Video Preview: http://bit.ly/digitalhuman
There is no one pedagogical strategy that works for all students and teachers or in all situations. The space of the classroom is shifting and dynamic, so we need our pedagogies to proliferate, not to congeal. Like Mary Shelley’s monster in Frankenstein, who is also an amalgam, we are being (re)made online, as our flesh is reduced to a husk, a remainder. We crave, and are nostalgic for, a visceral experience of the body, and our increasing cultural interest in the zombie is part and parcel of this. The zombie is not the villain in this scenario but a metaphorical antidote to the erosion of our physicality. As our reliance on technology increases, the zombie asks us to discover in the digital what remains voraciously humane. As pedagogical beasts, zombies advance slowly and deliberately. They limp, stumble, moan, and clamor as they surge forth, all in imperfect unison, a cacophony of sounds, always walking, always reaching. And so a hybrid digital pedagogy demands we create more collaborative and less hierarchical spaces for learning -- lest we use computers to replicate the vestigial structures of industrial-era education.
Critical Pedagogy, Organic Writing, and the Changing Nature of ScholarshipJesse Stommel
Using critical pedagogy as the foundation for their work in hybrid and fully-digital environments, Jesse Stommel (Assistant Professor of Digital Humanities at University of Wisconsin-Madison; @Jessifer) and Pete Rorabaugh (Assistant Professor of English in the English, Technical Communication, and Media Arts Department at Southern Polytechnic State University; @allistelling) explore how academic writing and scholarship are changing from within and without. Pete discusses the practice of Organic Writing and how the affordances of digital environments allow us to explore how to teach writing as a creative and critical thinking process. Jesse focuses on the ways that new-form multimodal scholarship upsets the distinction between academic writing and public outreach.
A Scholarship of Generosity: a Hybrid Pedagogy MixtapeJesse Stommel
This is a collection of articles from Hybrid Pedagogy, a journal of digital and critical pedagogy, and online learning. The slides represent highlights from the journals first few years. The presentation this was made for focused on new approaches to scholarly writing, pedagogy, and publishing.
Stand and Unfold Yourself: MOOCs, Networked Learning, and the Digital HumanitiesJesse Stommel
I have Shakespeare tattooed on my forearms. On my right arm is the first line from Hamlet in binary code. On my left arm is the latter half of the second line of Hamlet in hexadecimal code.
The first line of the play, “Who’s there?,” does several things: quite literally, the speaker asks the listener on stage to identify herself; when performed, the line is also spoken to the off-stage or off-screen audience, calling attention to their simultaneous presence both within and outside the world of Shakespeare’s play; finally, it is a deeper question from Shakespeare about the nature of being. The question takes on a new and different set of potential meanings when it is read on the screen of a computer, iPad, Kindle, or smart phone, forcing contemporary readers of Shakespeare to question the nature of their own humanity in the face of rapid technological changes. Just as who we are as humans could be contained and expressed in the language of a theatrical play, now we must also consider who we become when our selves are reduced to the flurry of 1s and 0s that constitute us in our Facebook profiles, Tweets, and text messages. No matter which medium or device we use to encounter a play like Hamlet, no matter what self we bring to the encounter, Shakespeare continues to ask these questions of us, continues to ask who we are, what we see, and how we know.
Against Counteranthropomorphism: The Human Future of EducationJesse Stommel
In Obedience to Authority: An Experimental View, Stanley Milgram coined the term “counteranthropomorphism” — the tendency we have to remove the humanity of people we can’t see. These may be people on the other side of a wall, as in Milgram’s famous (or infamous) experiments, or people mediated by technology in a virtual classroom. Our turn to digital solutionism has frustrated our attempts at imagining a humane future for higher education. The less we understand our tools, the more we are beholden to them. The more we imagine our tools as transparent or invisible, the less able we are to take ownership of them. It is essential that we consider our tools carefully and critically—that we empty all our LEGOs onto the table and sift through them before we start building. Some tools are decidedly less innocuous than others. And some tools can never be hacked to good use. Remote proctoring tools can’t ensure that students will not cheat. Turnitin won’t make students better writers. The LMS can’t ensure that students will learn. All will, however, ensure that students feel more thoroughly policed. All will ensure that students (and teachers) are more compliant.
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of digital pedagogy, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
New-form Scholarship and the Public digital humanitiesJesse Stommel
New-form scholarship reconsiders citation and peer-review, while re-imagining the containers and audiences for academic work. Digital platforms, like Twitter, open-access journals, and blogs offer both limitations and possibilities. The public digital humanities is built around networked learning communities, not repositories for content, and its scholarly product is a conversation, one that engages a broad public while blurring the distinction between research, teaching, service, and outreach. In short, the public digital humanities starts with humans, not technologies or tools.
