This document outlines Elizabeth Losh's work scaling up pedagogical models from small seminars to large, required courses and institutional partnerships. It discusses moving from guest teaching to co-teaching to life-long learning models. Various topics are proposed for interdisciplinary courses, including artifacts showing media/mediation, dwelling remix, networks, and embodiment. The goal is to scrutinize urban inequalities through transnational flows and have students propose design solutions. Old and new media are connected through artifact galleries, archives, and print culture. Unschooling, self-teaching, and DIY models are suggested when faced with unfunded mandates.

1. Scaling Up
Elizabeth Losh
Sixth College
University of California, San Diego

2. Scaling Up I:
From Options to Requirements
Pedagogical Model: Guest Teaching
For Further Reading: “Teaching with YouTube,”
Mobility Shifts Reader (forthcoming)

3. Use/Critique
Theory/Practice

4. The Luxury of Context

5. Social Networks with and
around Teaching

6. Modeling Behavior

7. A Formal Pedagogical Network at the
DML Hub
Questions of voice? Questions of reciprocity?

8. My digital rhetoric class goes from
an upper-division seminar
to a large-enrollment required course
Increasing Enrollment:
Orders of Magnitude

9. Requirements Overload
Computer Programming
Art-Making
The Practicum

10. Regional Advantage
AnnaLee Saxenian

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. “End the University as We Know It”
Mark C. Taylor
Mind, Body, Law, Information,
Networks, Language, Space, Time,
Media, Money, Life and Water

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. • 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. Articulating with Other Programs
Climate, Technology, and Culture course
Science Studies Minor

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. Object-Oriented Pedagogy:
Labs, Workshops, Mobile Stations

18. Old Deliberation and New Deliberation:
“Dwelling” Takes to the Streets

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. Old Media and New Media:
The Artifact Gallery

21. Old Media and New Media:
Archival Connections

22. Old Media and New Media:
Print Culture Connections

23. Old Media and New Media:
When Objects Become Burdens

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. Markets of Interest:
Matching Research Interests of Faculty
to Students and Vice Versa

26. Crawling Formal and Informal Networks
The Parsons’ Distributed Learning Model
Ed Keller