Collaboration – THATCamp Hybrid Pedagogy 2012

THATCamp Hybrid Pedagogy Follow-up (Nov. 4)

robin.s.wharton — Sun, 21 Oct 2012 20:41:13 +0000

At some point on Sunday, November 4, tweet on the #thatcamphp hashtag about something you’ve done since THATCamp Hybrid Pedagogy that used or engaged or built upon what you learned here. Let’s also organize Google hangouts, blogging carnivals, and other forms of interaction designed to draw us back together and into conversation.

#THATcampHP Love Tweet Pics

VRobin — Sat, 20 Oct 2012 22:12:43 +0000

A lot of wonderful conversations are sprouting up both in sessions, at lunch, and in passing. And along with that, a lot of great photos are being posted. Below, you will find a bunch of pictures I am attempting to collect off of twitter so you can access them in one easy location. Enjoy!

Schedule Collaborated and Made – Photo by @rogerwhitson

Photo by @esquetee

Howard Rheingold gives an interactive talk. Photo by @erikpalmer

Participants in a session all join Hangout together. Photo by @erikpalmer

Rheingold’s talk from another angle. Drink that coffee, Roger! Photo by @kathiiberens

THATcampHP from a different angle. Photo by @andycampbell

THATcampHP Google Hangout and Jesse’s face – Photo by @ldhunter

In case you were thinking about food – here’s THATcampHP lunch! Photo by @vrobin1000

All roads lead to THATcamp – well… and Guitar. Photo by @allistelling

Another angle on Lunch, and scheduling it out – photo by @allistelling

Hanging out with Jesse – Photo by @erikpalmer

Hack-a-thon: Design a DH/Multimodal Degree Program

Roger Whitson — Sat, 20 Oct 2012 14:36:46 +0000

In this hack-a-thon, I suggest we design our own digital humanities undergraduate/graduate degree curriculum. There are many emerging programs that offer something like digital humanities (WSU’s Digital Technology and Culture and WSU-Vancouver’s Creative Media and Digital Culture, Marylhurst’s online/hybrid DH program, Georgia Tech’s Multimodal Communication program, FSU’s Histories of Text Technologies program, UCLA’s Digital Humanities program, U of Victoria’s DH program, N. Katherine Hayles’s call for Comparative Media Studies in her new book How We Think) that we can draw on. Some questions:

What should students learn in a DH program? What sorts of jobs should we be preparing them for?
To what degree should such programs be interdisciplinary?
What sorts of basic courses should we offer?
What is digital literacy and how would we teach it across the curriculum?
To what degree should the curriculum be online? F2f? hybrid?
Should only T/T professors teach the courses? or should there be a wider variety of professionals? (People in the tech field? Lecturers/Adjuncts? Librarians? #altac professionals?)
How should we integrate the values of building and collaboration into the curriculum? How can programs be practical yet also retain the traditional values of a humanities education? (i.e. the critical/historical/theoretical/social contexts that have guided humanities instruction for decades).
Could DH programs offer collaboration between undergraduate and graduate degree programs? What would this look like?
How should such programs interact with the wider community around the University?
To what degree should such programs collaborate with different kinds of institutions? State schools? Liberal Arts College? Technical Institutions?

Teaching Mobz

leeannhunter — Sat, 20 Oct 2012 06:22:19 +0000

26 : 1

Teaching is a lonely profession. Let’s work on ways we can make it less solitary:

Inter-institutional collaboration
Co-teaching
Group teaching observations
Roving mobs of teachers…
Class swaps
What else?

General Discussion: Student Portfolios and the Big Picture

sara.q.thompson — Tue, 16 Oct 2012 21:01:11 +0000

As an ed-tech librarian I’ve been working with different departments on creating an online portfolio piece for their students. Unfortunately, this has been limited so far to portfolios that only demonstrate a student’s work in a specific department or class – not the student’s work across all classes, activities, and experiences.

I would really love to hear from other campers about their exposure to student portfolios or any method that went after a holistic assessment of the student rather than just a single class assessment. It seems like we are training our students to see their time in college as unrelated little sound bites from class to class rather than seeing the big picture of their overall education.

In my dream world, having this big picture approach would mean students could create projects that span across their classes, including elements from Biology, History, and Literature, for example. Faculty would get a sense of what their colleagues were doing in other classes because they would see it in their own students’ work. But I will also be the first to admit that I can be naive about these things, so another part of this discussion might be how such an interdisciplinary approach to student assessment would or would not work.

