Putting the word “digital” in front of “knowledge” or in front of “liberal arts” begs a whole host of questions: How do digital technologies change the ways we produce, disseminate and consume knowledge? Does social media indeed have a democratizing effect, as many have suggested? What inequities has it unearthed or enhanced? How are virtual spaces helping to enliven (or disengage us from) physical spaces?
And, importantly, when we say “digital knowledge,” how can we see knowledge as acting also upon the digital? What is the role for educators in helping construct new pathways into, out of, and around the digital?
…consume and produce digital knowledge critically, ethically, and responsibly, as well as creatively adapt to emerging technology.
A Community of Practice
In Fall 2017, the Division of Teaching and Learning Technologies will gather together 6 – 10 UMW faculty and staff for a series of discussions and practical labs centering around Domain of One’s Own and this idea of “Digital Knowledge.” We will meet 7 times throughout the semester for two hours. The first hour will be dedicated to discussing historical, theoretical, and pedagogical foundations for our work together. Some of these will be chosen in advance, but many will be suggested by the group, allowing the trajectory of our conversation to emerge organically. During the second hour, we will work individually and in groups to design digital projects for a future course or educational experiences (with support from members of DTLT and the DKC).
A Continuing Cohort
Members of this faculty initiative will be paired with one or more instructional technology specialists in DTLT for continuing support of their project. They will have the opportunity to gather in the Spring to reflect on their work. And we will host a panel in late Spring 2018 as part of our series of Digital Liberal Arts events.
“The Big Uneasy: What’s Roiling the Liberal-Arts Campus?,” two short pieces by Dorothy Kim [link] [link], and Troy Paino’s Vision Statementfor UMW
“The Internet Map,” “Where the Internet Lives,” “How Is the Internet Changing the Way You Think?” (just pick 5 or so to read for yourself), “How the Internet Gets Inside Us,” “An Update on Brain Imaging Studies of Internet Gaming Disorder” by Aviv M. Weintsten (PDF)
Lora Taub-Pervizpour, “When Students Practice the Value of Voice” (a short taste of the kind of work Lora does), Lora Taub-Pervizpour, “Reclaiming the Web” (this is a longer talk Lora gave at the Domains conference — and the piece that inspired us to invite her here), Audrey Watters, “The Web We Need to Give Students” (this is one of my favorite pieces about Domain of One’s Own — many of you may have already read it, but I figured I’d add it to the list in case
January 17: Course as Composition
Lynda Barry, Syllabus, Sean Michael Morris, “Courses, Composition, Hybridity”
January 31: The Living Syllabus
Lynda Barry, Syllabus. Adam Hedebrink-Bruno, “Syllabus as Manifesto: A Critical Approach to Classroom Culture”
February 14: Cryptoparty
Citizenfour (available to rent on Amazon for $3.99), Femtechnet Guide to “Locking Down Your Digital Identity”, Edward Snowden Explains How to Reclaim Your Privacy
February 28: The Human Animal
Yuval Noah Harari, Sapiens Part 3: The Unification of Mankind, Podcast: Ezra Klein and Steven Pinker, “enlightenment values made this the best moment in human history,” Podcast: Ezra Klein and Yuval Harari, “AI, religion, and 60-day meditation retreats.”
March 14: Authenticity
Walter Benjamin, “The Work of Art in the Age of Mechanical Reproduction” bell hooks, From Teaching to Transgress
March 28: Assessment
Alfie Kohn, “The Case Against Grades”
Peter Elbow, “Ranking, Evaluating, Liking: Sorting Out Three Forms of Judgment”
Jesse Stommel, “How to Ungrade” (lots of links to more stuff in this one)
April 11: Digital Projects, Instructional Design, and Archiving
Adeline Koh, “Introducing Digital Humanities Work to Undergraduates: an Overview”
Hiie Saumaa and Michael Cennamo, “Creativity and the Power of Two”
Bergis Jules, “We’re All Bona Fide”