Virginia Kuhn: Hacking the Classroom
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This presentation, originally created for the 2012 C+W conference for a panel consisting of a series of lightning talks centered on Hacking the Classroom, has been revised for publication.
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Virginia Kuhn: Hacking the Classroom
- 1. HACKING THE CLASSROOM virginia kuhn vkuhn@cinema.usc.edu constraints?
- 2. HACKING MY HEAD virginia kuhn graduate pedagogy: vkuhn@cinema.usc.edu three principles
- 3. HACKING MY HEAD three principles virginia kuhn vkuhn@cinema.usc.edu 1. don’t assume they can recognize your biases II. don’t privilege one semiotic register III. don’t assume critical consciousness when it comes to production
- 4. HACKING MY HEAD 1. don’t assume they can recognize your biases virginia kuhn vkuhn@cinema.usc.edu
- 5. HACKING MY HEAD some basic premises virginia kuhn vkuhn@cinema.usc.edu
- 6. HACKING MY HEAD some basic premises l. orality > literacy > digital II. ‘fluency’ = consuming + producing lll. ethics: pedagogy + epistemology virginia kuhn vkuhn@cinema.usc.edu
- 7. HACKING MY HEAD IML501: Seminar in Contemporary Digital Media I. managing + mobilizing the digital II. contributing to the public sphere III. fostering systems thinking virginia kuhn vkuhn@cinema.usc.edu
- 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. HACKING MY HEAD II. don’t privilege writing over other semiotic registers virginia kuhn vkuhn@cinema.usc.edu
- 10. HACKING MY HEAD image project
- 13. HACKING MY HEAD final virginia kuhn vkuhn@cinema.usc.edu
- 14. HACKING MY HEAD REMIX virginia kuhn vkuhn@cinema.usc.edu
- 15. REMIX HACKING MY HEAD virginia kuhn vkuhn@cinema.usc.edu
- 16. HACKING MY HEAD REMIX “you have too many words!!” virginia kuhn vkuhn@cinema.usc.edu
- 18. HACKING MY HEAD III. don’t assume critical engagement with production virginia kuhn vkuhn@cinema.usc.edu
- 19. HACKING MY HEAD ethics of representation http://enculturation.gmu.edu/6.2/kuhn
- 20. HACKING MY HEAD virginia kuhn vkuhn@cinema.usc.edu thank you!
Editor's Notes
- 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
- 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
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- 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