Grab Bag: Web Tools and-or Assignments Show and Tell

sara.q.thompson — Tue, 16 Oct 2012 20:32:43 +0000

photo by Quinn Dombrowski

This is inspired by a similar session I saw at THATcamp LAC 2011. Anyone who wanted to share a cool tool / app / method that they were using in their classes or personal workflow could use the classroom computer to quickly demo the tool / app / method in about 3 minutes. We were able to see over a dozen different new things or new ideas applied to old things in a very short amount of time. It worked out great as an after-lunch pick-me-up kind of session and generated lots of questions, sharing, and quick experimenting.

Distance, Blended, F2F: Classroom 2.0

kathiberens — Tue, 16 Oct 2012 19:29:54 +0000

Now that the face-to-face classroom is no longer the de facto setting for learning, what are the best practices for blending embodiment and virtuality?

I work in and study virtual classroom software in the context of my classes at the University of Southern California’s Annenberg School of Communication. Living in Portland, OR but working in Los Angeles, I convene class virtually & synchronously 3 weeks each month; I commute to L.A. one week monthly, run class face-to-face, and meet with each of my students individually.

We study interfaces in addition our course content, social media. I have also taught a Networked Culture seminar at Washington State Vancouver’s Creative Media and Digital Culture program, where students met virtually three times over the course of the semester.

My students use authoring software to make artifacts for our real-world social media campaigns and study relevant contexts such as fair use, transmedia storytelling, “playbor” (digital labor + play), mobility + ubiquitous computing, and hybrid collaboration.

Teaching seminars virtually has caused me to notice how much I blend my senses in the face-to-face classroom. I rely on hearing and proprioception much more than I would have guessed. Both of those modes are significantly limited in virtual classroom software.

After our first day in the virtual classroom, one of my students said, “[virtual classroom software] is so easy. I’m more accustomed to looking at a screen than a professor. It scares me that this is what the classroom is going to become.”

Why do you think she said that?

Proposed subjects — please add yours:

synchronicity & the seminar
attention & distraction in embodied settings, virtual settings
the fetish of the digital trace
multi-sensory & intersensorial cognitive processing
interface v. course content: can they really be separated?
institutional support for, or fear of, experimentation

Participating Virtually? Want to propose a session?

robin.s.wharton — Mon, 15 Oct 2012 14:23:46 +0000

In keeping with the theme of THATCamp Hybrid Pedagogy, our goal is to open our un-conference to the broadest possible spectrum of blended and virtual participation. For those of you who cannot be here in person, but would be interested in leading a hybrid session, we invite you to propose one in the comments to this post. In your proposal, be sure to include your preference for Saturday morning or afternoon, or Sunday morning. Let us know if you’d like your session to include a blended conversation among online and on-ground participants, or if you’d prefer to facilitate a purely “virtual” session. Sessions can make use of any combination of Twitter, Google Docs, Google Hangout, Skype, etc., as platforms for participation. If you create a session, make sure you’re prepared to “host” it in whatever way necessary.

Depending on how many proposals we get for blended sessions, we will try to allow time on Saturday morning during scheduling for blended session proposers to “pitch” their proposals to the group via Google Hangout or Skype (or something similar). So, if you’re proposing a blended session, be sure to let us know whether you’ll be available between 10:00 – 11:00 am PDT on Saturday.

General Discussion Session Proposal: Digital Humanities in a Community College Literature Class

Doc McGrail — Wed, 26 Sep 2012 22:34:34 +0000

I am currently working on a project entitled “Bringing Digital Humanities to the Community College and Vice Versa” and am teaching a Women Writers class (ENG260) at Lane Community College in Eugene this fall. It meets on MW in a traditional classroom and on Friday for one hour in a wired classroom. I’ve taught online for years, and am integrating blogs into my course as I have before. I am interested in sharing ideas with other CC faculty or all faculty teaching 100-200-level literature (or other humanities) classes ,to see what has worked for them before, what they’re doing now, and to share my own ideas about what digital humanities can look like at the freshman and sophomore level, especially for classes with hugely divergent preparedness in digital literacies and other literacies.

Digital storytelling? Oral history projects? Tiki-toki timelines? Online Sherlock Journals? Blogging, wikis, social media, text annotation without TEI skills? What’s possible? What are others doing?