Digital Pedagogy is about Breaking Stuff: Toward a Critical Digital Humanitie...Jesse Stommel
Pedagogy is not just a delivery device for the digital humanities. It should be at the core of what the digital humanities is as an academic discipline.
Rewriting the syllabus: Examining New Hybrid and Online PedagogiesJesse Stommel
We have to carefully build our classroom and educational space online before we start populating it, lest text, hierarchical menus, and pop-up windows be confused with interactivity and community.
Teachers stand to learn more from students about online learning than we could ever teach. Many students come to an online or hybrid class knowing very well how to learn online. It’s often our failure to know as well how to learn online that leads to many of the design mistakes in this generation of online courses.
Graduate Training in 21st Century PedagogyJesse Stommel
If teaching, or related activity, is 40 – 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree.
Critical Pedagogy, Organic Writing, and the Changing Nature of ScholarshipJesse Stommel
Using critical pedagogy as the foundation for their work in hybrid and fully-digital environments, Jesse Stommel (Assistant Professor of Digital Humanities at University of Wisconsin-Madison; @Jessifer) and Pete Rorabaugh (Assistant Professor of English in the English, Technical Communication, and Media Arts Department at Southern Polytechnic State University; @allistelling) explore how academic writing and scholarship are changing from within and without. Pete discusses the practice of Organic Writing and how the affordances of digital environments allow us to explore how to teach writing as a creative and critical thinking process. Jesse focuses on the ways that new-form multimodal scholarship upsets the distinction between academic writing and public outreach.
A Scholarship of Generosity: a Hybrid Pedagogy MixtapeJesse Stommel
This is a collection of articles from Hybrid Pedagogy, a journal of digital and critical pedagogy, and online learning. The slides represent highlights from the journals first few years. The presentation this was made for focused on new approaches to scholarly writing, pedagogy, and publishing.
Stand and Unfold Yourself: MOOCs, Networked Learning, and the Digital HumanitiesJesse Stommel
I have Shakespeare tattooed on my forearms. On my right arm is the first line from Hamlet in binary code. On my left arm is the latter half of the second line of Hamlet in hexadecimal code.
The first line of the play, “Who’s there?,” does several things: quite literally, the speaker asks the listener on stage to identify herself; when performed, the line is also spoken to the off-stage or off-screen audience, calling attention to their simultaneous presence both within and outside the world of Shakespeare’s play; finally, it is a deeper question from Shakespeare about the nature of being. The question takes on a new and different set of potential meanings when it is read on the screen of a computer, iPad, Kindle, or smart phone, forcing contemporary readers of Shakespeare to question the nature of their own humanity in the face of rapid technological changes. Just as who we are as humans could be contained and expressed in the language of a theatrical play, now we must also consider who we become when our selves are reduced to the flurry of 1s and 0s that constitute us in our Facebook profiles, Tweets, and text messages. No matter which medium or device we use to encounter a play like Hamlet, no matter what self we bring to the encounter, Shakespeare continues to ask these questions of us, continues to ask who we are, what we see, and how we know.
Against Counteranthropomorphism: The Human Future of EducationJesse Stommel
In Obedience to Authority: An Experimental View, Stanley Milgram coined the term “counteranthropomorphism” — the tendency we have to remove the humanity of people we can’t see. These may be people on the other side of a wall, as in Milgram’s famous (or infamous) experiments, or people mediated by technology in a virtual classroom. Our turn to digital solutionism has frustrated our attempts at imagining a humane future for higher education. The less we understand our tools, the more we are beholden to them. The more we imagine our tools as transparent or invisible, the less able we are to take ownership of them. It is essential that we consider our tools carefully and critically—that we empty all our LEGOs onto the table and sift through them before we start building. Some tools are decidedly less innocuous than others. And some tools can never be hacked to good use. Remote proctoring tools can’t ensure that students will not cheat. Turnitin won’t make students better writers. The LMS can’t ensure that students will learn. All will, however, ensure that students feel more thoroughly policed. All will ensure that students (and teachers) are more compliant.
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of digital pedagogy, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
New-form Scholarship and the Public digital humanitiesJesse Stommel
New-form scholarship reconsiders citation and peer-review, while re-imagining the containers and audiences for academic work. Digital platforms, like Twitter, open-access journals, and blogs offer both limitations and possibilities. The public digital humanities is built around networked learning communities, not repositories for content, and its scholarly product is a conversation, one that engages a broad public while blurring the distinction between research, teaching, service, and outreach. In short, the public digital humanities starts with humans, not technologies or tools.
