Insofar as the public sphere becomes writable, the university classroom needs some protection; a certain contingent erasure from the public sphere. While students ought to do work that is alive in the world– indeed, they report feeling more engaged when they do so– there is also an important need for a buffer zone, since undergraduate education gives students the freedom to take risks, to experiment, and to fail.
Virginia Kuhn & Vicki Callahan, “Nomadic Archives: Remix and the Drift to Praxis”
We argue that the radicality of the digital humanities is the potential it offers to expand our understanding to the vertical plane, or more precisely, planes of research. In vertical interdisciplinarity, there is a rich layering in both the method and the practice of teaching and scholarship, and this poses challenges to the very discursive categories employed. The disruptive components are the creative, aesthetic, and non-alphabetic elements, which once deployed vertically within a field radically transform its formal properties. If horizontal strategies make us imagine new narrative lines within a field, then the vertical approach forces us to rethink the narrator, what narrative form could be, and how we think, reflect, critique and express.
Virginia Kuhn & Vicki Callahan, “Nomadic Archives: Remix and the Drift to Praxis”
The term ‘interdisciplinary’ typically refers to a kind of additive component, history plus literature, history plus art, and so forth. The perspective is essentially a horizontal one, linking fields without any fundamental change to the formal structures of any one discipline.
Virginia Kuhn & Vicki Callahan, “Nomadic Archives: Remix and the Drift to Praxis.”
13 Free Web Tools Students and Teachers Should Know About
Web-based tools continue to proliferate, giving teachers more to add to their arsenal, but it can be hard to determine which resources are worth spending time exploring. At the International Society of Technology in Education (ISTE) conference this year, two early adopters of ed-tech tools offered a quick run through of some favorite apps. Here’s what they noted as the top tools to try.
Some of these look like they could be really interesting for teaching.
5 Ways of Understanding the New, Feminist MOOC That’s Not a MOOC
Yesterday, we received word of the newest innovation in higher education. Across the world this fall, it was said, students and professors would sit down at computer screens, breathe deeply, and plunge themselves into open learning.
But they would not be taking a MOOC.
They’ll be taking a DOCC: a Distributed Open Collaborative Course. Its name rhymes with “lock.”
It is a feminist MOOC.
Here are five ways of understanding it.
5 Ways of Understanding the New, Feminist MOOC That’s Not a MOOC
Yesterday, we received word of the newest innovation in higher education. Across the world this fall, it was said, students and professors would sit down at computer screens, breathe deeply, and plunge themselves into open learning.
But they would not be taking a MOOC.
They’ll be taking a DOCC: a Distributed Open Collaborative Course. Its name rhymes with “lock.”
It is a feminist MOOC.
Here are five ways of understanding it.