Assembling Resources on Domain of One’s Own

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 Unworkshop

The workshop is not the ideal method or vehicle for encouraging active and collaborative pedagogies. Enter the Design Sprint.


Tools for Collaborative Image, Text, and Audio Annotation

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.


Listening and Hearing

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?


Cell blocks in the sky

The Digital Liberal Arts and Sciences: A Town Hall

We are seeking to bring voices from across campus in concert to begin our discussions around the often thorny and complicated issues of disciplinarity, pedagogy, the liberal arts ethos, and technological change.


Peer-Driven Learning

The work, then, for you as a teacher, gets flipped, and the nature of the work that you do fundamentally changes. You work on setting the parameters, certainly, but then your role becomes much more improvisational, especially at first. You can’t predict where the students will go or where their interests will take them. But, this is an opportunity to model lifelong learning (and good independent learning strategies) for your students when you are confronted with a question or topic or reading that lies outside of your typical area of expertise or knowledge. You show them how you would go about learning about it.


Arrested (Professional) Development

Professional development, like any teaching, is extraordinarily difficult to do well. Unfortunately, most of us have experienced poor (ok terrible) professional development sessions during our careers. Most sessions on pedagogy don’t even use the pedagogy they espouse. Others assume the worst of the participants.


Words from the Work of the Digital Pedagogy Lab 2016 Instructors

The DPL 2016 family of instructors and speakers are scholars and educators who I have known and admired for a long time, through social media and beyond. We have supported each other, amplified each other’s voices, and pushed each other. All of them are important parts of my close community of colleagues.


The Intimacy and Vulnerability of Praxis

There is a moment of tentativeness when a faculty member comes to work with me. Almost like when students apologize when they come to see me during my office hours, the faculty member comes to me with a kind of vulnerability; they are coming for help, a situation that makes many professors uncomfortable.


Claiming a Domain of My Own: Overwhelmed by Wordpress

I see all of the potential of DoOO and think to myself, oh goodness, I’m not doing *any* of this. And when I look at the long list of potential themes, I think, these are all for people doing really cool multimedia things on the web, not for someone like me who focuses primarily on text.