Virginia Kuhn: Hacking the Classroom

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This presentation, originally created for the 2012 C+W conference for a panel consisting of a series of lightning talks centered on Hacking the Classroom, has been revised for publication.

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  • In thinking about the ways in which the classroom needs to be hacked, I have taken a bit of a turn from critiquing institutional structures: constraints that arise from outmoded disciplinary boundaries, curricular edicts, scholarly biases--it’s not that I don’t have a lot to say about their limitations, b/c I do and have, but when it comes to the level of the classroom, I have a lot of freedom. I’ve designed most of the curriculum and have not had much trouble getting it through. Moreover there is typically far more freedom in graduate classes anyway. Therefore, I turned the critical lens on myself and really reflected upon my own pedagogy, concluding that I need to hack my own head. \n
  • I realize that any hacking that needs to be done needs to be done in my own head. I need to consider the ways in which I am clinging to an old paradigm about graduate education, much as i have been able to shift re: undergrad, given that i’ve been explicitly doing that for many years. I offer three lessons with attendant examples, of the ways in which i’ve hacked my own head in the service of hacking the classroom. t\n
  • I realize that any hacking that needs to be done needs to be done in my own head. I need to consider the ways in which I am clinging to an old paradigm about graduate education, much as i have been able to shift re: undergrad, given that i’ve been explicitly doing that for many years. I offer three lessons with attendant examples, of the ways in which i’ve hacked my own head in the service of hacking the classroom. t\n
  • 1. opened class with overview of premises; was quite upfront about what is not on the table (e.g. no paradigm shift, a continuum]\n
  • In thinking about the ways in which the classroom needs to be hacked, I have taken a bit of a turn from critiquing institutional structures: constraints that arise from outmoded disciplinary boundaries, curricular edicts, scholarly biases--it’s not that I don’t have a lot to say about their limitations, b/c I do and have, but when it comes to the level of the classroom, I have a lot of freedom. I’ve designed most of the curriculum and have not had much trouble getting it through. Moreover there is typically far more freedom in graduate classes anyway. Therefore, I turned the critical lens on myself and really reflected upon my own pedagogy, concluding that I need to hack my own head. \n
  • In thinking about the ways in which the classroom needs to be hacked, I have taken a bit of a turn from critiquing institutional structures: constraints that arise from outmoded disciplinary boundaries, curricular edicts, scholarly biases--it’s not that I don’t have a lot to say about their limitations, b/c I do and have, but when it comes to the level of the classroom, I have a lot of freedom. I’ve designed most of the curriculum and have not had much trouble getting it through. Moreover there is typically far more freedom in graduate classes anyway. Therefore, I turned the critical lens on myself and really reflected upon my own pedagogy, concluding that I need to hack my own head. \n
  • but also these, which are more specific to IML501\n
  • I also assigned my own work which I am typically wont to do. But i didn’t ask them to buy anything and it also lets class know where I stand. \n
  • I opened with a first day image assignment which I usually view as less academic.\n
  • image project revisions; you have too many words!!\n
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  • And speaking of remix brings me to my last lesson: don’t assume critical consciousness when it comes to production. We might call this a tribute or homage, but a less generous reading sees it as appropriation. \n
  • add marlon riggs ethnic notions for in class viewing: also explicit instances of ways of seeing. We might call this a tribute or homage, but a less generous reading sees it as appropriation. \n
  • add marlon riggs ethnic notions for in class viewing: also explicit instances of ways of seeing. We might call this a tribute or homage, but a less generous reading sees it as appropriation. \n
  • Virginia Kuhn: Hacking the Classroom

    1. 1. HACKING THE CLASSROOM virginia kuhn vkuhn@cinema.usc.educonstraints?
    2. 2. HACKING MY HEAD virginia kuhngraduate pedagogy: vkuhn@cinema.usc.eduthree principles
    3. 3. HACKING MY HEADthree principles virginia kuhn vkuhn@cinema.usc.edu1. don’t assume they can recognizeyour biasesII. don’t privilege one semioticregisterIII. don’t assume criticalconsciousness when it comes toproduction
    4. 4. HACKING MY HEAD1. don’t assume they canrecognize your biases virginia kuhn vkuhn@cinema.usc.edu
    5. 5. HACKING MY HEADsome basic premises virginia kuhn vkuhn@cinema.usc.edu
    6. 6. HACKING MY HEADsome basic premisesl. orality > literacy > digitalII. ‘fluency’ = consuming + producinglll. ethics: pedagogy + epistemology virginia kuhn vkuhn@cinema.usc.edu
    7. 7. HACKING MY HEADIML501: Seminar in ContemporaryDigital MediaI. managing + mobilizing the digitalII. contributing to the public sphereIII. fostering systems thinking virginia kuhn vkuhn@cinema.usc.edu
    8. 8. my scholarship HACKING MY HEAD http://scalar.usc.edu/anvc/kuhn/index International Journal of Learning and Media virginia kuhn vkuhn@cinema.usc.edu
    9. 9. HACKING MY HEADII. don’t privilege writing overother semiotic registers virginia kuhn vkuhn@cinema.usc.edu
    10. 10. HACKING MY HEADimage project
    11. 11. HACKING MY HEADfeedback
    12. 12. HACKING MY HEADrevision
    13. 13. HACKING MY HEADfinal virginia kuhn vkuhn@cinema.usc.edu
    14. 14. HACKING MY HEADREMIX virginia kuhn vkuhn@cinema.usc.edu
    15. 15. REMIX HACKING MY HEAD virginia kuhn vkuhn@cinema.usc.edu
    16. 16. HACKING MY HEADREMIX “you have too many words!!” virginia kuhn vkuhn@cinema.usc.edu
    17. 17. HACKING MY HEADREMIXrevision
    18. 18. HACKING MY HEADIII. don’t assume criticalengagement with production virginia kuhn vkuhn@cinema.usc.edu
    19. 19. HACKING MY HEADethics of representation http://enculturation.gmu.edu/6.2/kuhn
    20. 20. HACKING MY HEAD virginia kuhn vkuhn@cinema.usc.eduthank you!

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