Digital Pedagogy is about Breaking Stuff: Toward a Critical Digital Humanitie...Jesse Stommel
Pedagogy is not just a delivery device for the digital humanities. It should be at the core of what the digital humanities is as an academic discipline.
Rewriting the syllabus: Examining New Hybrid and Online PedagogiesJesse Stommel
We have to carefully build our classroom and educational space online before we start populating it, lest text, hierarchical menus, and pop-up windows be confused with interactivity and community.
Teachers stand to learn more from students about online learning than we could ever teach. Many students come to an online or hybrid class knowing very well how to learn online. It’s often our failure to know as well how to learn online that leads to many of the design mistakes in this generation of online courses.
Graduate Training in 21st Century PedagogyJesse Stommel
If teaching, or related activity, is 40 – 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree.
It’s important to know what open educational resources are and how we might use them. But it’s just as important to pause and take stock — to think carefully about when and why we might have students working openly on the web. This presentation focuses on the ethical and pedagogical considerations in having students using open resources but also on learning in public, doing public work, and engaging with open learning communities.
Digital Humanities and the Future of Scholarship: Exclusivity, Disruption, an...Jesse Stommel
A Presentation by Jesse Stommel and Sean Michael Morris for the Digital Currents initiative at University of Michigan.
Where DH grew out of positions of deep and necessary inquiry — especially in that its early advocates had to form communities of practice beyond the pale of traditional academic communities — today that inquiry has eroded into gratuitous and massively-funded career-building projects.
If Freire Made a MOOC: Open Education and Critical Digital PedagogyJesse Stommel
Ceding authority is an active endeavor. Paulo Freire writes in Pedagogy of the Oppressed, "A revolutionary leadership must accordingly practice co-intentional education." The pedagogical value in openness is that it can create dialogue by increasing access and bringing together at once disparate learning spaces. A presentation at OpenEd 2014 by Jesse Stommel and Sean Michael Morris
Learning is Not a Mechanism: Assessment, Student Agency, and Digital SpacesJesse Stommel
An objective and portable system for grading students was created so that systematized schooling could scale. And we’ve designed technological tools in the 20th and 21st Centuries that have allowed us to scale even further. Toward mass-processing and away from subjectivity, human relationships, and care.
Digital pedagogy is here; it’s just unevenly distributed--at least in the world of colleges and universities. What would higher education look like if we designed not only individual learning experiences but also an entire curriculum to mirror and prepare students for life and work in a globally networked world? How could the convergence of new digital scholarly tools and methodologies, new delivery mediums, and digitally networked culture transform higher education? This session will situate the development of digital pedagogy in the current discourse about higher education--including calls for quality, completion, jobs, and access--offer a vision for transformative digital pedagogy, suggest both barriers to and strategies for achieving that vision, and engage participants in a thought experiment to design an integrated curriculum articulated by digital pedagogy.
The digital humanities is as much about reading humanities texts with digital tools as it is about using human tools to read digital text. We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use). Far too much work in educational technology starts with tools, when what we need to start with is humans.
Video at: http://www.hybridpedagogy.com/announcements/digital-pedagogy-lab-key-moments/
Digital Pedagogy Lab 2015 Institute Keynote
Amy Collier and Jesse Stommel
Far too much of education revels in knowing rather than not knowing. Sitting fastidiously in a place of not knowing is one of the hardest, most rigorous, parts of learning. But this is rigor of a different color. Learning is not something we can script in advance. Syllabi should be living documents, co-created with students. Full of possible paths. Not a barrel of predetermined outcomes, carefully crafted to be specific, measurable, loved by our accrediting bodies. Outcomes, and rubrics or assessments we design, should be wild-eyed and tentative. Assessment as an act of agency, a learning activity in and of itself not something delivered ex post facto by an external authority.
The precipitate shift to remote instruction during the COVID-19 pandemic came with no reliable best practices. Finding themselves suddenly distant, learners and teachers had few choices outside of improvisation. A profound lack of literacy in digital pedagogies created a crisis that affected not only the curriculum, but the community of the classroom. The natural synergy of being together in a room abruptly became an unnatural shift to turning mics and cameras on and off in the framework of a video conference. Many have supposed that out of this crisis might grow a new educational approach or institution—one that might support faculty and staff to advance educational equity, and move away from the all too common one-size-fits-all approach of online learning. To affect this transformation, we must consider a critical digital pedagogy, one that integrates digital literacies with equitable practices to create meaningful learning on both sides of the screen.
