WHAT IS “DOMAIN OF ONE’S OWN?”[Most campus digital publication] is premised upon an individual’senrollment in a university...
DIGITAL LITERACY:As part of the first-year orientation, each student would pick adomain name. Over the course of the first...
REALIZING THE VISION AT UMW: 5 YEARSIn 2012-2013, UMW ran a pilot with 400 students.In Fall 2013, all entering first-year ...
ELEMENTS OF A DOMAIN PROJECTo Intentional Publishingo Tools & Platformso Multimodal Contento Culture of Digital Literacyo ...
AUBURN: CURRICULUM DRIVES BEST USEAuburn’s University Writing Program is rolling out its portfoliosupport on an applicatio...
At Auburn, curating sample projects and portfolios helpsstudents and faculty to re-imagine the curriculum.Auburn’s program...
HOW WILL EMORY’S PILOT WORK?During AY 2013-14, the pilot will serve about 20 faculty, 25+sections, and at least 450 studen...
SUGGESTED SUMMER TIMELINE FOR FALL PARTICIPANTSWe’ll schedule sharing sessions once a month during the fall term.We’ll kee...
A WORD ON PLATFORMS: WHY NOT JUST WORDPRESS?Wordpress is an amazingly powerful and useful publishing tool. It’s simple tou...
THE ANATOMY OF A DOMAINA vital, growing domain can’t be tied to a single push-button theme out ofa box. It has to support ...
SYLLABUS PLANNINGDo you prefer to have students introduced to the technology in your classor in supplemental sessions? //D...
World Without OilArchitecture Without OilCar Culture Without OilDating Without OilEating Without OilHealthWithout OilImmig...
“Citizen Science”has becomesynonymous withthe crowdsourcingof unpaid labor forbig data, as atscistarter.com But isthere a ...
NEWMEDIA& DIGITALPUBLISHINGSharing with acommunity ofpersonsworking onthe same suiteof problems.
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
Domain of One's Own at Emory
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Domain of One's Own at Emory

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Orientation for Domain of One's Own at Emory, lead by Emory Writing Program

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Domain of One's Own at Emory

