Digital Pedagogy Workshop @ SJSU – Video + Slides

Thanks to Jennifer Redd, eCampus hosted a Digital Pedagogy Workshop on April 9 for ~25 engaged faculty from a variety of departments and disciplines all over San Jose State University. Because the attendees were guaranteed to hail from a variety ofDigital Pedagogy expertise levels, I ran the workshop with multiple points of intervention and input captured with Session Notes in Google Docs. The primary purpose of the workshop focused on theorizing Digital Pedagogy instead of teaching to the tools. We eventually get around to that, but first we spent a lot of time theorizing about the uses of Digital Pedagogy.

Much of the definitions on these slides come from the in-progress draft Introduction for Digital Pedagogy in the Humanities (currently openly available in GitHub in its post-peer review and pre-user-friendly digital platform phase). The project is scheduled to be finalized with a brand new digital platform that will allow for users to save pedagogical artifacts and keywords to a private account along with being able to search and utilize tags (e.g., beginner, intermediate, advanced levels of Digital Pedagogy; assignments; syllabi, etc.). The final platform, being built by our publisher, the Modern Language Association, is due to be finalized along with the entire project and the editors’ introduction during Summer 2019. With 4 editors, 84 curators, ~700 artifact creators, the project provides a wide array of pedagogical materials for use in many disciplines, even those outside of the Humanities.

Digital Pedagogy Workshop from eCampus on Vimeo.

The slides are available on Google Presention.

The Lunch n’Learn gatherings are a terrific way to 1) meet faculty from across campus; and 2) enjoy a delicious lunch provided by eCampus. For other videos of lectures and engaging articles, check out the eCampus Resources page.

Now that we’ve met, what would you like to read about in the remaining 2 blog posts on Digital Pedagogy this semester? Leave a comment or email me directly: katherine[dot]harris[at]sjsu[dot]edu


For those interested in more about Digital Pedagogy throughout the California State University system, consider attending the Student Success Conference being held at SJSU April 15, 2019 (registration required), especially these panels:

Session S1C: Using Technology to Improve Student Success Poster Session

Location: Room 3B – Jennifer Redd, Moderator – Presentations  

  • Comparing three strategies for providing feedback on a research assignment, Amy D’Andrade  
  • Exploring the impact of optional Canvas modules in course design, Michael Vallerga  
  • Integrating Canvas in student teaching: A strategy for coherence and support, Dean Sexton  
  • Digital Storytelling in Asian American History, Apryl Berney and Soma de Bourbon

Session S3C: Flipping as a Pedagogy in STEM Classes

Location: Room 3B – Poster Session – Ravisha Mathur, Moderator – Presentations:  

  • How flipped learning meets the diverse learning need in a first programming class, ChrisTseng  
  • Flipping a General Physics class using Mastering Physics, Ranko Heindl  
  • Defining Student Performance Expectations for Engineering Mechanics of Materials, Kurt McMullin  
  • Observations from a Flipped Section of CE 95 – Statics, Steven Vukavich  
  • On the Road to Flipping, Raji Lukkor

Session S4C: eCampus Student Success Programs

Poster Session – Location: Room 3B – Jennifer Redd, Moderator – Presentations  

  • Exploring the impact of a flipped course redesign, Krissy Connell  
  • Incorporating a point-of-care instrument into existing laboratory exercises to expand and diversify exposure to laboratory tools, John Geing  
  • Investigating interventions to determine if stress levels among students can be reduced, Pamela Wells  
  • Beyond SOTEs: Exploring formative and summative assessment in a GE college classroom, Mei-Yan Lu  
  • Evaluating undergraduate nursing students confidence and anxiety speaking with patients. Sheri Rickman Patrick  
  • Including robots in class to increase student-instructor interaction and provide hands-on experiences, Wencen Wu  
  • Student engagement: A key to success in the classroom, Linda Mitchell and Amber Sylva  
  • Providing hands-on field/laboratory experiences using drones, Kimberly Blisniuk, Emmanuel Gabet, and Hollianne McClure