Critical instructional design moves toward realizing the possibility for learning that blends a new form of rigor with agency through a practice of inquiry, empathy, and emergence.
Critical digital pedagogy after covid 19 - reflections on teaching thtrough t...Sean Michael Morris
On 16 February 2021, I was invited to keynote "Scaffolding a Transformative Transition to Distance and Online Learning," a virtual symposia at the University of Ottawa.
This workshop offers participants a hands-on introduction to the concepts and practices of digital pedagogy. We discuss the intersections between “online,” “hybrid,” and “digital” with regards to learning approaches and environments. And we launch into an exploration of assignment design, creative assessment, and digital tools. This workshop is suitable for educators--teachers, librarians, instructional designers, technologists, and others--at all levels who have an interest in exploring new techniques for digital teaching and learning.
Critical Pedagogy, Civil Disobedience, and EdtechJesse Stommel
The majority of development in edtech is driven by the bureaucratic traditions of education more than the pedagogical ones.
If we object to the increasing standardization of education, how and where do we build sites of resistance? What strategies can we employ to guard ourselves and our students? What systems of privilege must we first dismantle?
Scholarly Networks: Friend or Foe or Risky Fray? ALL OF THE ABOVEBonnie Stewart
Keynote from Digital Pedagogy Lab Cairo, exploring the benefits, challenges, and complexities of engaging in public in digital networks, especially as higher education professionals.
Radical Openness: the Work of Critical Digital PedagogyJesse Stommel
Radical openness demands the classroom be a space for relationships and dialogue. Far too many tools we’ve built for teaching are designed to make grading students convenient—or designed to facilitate the systematic observation of teachers by administrators.
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, predetermine outcomes, and craft rubrics before having met the students. We reduce students to data.
5 things we can do to create more inclusive spaces in education:
1) Recognize students are not an undifferentiated mass.
2) For education to be innovative, at this particular moment, we don’t need to invest in technology. We need to invest in teachers.
3) Staff, administrators, and faculty need to come together, across institutional hierarchies, for inclusivity efforts to work. At many institutions, a faculty/staff divide is one of the first barriers that needs to be overcome.
4) The path toward inclusivity starts with small, human acts:
* Walk campus to assess the accessibility of common spaces and classrooms. For example, an accessible desk in every classroom doesn’t do much good if students can’t get to that desk because the rooms are overcrowded.
* Invite students to share pronouns, model this behavior, but don’t expect it of every student.
* Make sure there is an easy and advertised process for students, faculty, and staff to change their names within institutional systems. Make sure chosen names are what appear on course rosters.
* Regularly invite the campus community into hard conversations about inclusivity. For example, a frank discussion of race and gender bias in grading and course evaluations.
5) Stop having conversations about the future of education without students in the room.
Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
It’s important to know what open educational resources are and how we might use them. But it’s just as important to pause and take stock — to think carefully about when and why we might have students working openly on the web. This presentation focuses on the ethical and pedagogical considerations in having students using open resources but also on learning in public, doing public work, and engaging with open learning communities.
Digital Humanities and the Future of Scholarship: Exclusivity, Disruption, an...Jesse Stommel
A Presentation by Jesse Stommel and Sean Michael Morris for the Digital Currents initiative at University of Michigan.
Where DH grew out of positions of deep and necessary inquiry — especially in that its early advocates had to form communities of practice beyond the pale of traditional academic communities — today that inquiry has eroded into gratuitous and massively-funded career-building projects.
If Freire Made a MOOC: Open Education and Critical Digital PedagogyJesse Stommel
Ceding authority is an active endeavor. Paulo Freire writes in Pedagogy of the Oppressed, "A revolutionary leadership must accordingly practice co-intentional education." The pedagogical value in openness is that it can create dialogue by increasing access and bringing together at once disparate learning spaces. A presentation at OpenEd 2014 by Jesse Stommel and Sean Michael Morris
Learning is Not a Mechanism: Assessment, Student Agency, and Digital SpacesJesse Stommel
An objective and portable system for grading students was created so that systematized schooling could scale. And we’ve designed technological tools in the 20th and 21st Centuries that have allowed us to scale even further. Toward mass-processing and away from subjectivity, human relationships, and care.
