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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’s enrollment in a university or college, and when they leave that school this space will often disappear. [What] if we actually purchased everyone* on campus a domain for one year and framed the experience in such a way that all students, staff, and professors were able to easily set up and control their online identity through their own domain? The key here is the crafting of an identity with a purpose, the conscious consideration and creation of one’s professional/academic identity online: a domain of 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 a domain name. Over the course of the first year… students would build out their digital presences (and) assemble a platform to support their publishing, their archiving, their importing and exporting, their internal and external information connections. They would become, in myriad small but important ways, system administrators for their own digital lives. In short, students would build a personal cyberinfrastructure, one they would continue to modify 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 a pedagogy of civic engagement. Campbell asks higher ed to “change curricula” so as to “empower the strong and effective imaginations that students need for creative citizenship.”
  3. 3. REALIZING THE VISION AT UMW: 5 YEARS In 2012-2013, UMW ran a pilot with 400 students. In Fall 2013, all entering first-year students will be issued domains. “Instead of giving our students the latest gadget or gizmo out of Cupertino we’re offering them a chance to build their own space on the web that they take with them when they leave.”
  4. 4. ELEMENTS OF A DOMAIN PROJECT o Intentional Publishing o Tools & Platforms o Multimodal Content o Culture of Digital Literacy o Faculty o Students o Infrastructure of Support o Writing Program o Other Centers
  5. 5. AUBURN: CURRICULUM DRIVES BEST USE Auburn’s University Writing Program is rolling out its portfolio support on an application-only basis in “cohorts” of 5 individual departments programs plus 2 other organizations. Each group has to present a detailed plan for integrating digital publication into the curriculum. “The Year 1 Cohort included the academic programs in the Departments of Art, Building Sciences, Pharmacy, Nursing, and the MA Program in English, the co- curricular program of Study Abroad, and the student New Media Club. “For Year 2 (2013-2014) we aim to add up to 5 additional academic programs, 1 additional co-curricular program, and 1 additional student organization.”
  6. 6. At Auburn, curating sample projects and portfolios helps students and faculty to re-imagine the curriculum. Auburn’s program supports four different easy, visual composing tools: Weebly, Wix, Google Sites and Wordpress.
  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 100 students (mostly LGS) will request walk-in digital portfolio support in connection with presentations at TATTO, or partnerships with LGS initiatives such as the Three-Minute Thesis and public abstract competitions. o Fully support participating faculty by helping to o Develop assignments suitable for digital publication o Select platforms, acquire domains and publish course websites o Curate examples and illuminate good practice o Fully support participating students by providing o In-class visits to introduce platforms & tools o A rich array of support documentation, FAQ and how-to video o One-on-one tutoring that integrates digital literacy with other compositional considerations The Emory Writing Program, with support from ECIT, DiSC and other partners will
  8. 8. SUGGESTED SUMMER TIMELINE FOR FALL PARTICIPANTS We’ll schedule sharing sessions once a month during the fall term. We’ll keep an index page linking to your course websites and student projects. If you’re willing, we may send graduate students in a pedagogy course to observe one of your sessions. In the spring, 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 or three visits with WP staff. July 1-30 Finalize course calendar with detailed assignment sequences and examples for students. Share with Domain-L for feedback. 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 to use, offers thousands of looks in different themes, and is constantly evolving in a massive developers’ community. In addition to Wordpress, however, Auburn supports three visual drag and drop editors in its e-portfolio project. Why? For one thing, Wordpress isn’t an ideal tool for creating static web pages. For another: Capacious portfolios, and many personal domains, are likely to contain many artifacts with different purposes, architecture and looks. It can be expensive and complex to start a new domain for every class project! So for most users it will be useful to have platforms that allow you to establish subdomains with different themes and navigation. In addition to Wordpress, we’ll support at least one major drag and drop WYSIWYG editor, Weebly, and document how to use subdomains to apply new themes & navigation. In special cases, ECIT will support Dreamweaver. We have evaluated Google Sites, Wix and Webs and if you have a strong preference 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 DOMAIN A vital, growing domain can’t be tied to a single push-button theme out of a box. It has to support many different entry points for different identities, purposes, and affiliations. Site tour, job letter and cv. Collation of tweets with analysis Autoethnography, 14 web pages Film project, 8 web pages: treatment, first draft, shooting script, storyboards, emb edded final project, distribution narrative, final reflection Archive of 1920s texts on animal cruelty with curatorial notes and white paper, 35 ppActivist website: map, interviews, analysis, tactical media— remix, parody, performan ce, guide, join/donate/ crowdsource interactive features Striped Mussel experiment w/lit review, 12pp Poetry, 9 0 web pages Photo Blog & Travel Diary, 6 0 entries Different site tour and letter for grad school. Temple service project, 14 pages with video and forms
  11. 11. SYLLABUS PLANNING Do you prefer to have students introduced to the technology in your class or in supplemental sessions? //Do you have room in your course calendar for studio time, sharing of work in progress, collaboration and peer review?// Do you want to include low-stakes starter projects in which students are free to make mistakes? //What is the relationship between your less traditional coursework and more conventional writing? What difference does publishing make in assignment design? What makes an assignment a good fit for digital publication?
  12. 12. World Without Oil Architecture Without Oil Car Culture Without Oil Dating Without Oil Eating Without Oil HealthWithout Oil Immigration Without Oil Jobs and More Jobs Without Oil Knowledge Without Oil Music Without Oil Neighborhoods Without Oil Real Estate Without Oil Soldiers Without Oil Teens and More Teens Without Oil Urban Adventure Without Oil Vision and More Vision Without Oil Xtreme Partying Without Oil Your Mama Without Oil Zoom Zoom Without Oil Good civic-engagement assignments use real-world issues to offer multiple contact points for different students.
  13. 13. “Citizen Science” has become synonymous with the crowdsourcing of unpaid labor for big data, as at But is there a real citizen science out there? Can your class scaffold legitimate, modest, yet original contributions to academic discourse? If publishing is sharing to a community with an interest in a common suite of problems, what does it take for the shared text— the writing– to matter?
  14. 14. NEWMEDIA & DIGITAL PUBLISHING Sharing with a community of persons working on the same suite of problems.