Session S5B: Innovations in Teaching

Poster Presentations – Location: Room 3A – Mark Van Selst, Moderator – Presentations  

  • Epidemiology in Action: Applied Research in the Classroom, Miranda Worthen  
  • Leveraging Technology and Design Thinking in Social Entrepreneurship: Course Re-design Project in BUS4 188, Yu Chen  
  • How can Business Simulation Games Enhance Student Learning in Revenue Management? Yinghua Huang  
  • Promising Results from massive FYE course model and Intrusive Student Success Interventions, Michael Randle

5:00 pm Flipped Workshop

Location: Room 4A – This is a ticketed event and is limited to 200 attendees

 

Teaching Digital Literacy within Digital Pedagogy

Reading on electronic devices

For the past 8 years, I’ve been working on a co-edited volume, Digital Pedagogy in the Humanities, that includes the stuff of teaching, syllabi, assignments, rubrics, that are often the unsung and often an invisible labor of our teaching jobs. To write a clear, concise, well-situated assignment prompt is an art form, especially considering that our students’ abilities and needs have experienced a profound shift in the last 10 years.

What am I talking about?

Those full-fledged computers we carry around in our pockets.

Or, the need for wifi at all places all over campus to research, write, engage.

Or, the network of friends we’ve all established in a virtual world.

Continue Reading…

But How Do I Begin in Digital Pedagogy?

screwing around with digital humanities

In the last post, “It’s Not About the Tools,” we got a look inside the pedagogical theories behind a collaborative, project-based learning environment in a Humanities course. Students were offered a broad research question at the outset and an established goal. But, as you can see, that goal had to change due to resources and the needs of the project. Since no one had written about Beardstair prior to this course, or, more accurately, publicized/published a piece on its process and progress, the graduate students deemed it appropriate and in line with Digital Humanities scholarship to publish a history and process piece.

In that post, I gestured towards the technology, but the technology did not govern the course. In fact, the students offered a critique of the digital tools, their failings, and their limitations foisted onto the project. The seamless tech, blogs, Facebook groups, Google Docs, photography, were used for the purpose of collaboration and documenting the progress. A Facebook group was established by the student teams (Tech Team & Literature Team) as the easiest form of facilitating constant contact — primarily because of the seamless integration between mobile and laptop platforms along with notifications of recent postings to their groups. (They discuss this choice for collaboration space in their peer-reviewed article for the Journal of Interactive Technology and Pedagogy, “BeardStair: A Student-Run Digital Humanities Project History, Fall 2011 to May 16, 2013.) Continue Reading…

It’s Not About the Tools: A Series of Digital Pedagogy Posts, Spring 2019

Digital Humanities ideals for all

I’ve spent a lot of my career here at SJSU converting my research-oriented practices towards a more forward-facing collaboration with my students in project-centered learning environments. During my first forays into adventures with SJSU English and Composition students more than a decade ago, I taught the way that faculty had taught me at Cal State L.A. so many years ago: lectures with lots of interesting discussion centered around a novel or poem or philosophical musing. Grad school was like that, too, until I got into my dissertation area. And, I just assumed, even while teaching at multiple schools in the City University of New York system, that all students were as fascinated as I was about literature, culture, news, politics, the world. The CUNY students at Hostos Community College, Queens College, and Lehman College taught me differently, but in the throes of finishing a dissertation, living in the vibrancy of NYC, and moving across country for a job, I didn’t quite get it.

And, I didn’t quite get it when I arrived at SJSU an Assistant Professor in 2005, though I had just finished a traditional dissertation PLUS a project-based dissertation where my advisors let me roam around, ask questions, fail, and discover for myself. I hadn’t yet found a bridge to be able to facilitate that kind of learning…at least until Digital Humanities methodologies became much more transparent.

Continue Reading…