Digital pedagogy is here; it’s just unevenly distributed--at least in the world of colleges and universities. What would higher education look like if we designed not only individual learning experiences but also an entire curriculum to mirror and prepare students for life and work in a globally networked world? How could the convergence of new digital scholarly tools and methodologies, new delivery mediums, and digitally networked culture transform higher education? This session will situate the development of digital pedagogy in the current discourse about higher education--including calls for quality, completion, jobs, and access--offer a vision for transformative digital pedagogy, suggest both barriers to and strategies for achieving that vision, and engage participants in a thought experiment to design an integrated curriculum articulated by digital pedagogy.
The digital humanities is as much about reading humanities texts with digital tools as it is about using human tools to read digital text. We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use). Far too much work in educational technology starts with tools, when what we need to start with is humans.
Video at: http://www.hybridpedagogy.com/announcements/digital-pedagogy-lab-key-moments/
Digital Pedagogy Lab 2015 Institute Keynote
Amy Collier and Jesse Stommel
Far too much of education revels in knowing rather than not knowing. Sitting fastidiously in a place of not knowing is one of the hardest, most rigorous, parts of learning. But this is rigor of a different color. Learning is not something we can script in advance. Syllabi should be living documents, co-created with students. Full of possible paths. Not a barrel of predetermined outcomes, carefully crafted to be specific, measurable, loved by our accrediting bodies. Outcomes, and rubrics or assessments we design, should be wild-eyed and tentative. Assessment as an act of agency, a learning activity in and of itself not something delivered ex post facto by an external authority.
The precipitate shift to remote instruction during the COVID-19 pandemic came with no reliable best practices. Finding themselves suddenly distant, learners and teachers had few choices outside of improvisation. A profound lack of literacy in digital pedagogies created a crisis that affected not only the curriculum, but the community of the classroom. The natural synergy of being together in a room abruptly became an unnatural shift to turning mics and cameras on and off in the framework of a video conference. Many have supposed that out of this crisis might grow a new educational approach or institution—one that might support faculty and staff to advance educational equity, and move away from the all too common one-size-fits-all approach of online learning. To affect this transformation, we must consider a critical digital pedagogy, one that integrates digital literacies with equitable practices to create meaningful learning on both sides of the screen.
Critical instructional design moves toward realizing the possibility for learning that blends a new form of rigor with agency through a practice of inquiry, empathy, and emergence.
Critical digital pedagogy after covid 19 - reflections on teaching thtrough t...Sean Michael Morris
On 16 February 2021, I was invited to keynote "Scaffolding a Transformative Transition to Distance and Online Learning," a virtual symposia at the University of Ottawa.
This workshop offers participants a hands-on introduction to the concepts and practices of digital pedagogy. We discuss the intersections between “online,” “hybrid,” and “digital” with regards to learning approaches and environments. And we launch into an exploration of assignment design, creative assessment, and digital tools. This workshop is suitable for educators--teachers, librarians, instructional designers, technologists, and others--at all levels who have an interest in exploring new techniques for digital teaching and learning.
Critical Pedagogy, Civil Disobedience, and EdtechJesse Stommel
The majority of development in edtech is driven by the bureaucratic traditions of education more than the pedagogical ones.
If we object to the increasing standardization of education, how and where do we build sites of resistance? What strategies can we employ to guard ourselves and our students? What systems of privilege must we first dismantle?
Scholarly Networks: Friend or Foe or Risky Fray? ALL OF THE ABOVEBonnie Stewart
Keynote from Digital Pedagogy Lab Cairo, exploring the benefits, challenges, and complexities of engaging in public in digital networks, especially as higher education professionals.
Radical Openness: the Work of Critical Digital PedagogyJesse Stommel
Radical openness demands the classroom be a space for relationships and dialogue. Far too many tools we’ve built for teaching are designed to make grading students convenient—or designed to facilitate the systematic observation of teachers by administrators.
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, predetermine outcomes, and craft rubrics before having met the students. We reduce students to data.
5 things we can do to create more inclusive spaces in education:
1) Recognize students are not an undifferentiated mass.
2) For education to be innovative, at this particular moment, we don’t need to invest in technology. We need to invest in teachers.
3) Staff, administrators, and faculty need to come together, across institutional hierarchies, for inclusivity efforts to work. At many institutions, a faculty/staff divide is one of the first barriers that needs to be overcome.
4) The path toward inclusivity starts with small, human acts:
* Walk campus to assess the accessibility of common spaces and classrooms. For example, an accessible desk in every classroom doesn’t do much good if students can’t get to that desk because the rooms are overcrowded.
* Invite students to share pronouns, model this behavior, but don’t expect it of every student.
