The opportunity to have Caulfield here on campus to talk to the students and faculty about these issues in a tremendous opportunity to help all of our thinking and teaching and learning about digital fluency, digital polarization, and how we all need to slow down online.
As we emerge from our vacation spaces and begin to really look forward to the upcoming semester, we wanted to take the time to bring together some of the resources on our site and on our blog to help you feel less overwhelmed as you map out your course for the Spring 2017 semester.
What if, instead, we cared about our students, and not their products. The essay is no longer the simulacrum for learning, for the student, but instead what if we make the student the thing we care most about.
How can we help students and faculty to think about DoOO beyond a digital repository for projects and blogs, starting it as a digital portfolio but then leveling it up to a robust tool for digital identity and fluency?
A lot of has changed for me and my digital presence in the past nine months. And so how I’ve approached my personal domain has had to change as well. I get to figure out who I want to be online again.
Why an annotation flash mob in a face-to-face environment? For one, we wanted to provide a supportive environment for faculty to experiment with using the tool together; this design sprint is as much of a tool workshop as it is a chance to continue our exploration of the month’s topic.
We’re a new team at DTLT, and we all came to UMW knowing different pieces about DoOO, understanding it in our own way by learning about it from the outside. This past year has been all about getting a better understanding of the project both at UMW and also the national and international iterations the work here has inspired.
The workshop is not the ideal method or vehicle for encouraging active and collaborative pedagogies. Enter the Design Sprint.
The web and the proliferation of multi-modal and collaborative projects have increased the possibilities for annotation, an age-old practice for taking notes, making observation, and making the practice of interacting with materials more personal. But there are are new kinds of annotation (collaborative, public, audio, video) as well as new materials to annotate.
We talk about teaching our students media literacy and about coding literacy, but in order for them to be truly literate or be functional coders, they really need to be able to listen, to ask the right questions, and to hear with the goal of understanding what they are reading or seeing or coding. How do we teach those skills when we are woefully poor at these skills ourselves?