically far more freedom in graduate classes anyway. Therefore, I turned the critical lens on myself and really reflected upon my own pedagogy, concluding that I need to hack my own head. \n
  • I realize that any hacking that needs to be done needs to be done in my own head. I need to consider the ways in which I am clinging to an old paradigm about graduate education, much as i have been able to shift re: undergrad, given that i’ve been explicitly doing that for many years. I offer three lessons with attendant examples, of the ways in which i’ve hacked my own head in the service of hacking the classroom. t\n
  • I realize that any hacking that needs to be done needs to be done in my own head. I need to consider the ways in which I am clinging to an old paradigm about graduate education, much as i have been able to shift re: undergrad, given that i’ve been explicitly doing that for many years. I offer three lessons with attendant examples, of the ways in which i’ve hacked my own head in the service of hacking the classroom. t\n
  • 1. opened class with overview of premises; was quite upfront about what is not on the table (e.g. no paradigm shift, a continuum]\n\n
  • In thinking about the ways in which the classroom needs to be hacked, I have taken a bit of a turn from critiquing institutional structures: constraints that arise from outmoded disciplinary boundaries, curricular edicts, scholarly biases--it’s not that I don’t have a lot to say about their limitations, b/c I do and have, but when it comes to the level of the classroom, I have a lot of freedom. I’ve designed most of the curriculum and have not had much trouble getting it through. Moreover there is typically far more freedom in graduate classes anyway. Therefore, I turned the critical lens on myself and really reflected upon my own pedagogy, concluding that I need to hack my own head. \n
  • In thinking about the ways in which the classroom needs to be hacked, I have taken a bit of a turn from critiquing institutional structures: constraints that arise from outmoded disciplinary boundaries, curricular edicts, scholarly biases--it’s not that I don’t have a lot to say about their limitations, b/c I do and have, but when it comes to the level of the classroom, I have a lot of freedom. I’ve designed most of the curriculum and have not had much trouble getting it through. Moreover there is typically far more freedom in graduate classes anyway. Therefore, I turned the critical lens on myself and really reflected upon my own pedagogy, concluding that I need to hack my own head. \n
  • but also these, which are more specific to IML501\n
  • I also assigned my own work which I am typically wont to do. But i didn’t ask them to buy anything and it also lets class know where I stand. \n
  • I opened with a first day image assignment which I usually view as less academic.\n
  • image project revisions; you have too many words!!\n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • And speaking of remix brings me to my last lesson: don’t assume critical consciousness when it comes to production. We might call this a tribute or homage, but a less generous reading sees it as appropriation. \n
  • add marlon riggs ethnic notions for in class viewing: also explicit instances of ways of seeing. We might call this a tribute or homage, but a less generous reading sees it as appropriation. \n
  • add marlon riggs ethnic notions for in class viewing: also explicit instances of ways of seeing. We might call this a tribute or homage, but a less generous reading sees it as appropriation. \n
  • Hacking the Classroom C+W 2012

    1. 1. HACKING THE CLASSROOMconstraints? virginia kuhn vkuhn@cinema.usc.edu
    2. 2. HACKING MY HEADgraduate pedagogy: virginia kuhnthree principles vkuhn@cinema.usc.edu
    3. 3. three principles HACKING MY HEAD1. don’t assume they can recognize virginia kuhn vkuhn@cinema.usc.eduyour biasesII. don’t privilege one semioticregisterIII. don’t assume criticalconsciousness when it comes toproduction
    4. 4. HACKING MY HEAD1. don’t assume they canrecognize your biases virginia kuhn vkuhn@cinema.usc.edu
    5. 5. HACKING MY HEADsome basic premises virginia kuhn vkuhn@cinema.usc.edu
    6. 6. HACKING MY HEADsome basic premisesl. orality > literacy > digitalII. ‘fluency’ = consuming + producinglll. ethics: pedagogy + epistemology virginia kuhn vkuhn@cinema.usc.edu
    7. 7. HACKING MY HEADIML501: Seminar in ContemporaryDigital MediaI. managing + mobilizing the digitalII. contributing to the public sphereIII. fostering systems thinking virginia kuhn vkuhn@cinema.usc.edu
    8. 8. my scholarship HACKING MY HEAD http://scalar.usc.edu/anvc/kuhn/index International Journal of Learning and Media virginia kuhn vkuhn@cinema.usc.edu
    9. 9. HACKING MY HEADII. don’t privilege writing overother semiotic registers virginia kuhn vkuhn@cinema.usc.edu
    10. 10. HACKING MY HEADimage project
    11. 11. HACKING MY HEADfeedback
    12. 12. HACKING MY HEADrevision
    13. 13. HACKING MY HEADfinal virginia kuhn vkuhn@cinema.usc.edu
    14. 14. HACKING MY HEADREMIX virginia kuhn vkuhn@cinema.usc.edu
    15. 15. REMIX HACKING MY HEAD virginia kuhn vkuhn@cinema.usc.edu
    16. 16. HACKING MY HEADREMIX “you have too many words!!” virginia kuhn vkuhn@cinema.usc.edu
    17. 17. HACKING MY HEADREMIXrevision
    18. 18. III. don’t assume critical HACKING MY HEADengagement with production virginia kuhn vkuhn@cinema.usc.edu
    19. 19. HACKING MY HEADethics of representation http://enculturation.gmu.edu/6.2/kuhn
    20. 20. HACKING MY HEAD virginia kuhn vkuhn@cinema.usc.eduthank you!

    ×