* Make sure there is an easy and advertised process for students, faculty, and staff to change their names within institutional systems. Make sure chosen names are what appear on course rosters.
* Regularly invite the campus community into hard conversations about inclusivity. For example, a frank discussion of race and gender bias in grading and course evaluations.
5) Stop having conversations about the future of education without students in the room.
Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
A playful stroll thru heuristic fields of thought & feeling, focused upon opportunities for Foreign Language Learning Pedagogy to be transformed by New Media (Lev Manovich), NeuroCinematics, WeChat/WhatsApp, English Corners, right-brained learning/acquisition. Wikinomics and the practices of mass collaboration can be used by language learners for income generation--by doing audio editing of their target language to expandtheir level of i+1 (Krashen's concept of expanding one's level of comprehension of the target language input),by using repetition of audio segments (speeches/film dialogues/songs/etc.), silence, background music, slowing the speed of speech (but not the frequency). Such income-generating mass collaboration projects can benefit economically-challenged individuals/schools/NGOs/etc.
0. Introduction
1. The emancipation of the problem from the legacy of Nietzsche and Heidegger
2. The origin of the super-humans from the humans as a prognostic direction
3. A prognosis for the frontier of the super-humans
4. The language of infinity in the reference frame of contemporary cognition
5. Conclusions
For too long, instructional design has been reduced to page design, alignment of content and assessments with outcomes, and the “science” of step-A-to-step-B learning. It has lacked imagination, spontaneity, passion, and care. What we propose here is that instructional design and the digital platforms (and spaces) we use for teaching and learning can be more. More critical. More relational. More flexible. More beautiful.
Similar to Zombie Pedagogies: Embodied Learning in the Digital Age (20)
Designing for Care: Inclusive Pedagogies for Online LearningJesse Stommel
We need to be thinking about how we respond in the moment to this emergent crisis, but it’s just as important that we talk about sustainable ways forward. What we are facing right now will have an effect on education that lasts years (or longer), and it’s exposing inequities and systemic injustices that many students have faced all along.
Virtual Learning Communities: 6 Theses for Creating a Sense of Belonging OnlineJesse Stommel
There is no one-size-fits-all set of best practices for building a learning community, whether on-ground or online. We have to start by finding out who are students are, what they need to be successful, and how our institutional mission does (and sometimes doesn’t) align with our practices.
An Urgency of Teachers: the Work of Critical Digital PedagogyJesse Stommel
Critical Pedagogy is as much a political approach as it is an educative one, a social justice movement first, and an educational movement second. Digital technologies have values coded into them in advance. Many tools are good only insofar as they are used. Tools and platforms that do dictate too strongly how we might use them, or ones that remove our agency by covertly reducing us and our work to commodified data, should be rooted out by a Critical Digital Pedagogy.
Against Scaffolding: Radical Openness and Critical Digital PedagogyJesse Stommel
Keynote at WILU2019, The Workshop for Instruction in Library Use
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, assemble content, predetermine outcomes, and craft assessments before having met our students. We reduce students to data. And learning to input and output.
Radical openness isn't a bureaucratic gesture, isn't linear, offers infinite points of entry. It has to be rooted in a willingness to sit with discomfort. Radical openness demands educational institutions be spaces for relationships and dialogue. bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a 'safe' place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of emergent outcomes, a place of friction, a place of critical thinking.
In A Room of One's Own, Virginia Woolf writes, "To sacrifice a hair of the head of your vision, a shade of its colour, in deference to some Headmaster with a silver pot in his hand or to some professor with a measuring-rod up his sleeve, is the most abject treachery."
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of teaching, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Any authority within the space of the classroom must be aimed at fostering agency in all the members of our community.
A joint keynote with Sean Michael Morris at the Dream 2019 conference in Long Beach, California.
It is urgent we have teachers, it is urgent we employ them, pay them, support them with adequate resources; but it is also urgency which defines the project of teaching. In a political climate increasingly defined by its obstinacy, anti-intellectualism, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege, teaching has an important (urgent) role to play.
Can we imagine assessment mechanisms that encourage discovery, ones not designed for assessing learning but designed for learning through assessment? Much of our work in education resists being formulated as neat and tidy outcomes, and yet most assessment takes the complexity of human interaction within a learning environment and makes it “machine readable.” When learning is the goal, space should be left for wonder and experimentation.
A keynote based on two blog posts:
Why I Don't Grade: https://www.jessestommel.com/why-i-dont-grade/
How to Ungrade: https://www.jessestommel.com/how-to-ungrade/
The first mistake of many online programs is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space.
