Scaling up

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Slides for an October 27, 2010 talk at the New School in a series organized by Trebor Scholz

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Scaling up

  1. 1. Scaling Up Elizabeth Losh Sixth College University of California, San Diego
  2. 2. Scaling Up I: From Options to Requirements Pedagogical Model: Guest Teaching For Further Reading: “Teaching with YouTube,” Mobility Shifts Reader (forthcoming)
  3. 3. Use/Critique Theory/Practice
  4. 4. The Luxury of Context
  5. 5. Social Networks with and around Teaching
  6. 6. Modeling Behavior
  7. 7. A Formal Pedagogical Network at the DML Hub Questions of voice? Questions of reciprocity?
  8. 8. My digital rhetoric class goes from an upper-division seminar to a large-enrollment required course Increasing Enrollment: Orders of Magnitude
  9. 9. Requirements Overload Computer Programming Art-Making The Practicum
  10. 10. Regional Advantage AnnaLee Saxenian
  11. 11. Scaling Up II: From Courses to Programs Pedagogical Model: Co-Teaching For Further Reading: “Whose Literacy Is It Anyway?,” Currents in Electronic Literacy http://currents.dwrl.utexas.edu/FIP/intro.html
  12. 12. “End the University as We Know It” Mark C. Taylor Mind, Body, Law, Information, Networks, Language, Space, Time, Media, Money, Life and Water
  13. 13. The Cluster Model Fall Winter Spring 2010-2011 Artifacts Showing Media/ Mediation 2011-2012 Artifacts Dwelling Remix 2012-2013 Networks Dwelling Remix 2013-2014 Networks Embodiment
  14. 14. • In the twenty-first century, how do we shape the world, and how does the world shape us? • What ethical questions are raised by designed objects, environments, and interactions? • How do cultures manage change? • Why does the historical context of a given technology or commodity matter? How far back in time should we look? Which factors should we weigh most heavily? • How do we understand media on a global scale? • How is sensory experience mediated locally every day? • What forms of production and consumption do we take for granted in contemporary life? • How do new solutions sometimes create new problems? How Is Coherence Maintained? Agreeing on Common Questions
  15. 15. Articulating with Other Programs Climate, Technology, and Culture course Science Studies Minor
  16. 16. Scaling Up III: From Collaborators to Institutional Partners Pedagogical Model: Life-Long Learning For Further Reading: “Hybridizing Learning, Performing Interdisciplinarity” http://www.escholarship.org/uc/item/8vq3m5qc “Play, Things, Rules, and Information,” Leonardo Online (forthcoming)
  17. 17. Object-Oriented Pedagogy: Labs, Workshops, Mobile Stations
  18. 18. Old Deliberation and New Deliberation: “Dwelling” Takes to the Streets
  19. 19. Designing Equality San Diego embodies some of the greatest challenges of the 21st century city. It is at once a sprawl of breathtaking mansions and an ever-burgeoning landscape of foreclosed properties, a city of PhDs and overcrowded classrooms. Like other globalizing areas, the city is driven by a transnational flow of capital, workers, and ideas, a flow that is sensed but not well understood by many San Diegans or Californians. We propose to scrutinize the relationship between these transnational flows and the city’s inequalities. First, we will educate our students about the character of transnational flows in urban economies, in cultural formation, and in physical landscapes. By teaching our students about how ideas, people, and dollars migrate not only in San Diego, but in other cities across the US and around the world, we will give our students the intellectual tools to analyze evolving inequalities as a part of the process of urban globalization itself. Mobile technologies, geospatial information systems, remote connections to high resolution digital display walls, and RFID technologies will enhance their sense of participation in public culture. After this first critical step, we will encourage our students to begin envisioning more creative, efficacious policies that might bring greater equality and balance to our diverse city. Students will spend much of their quarter researching one particular dimension of inequality in their assigned neighborhood/district and will do field study with bus transportation. The ultimate goal of this scaffolding is a public design competition in which students will present small, practical design solutions addressing a single, well-researched inequality in their assigned neighborhood/district. Much like Architecture for Humanity’s comparable design expo held in New York City, we propose to bring together a full day’s schedule including student booths with individual design models and scheduled presentation times (along with Q&A), keynote speakers such as architects, local politicians, planners, film screening(s), and voting booths for all attendees to select their favorite design proposal. The event will culminate with a series of awards to students for Best Proposal, Best Community Outreach, etc. We believe this sort of forum can bring together a broad cross-section of local architects, residents, faculty and students into intelligent discussion about how we can address inequalities in concrete, realizable ways.
  20. 20. Old Media and New Media: The Artifact Gallery
  21. 21. Old Media and New Media: Archival Connections
  22. 22. Old Media and New Media: Print Culture Connections
  23. 23. Old Media and New Media: When Objects Become Burdens
  24. 24. Scaling Up IV: Unfunded Mandates Pedagogical Model: Unschooling, Self-Teaching, DIY For Further Reading: “Virtualpolitik: Obstacles to Building Virtual Communities in Traditional Institutions of Knowledge” http://www.escholarship.org/uc/item/9m44x5tf
  25. 25. Markets of Interest: Matching Research Interests of Faculty to Students and Vice Versa
  26. 26. Crawling Formal and Informal Networks The Parsons’ Distributed Learning Model Ed Keller

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