  1. 1. WHAT IS “DOMAIN OF ONE’S OWN?”[Most campus digital publication] is premised upon an individual’senrollment in a university or college, and when they leave thatschool this space will often disappear. [What] if we actuallypurchased everyone* on campus a domain for one year andframed the experience in such a way that all students, staff, andprofessors were able to easily set up and control their onlineidentity through their own domain? The key here is the crafting ofan identity with a purpose, the conscious consideration andcreation of one’s professional/academic identity online: a domainof one’s own! –Jim Groom, bavatuesdays (blog) November 29, 2008
  2. 2. DIGITAL LITERACY:As part of the first-year orientation, each student would pick adomain name. Over the course of the first year… students wouldbuild out their digital presences (and) assemble a platform tosupport their publishing, their archiving, their importing andexporting, their internal and external information connections.They would become, in myriad small but important ways, systemadministrators for their own digital lives. In short, students wouldbuild a personal cyberinfrastructure, one they would continue tomodify and extend throughout their college career — and beyond.–Gardner Campbell, A Personal CyberInfrastructure (2009)At the heart of Groom & Campbell’s vision is curriculum and apedagogy of civic engagement. Campbell asks higher ed to“change curricula” so as to “empower the strong and effectiveimaginations that students need for creative citizenship.”
  3. 3. REALIZING THE VISION AT UMW: 5 YEARSIn 2012-2013, UMW ran a pilot with 400 students.In Fall 2013, all entering first-year students will beissued domains.“Instead of giving our studentsthe latest gadget or gizmo outof Cupertino we’re offeringthem a chance to build theirown space on the web thatthey take with them whenthey leave.”
  4. 4. ELEMENTS OF A DOMAIN PROJECTo Intentional Publishingo Tools & Platformso Multimodal Contento Culture of Digital Literacyo Facultyo Studentso Infrastructure of Supporto Writing Programo Other Centers
  5. 5. AUBURN: CURRICULUM DRIVES BEST USEAuburn’s University Writing Program is rolling out its portfoliosupport on an application-only basis in “cohorts” of 5individual departments programs plus 2 other organizations.Each group has to present a detailed plan for integratingdigital publication into the curriculum.“The Year 1 Cohort included theacademic programs in theDepartments of Art, BuildingSciences, Pharmacy, Nursing, andthe MA Program in English, the co-curricular program of StudyAbroad, and the student New MediaClub.“For Year 2 (2013-2014) we aim toadd up to 5 additional academicprograms, 1 additional co-curricularprogram, and 1 additional studentorganization.”
  6. 6. At Auburn, curating sample projects and portfolios helpsstudents and faculty to re-imagine the curriculum.Auburn’s program supports fourdifferent easy, visual composingtools: Weebly, Wix, Google Sites andWordpress.
  7. 7. HOW WILL EMORY’S PILOT WORK?During AY 2013-14, the pilot will serve about 20 faculty, 25+sections, and at least 450 students. We estimate another 100students (mostly LGS) will request walk-in digital portfolio support inconnection with presentations at TATTO, or partnerships with LGSinitiatives such as the Three-Minute Thesis and public abstractcompetitions.o Fully support participating faculty by helping too Develop assignments suitable for digital publicationo Select platforms, acquire domains and publish course websiteso Curate examples and illuminate good practiceo Fully support participating students by providingo In-class visits to introduce platforms & toolso A rich array of support documentation, FAQ and how-to videoo One-on-one tutoring that integrates digital literacy with othercompositional considerationsThe Emory Writing Program, with support from ECIT, DiSC andother partners will
  8. 8. SUGGESTED SUMMER TIMELINE FOR FALL PARTICIPANTSWe’ll schedule sharing sessions once a month during the fall term.We’ll keep an index page linking to your course websites andstudent projects. If you’re willing, we may send graduate studentsin a pedagogy course to observe one of your sessions. In thespring, we hope to launch a THATcamp/Domain incubator.May 14- June 1 Brainstorm assignments suitable for digital publication.June 1- 30 Acquire domain, choose platform, create course website.Typically users of an unfamiliar platform schedule two orthree visits with WP staff.July 1-30 Finalize course calendar with detailed assignment sequencesand examples for students. Share with Domain-L forfeedback.Late August Optional sharing session.
  9. 9. A WORD ON PLATFORMS: WHY NOT JUST WORDPRESS?Wordpress is an amazingly powerful and useful publishing tool. It’s simple touse, offers thousands of looks in different themes, and is constantly evolving in amassive developers’ community.In addition to Wordpress, however, Auburn supports three visual drag and dropeditors in its e-portfolio project. Why? For one thing, Wordpress isn’t an ideal toolfor creating static web pages.For another: Capacious portfolios, and many personal domains, are likely to containmany artifacts with different purposes, architecture and looks. It can be expensiveand complex to start a new domain for every class project! So for most users it willbe useful to have platforms that allow you to establish subdomains with differentthemes and navigation.In addition to Wordpress, we’ll support at least one major drag and dropWYSIWYG editor, Weebly, and document how to use subdomains to applynew themes & navigation. In special cases, ECIT will support Dreamweaver.We have evaluated Google Sites, Wix and Webs and if you have a strongpreference for one, it is probably possible for us to support it for your class.We’ll share some reviews regarding their different approaches
  10. 10. THE ANATOMY OF A DOMAINA vital, growing domain can’t be tied to a single push-button theme out ofa box. It has to support many different entry points for differentidentities, purposes, and affiliations.Joecollege.netSite tour, job letterand cv.Collation oftweets withanalysisAutoethnography,14 web pagesFilm project, 8 webpages: treatment, firstdraft, shootingscript, storyboards, embedded finalproject, distributionnarrative, final reflectionArchive of 1920s textson animal cruelty withcuratorial notes andwhite paper, 35 ppActivist website:map, interviews, analysis,tactical media—remix, parody, performance, guide, join/donate/crowdsource interactivefeaturesStriped Musselexperiment w/litreview, 12ppPoetry, 90 webpagesPhotoBlog &TravelDiary, 60entriesDifferent site tour andletter for grad school. Temple serviceproject, 14 pageswith video and forms
  11. 11. SYLLABUS PLANNINGDo you prefer to have students introduced to the technology in your classor in supplemental sessions? //Do you have room in your course calendarfor studio time, sharing of work in progress, collaboration and peerreview?// Do you want to include low-stakes starter projects in whichstudents are free to make mistakes? //What is the relationship betweenyour less traditional coursework and more conventional writing?What difference does publishingmake in assignment design? Whatmakes an assignment a good fit fordigital publication?
  12. 12. World Without OilArchitecture Without OilCar Culture Without OilDating Without OilEating Without OilHealthWithout OilImmigration Without OilJobs and More Jobs Without OilKnowledge Without OilMusic Without OilNeighborhoods Without OilReal Estate Without OilSoldiers Without OilTeens and More Teens Without OilUrban Adventure Without OilVision and More Vision Without OilXtreme Partying Without OilYour Mama Without OilZoom Zoom Without OilGood civic-engagementassignments use real-world issuesto offer multiple contact points fordifferent students.
  13. 13. “Citizen Science”has becomesynonymous withthe crowdsourcingof unpaid labor forbig data, as atscistarter.com But isthere a real citizenscience out there?Can your classscaffoldlegitimate, modest,yet originalcontributions toacademicdiscourse?If publishing is sharing to acommunity with an interest in acommon suite of problems, whatdoes it take for the shared text—the writing– to matter?
  14. 14. NEWMEDIA& DIGITALPUBLISHINGSharing with acommunity ofpersonsworking onthe same suiteof problems.

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