We need to recognize that online learning uses a different platform, builds community in different ways, demands different pedagogies, has a different economy, functions at different scales, and requires different choices regarding curriculum than does on-ground education. Even where the same goal is desired, very different methods must be used to reach that goal.
Centering Teaching: the Human Work of Higher EducationJesse Stommel
Most higher education teaching practices are unexamined, because teachers are rarely given space to think critically about pedagogy. We need departments of higher education pedagogy (or interdisciplinary clusters of scholars focused on higher education pedagogy) at every school offering graduate degrees aimed at preparing future faculty.
Open Pedagogy: Building Compassionate Spaces for Online LearningJesse Stommel
In Teaching to Transgress, bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a ‘safe’ place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of uncertainty, a place of friction, a place of critical thinking. This is not an Open pedagogy neatly defined and delimited.
Open pedagogy pushes on the notion of education as content delivery in favor of education as community and dialogue. The work is less crudely didactic, more ephemeral. This can be especially true in online teaching and learning, where presence is signaled in very different ways and risk is felt differently. When we ask students to work openly on the Web, it’s critical that we make space for them to critically interrogate digital culture and to contribute to knowledge on the Web. As online educators and designers, we must also make space for students to teach us about working on the Web, about learning, about what education can be.
[Plenary at Open SUNY Summit, March 2018]
To queer Open is to imagine it as an emergent space always in process. Open Education is not confirmed by courses, platforms, syllabi, hierarchies, but exactly resists those containers, imagining a space for marginalized representation -- a space that recognizes our unique embodied contexts and offers opportunities for liberation from them.
My keynote from Digital Pedagogy Lab Vancouver.
If bell hook made an LMS: Grades, Radical Openness, and Domain of One's OwnJesse Stommel
This is the text of the presentation I gave at the Domains17 conference in Oklahoma City, OK on June 5, 2017. The learning management system is a red herring, a symptom of a much larger beast that has its teeth on education: the rude quantification of learning, the reduction of teaching to widgets and students to data points.
A link to the full text of the presentation: http://jessestommel.com/if-bell-hooks-made-an-lms-grades-radical-openness-and-domain-of-ones-own/
12 steps for Designing an Assignment with Emergent OutcomesJesse Stommel
Pedagogy is a recursive process, a constant interplay between building and analyzing what we’ve built -- between teaching and meta-level reflection on our own process.
Massive Learning, Massive Play: Constructing Identity and Community through T...Jesse Stommel
A presentation from Jesse Stommel (@jessifer), Sean Michael Morris (@slamteacher), and (@adamheid). In MMOGs 3D graphics-rendered avatars construct the player behind the screen, collaborating with others through shared quests and group responsibilities. In Twitter, identity emerges through dialogue, a networked concoction of text, videos, and graphics. Yet, in today’s MOOCs, identity is almost nonexistent, hidden under layers of hypertexts and tucked deep in forums, or worse, as an enrollment number.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
4. “I’m utterly squeamish when it comes to watching or reading horror. I scream
frequently, and not in a light, non-committal way; my screams are loud and guttural,
emanating from the pit of my stomach and rattling in my lungs, windpipe, throat, and
mouth. I often find myself unintentionally clutching the person next to me, and, in a
few rare cases, I've even begged out loud to be taken home.”!!
~ Jesse Stommel,“Something That Festers”
5. Photo by flickr user SebastianDooris
Monsters are not metaphors
6. Photo by flickr user kevin dooley
“The monster’s body is a cultural body … [Monsters] can be pushed to the
farthest margins of geography and discourse, hidden away at the edges of the
world and in the forbidden recesses of our mind, but they always return…”!!
Jeffrey Jerome Cohen,“Monster Culture (Seven Theses),”
7. The zombie body is lively, in many ways more lively than our own. The zombie
offers something we can’t get from representations, avatars, and emoticons.
8. Whether living or dead, all human bodies undergo decay. Our hair decays, our skin
decays, the teeth in our mouth decay.The process of decay is, in fact, necessary for
the breakdown and eventual replacement of dead matter with new life.
9. 90% of the living cells in our body are not human.They’re bacteria and critters like
this one, the follicle mite, which lives in the eyebrows and eyelashes of most adults.
10. Photo by flickr user Bistrosavage
Many of our technologies live upon us like these parasites.
11. Photo by flickr user kevin dooley
“The physical universe is not all that decays. So do abstractions and categories.
