Progressive Digital Pedagogy: Remix, Collaboration, Crowdsourcing
Mariana Regalado (Brooklyn College) and Maura A. Smale (New York City College of Technology)
Research at the largest urban public university in the U.S. reveals that many college students are both more mobile and less digital than the pervasive media images of the digital native imply. This short talk will present findings from an ethnographic study of the scholarly habits of undergraduate students at the City University of New York (CUNY). Drawing on both visual and interview data it will explore the integration of mobile technologies into the academic lives of CUNY students, and discuss the effects of these technologies on their academic goals and experiences as learners. CUNY students are nearly all commuters—they are mobile by default—and their range of technological access, use, and fluency is wide. Our data suggest that although some CUNY students take full advantage of their mobility, others are constrained by it.
Tamara Shepherd (Concordia University, Canada)
In the 2010 Speech from the Throne, the Government of Canada announced its plans to implement a “national digital economy strategy” that would encourage technological adoption, innovation and literacy as part of bolstering Canada’s position in the global information economy. In this context, literacy denotes the cultivation of “digital skills,” the ability to understand and manipulate digital technology, framed particularly in terms of mobile devices. Across the federal government’s digital economy strategy communications, literacy is framed in terms of mobility precisely because its investment in technology industries is predicated on the value of “innovation” for Canada’s “digital advantage.” In examining how mobility and literacy get articulated together across the discourses of the Canadian government’s digital economy strategy, this talk proposes that the language of innovation serves to elide the inequalities that underpin not only access to digital technologies and digital skills learning, but public understandings of the digital economy as a context for contemporary notions of citizenship. The signification of mobility and literacy in this context might be expanded to include broader social justice imperatives; in this way, the national digital economy strategy would go beyond training certain privileged groups as model mobile workers, and legitimize multiple versions of digital and non-digital literacy and fluency – including literacy about information labor, rights structures and policymaking itself.
Xtine Burrough (California State University, Fullerton)
This short talk will explore how a viral web video project was coordinated on YouTube by collaborating with students, while simultaneously teaching remix with respect to fair use doctrine. After reading about the Lenz v. Universal court case, the presenter aimed to create a flood of video responses utilizing the same 29 seconds of Prince’s song, “Let’s Go Crazy” and realized this project would be an excellent learning experience for students. Students have been posting video responses to Stephanie Lenz’s original video. Educators can guide coordination norms for creating user-generated content (UGC) in the classroom coupled with a rich investigation of fair use doctrine. After studying the Lenz v. Universal case students created a remix of Lenz’s controversial video, “Let’s Go Crazy #1” and posted it as a response on Lenz’s YouTube page. To complete this class activity, students must understand fair use doctrine, apply their theoretical understanding to the media they create, and create new or transformative meaning by remixing contemporary amateur videos.
David Carroll (Parsons The New School for Design)
Based on and adapted from the presenter’s article published in the Learning Through Digital Media: Experiments in Technology and Pedagogy reader, “Mobile Learning Tools: A Teachable Moment in the Age of the App,” this talk will explore the arguments, themes and case studies considered in rapid-pace hyper-visual slide talk format. It comments on the conditions of commerciality (and legality?), as new forms of capital flow across public-private enterprises as a requirement of mobile learning tools. It describes the challenges and opportunities of creating and supporting mobile learning pedagogies and offers early advice towards best practices. The talk will also offer an addendum to cover recent work over the 2010 summer with a Pearson Foundation Mobile Learning Institute funded location based game mobile camps for youth at Hirshhorn Museum (DC) and Quest to Learn (NYC) using the ARIS learning platform mentioned in the paper.
John Sobol (Globalhood, Digifest)
This talk will explore the presenter’s book You Are Your Media, a practical philosophy. It contains both big ideas and useful tools that will: demonstrate commonalities between oral and digital pedagogies, root those commonalities in dialogical technologies, contrast them with literacy’s monological epistemology and hegemony, explain the emergent conflict between monological and dialogical technologies, situate the crisis of contemporary pedagogy within this unique evolutionary nexus, and promote pedagogical bridges between technology cultures to minimize social disruption.
Elizabeth Cornell and Glenn Hendler (Fordham University)
Operating on the principle that knowledge production is a more public than private activity, the Keywords Collaboratory for American cultural studies is a wiki-based space where classes and other working groups can collaborate on keywords projects that take their method, focus, and inspiration from the essays published in Keywords for American Cultural Studies. The essays produced in the Collaboratory extend the insights and contributions of the published collection. This talk will discuss how the Keywords Collaboratory provides students and other groups the opportunity to join humanists in a digital commons where they can participate in the transformation of research and pedagogical practices that are changing the way we generate, disseminate, and analyze knowledge and culture. This project looks anew at accepted histories, and creates connections among established interpretations of the past, present, and future. The talk will also demonstrate how Scalar can create a semantic web among keywords, revealing new ways of detecting the relationships among history, ideas, sources, and individual words.
Elizabeth Losh (Sixth College, UC San Diego)
In recent years progressive digital pedagogy has borrowed from five major aspects of the popular culture developing around computational media: 1) remix practice, 2) multimodality, 3) accelerated response, 4) crowd sourcing, and 5) narrowcasting. Yet for many years the conventional classroom pedagogy around teaching “current events” has remained unchanged: it still generally focuses on having learners mechanically cut out recent news stories produced by traditional print journalists with little attention to how the news is made, how it remixes sources, how it appeals to particular audiences, or how particular patterns of visual imagery and verbal rhetoric could be analyzed critically. This talk focuses on recent work by the Software Studies initiative at U.C. San Diego by the Cultural Analytics group and shows how media visualization and crowd sourcing could be used in educational contexts with large publically accessible libraries of digitized news and smaller archives of government public information videos.
Moderator: Megan Boler (Ontario Institute of Studies in Education)
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