Human ideas, science, scholarship, and language are constantly collapsing and
unfolding.Any field, and the corpus of all fields is a bundle of relationships subject to
all kinds of twists, inversions, involutions, and rearrangement.”!!
~ Ted Nelson,“A File Structure for the Complex, the Changing, and the Indeterminate”
12. Photo by flickr userYogendra174
For many teachers, the increasing disembodiment of us and our students
leads to a pedagogy that is even more fundamentally disembodied.
13. “Unless the mass of workers are to be blind cogs and pinions in the
apparatus they employ, they must have some understanding of the
physical and social facts behind and ahead of the material and
appliances with which they are dealing.”!
John Dewey, Schools ofTo-Morrow
Photo by flickr user Thomas Hawk
14. We need to handle our technologies roughly -- to think critically about
our tools, how we use them, and who has access to them.
15. Photo by flickr user Nomadic Lass
Even our digital work is embodied.When we interact via computers, our
feet are usually still quite literally on the ground.
16. all learning is necessarily hybrid!
Hybrid Pedagogy is an open-access journal that!
: is not ideologically neutral;
: connects discussions of critical pedagogy, digital pedagogy, and online pedagogy;
: brings higher education and K-12 teachers into conversation with the e-learning and
open education communities;
: considers our personal and professional hybridity;
: disrupts distinctions between students, teachers, and learners;
: explores the relationship between pedagogy and scholarship;
: invites its audience to participate in (and be an integral part of) the peer review process;
: and thus interrogates (and makes transparent) academic publishing practices.!
17.
18. Hybrid pedagogy does not just describe an easy mixing of on-ground
and online learning, but is about bringing the sorts of learning that
happen in a physical place and the sorts of learning that happen in a
virtual place into a more engaged and dynamic conversation.
Photo by flickr user orangeacid
19. Photo by Praline3001
“A class is … an independent organism with its own goal and dynamics. It is always
something more than what even the most imaginative lesson plan can predict.”!!
~ Thomas P. Kasulis,“Questioning”
20. “Learning happens at the breaking point of its various containers.The semester
is arbitrary.The course is breached. Canons must yield.”!!
~ Jesse Stommel,“The Digital Humanities is about Breaking Stuff”
Photo by flickr user crdotx
21. Photo by EmreAyar
“What is broken and twisted is also beautiful, and a bearer of knowledge.The
Deformed Humanities is an origami crane — a piece of paper contorted into
an object of startling insight and beauty.”!!
~ Mark Sample,“Notes towards a Deformed Humanities”
22. Photo by flickr user Dirigentens
“It doesn’t matter to me if my classroom is a little rectangle in a
building or a little rectangle above my keyboard. Doors are
rectangles; rectangles are portals.We walk through.”!
~ Kathi Inman Berens,“The New Learning is Ancient”
“A course today is an act of composition.”!
~ Sean Michael Morris,“Courses, Composition, Hybridity”!
23. “Everybody is an intellectual in that we all have the capacity to think,
produce ideas, be self-critical . . . [This] demands a new kind kind of literacy
and critical understanding with respect to the emergence of the new
media and electronic technologies, and the new and powerful role they
play as instruments of public pedagogy.”!!
~ Henry Giroux, On Critical Pedagogy
Photo by flickr user seier+seier
24. into a mountainrange;lenses extend!
!
unwish through curving wherewhen till unwish!
returns on its unself.!
!
! ! ! A world of made!
is not a world of born—pity poor flesh!
!
and trees,poor stars and stones,but never this!
fine specimen of hypermagical!
!
ultraomnipotence. We doctors know!
!
~ e e cummings,“pity this busy monster, manunkind"
25. Photo by flickr user RLHyde
Our bodies and flesh have become materials, food for the industrial and
social machines.The work of education, and especially of the digital
humanities, is to explore the ways in which that flesh fights back.
26. i
Additional Material
Presentation based on my chapter,“Toward a Zombie Pedagogy” in
Zombies in the Academy: Living Death in Higher Education!
!
Jesse Stommel, !
“March of the MOOCs: Monstrous Open Online Courses”!
!
Pete Rorabaugh and Jesse Stommel, !
“TwitterVs. Zombies: New Media Literacy & theVirtual Flash Mob"!
!
Jesse Stommel,“The Digital Humanities is about Breaking Stuff”!
!
Jesse Stommel,“The Decay of the Digital Human”!
!
Mark Sample,“Notes towards a Deformed Humanities”!
!
Sean Michael Morris,“Courses, Composition, Hybridity”!
!
Kathi Inman Berens,“The New Learning is Ancient”
@Jessifer