In short, collaborative writing has completely changed the way we work and even the way we think. As we wrote in a previous post, “Collaborative writing is a kind of apex learning activity.” The two of us, Sean and Jesse, have known each other for almost 13 years. We’ve worked closely, inhabited physical space together, and have jointly built new virtual spaces. We didn’t really know each other, though, until we started living inside each other’s sentences, paragraphs, and even semi-colons. Writing together has fundamentally changed the way we approach the acts of editing, teaching, and thinking. We even brush our teeth differently, sometimes with Sean propped on a box atop Jesse’s sink for a brainstorming session as Jesse’s electric toothbrush whirs away.
In the posts I highlight here, I was invited to think in brand new ways about student writing assignments, online discussion forums, and multicultural learning and teaching – considerations I engage daily as teacher and learner. Being invited to think about teaching is a good thing. Walking away from that reading with insights that help me navigate class tomorrow, plan for classes to come, and feel renewed in my work – these really are the three reasons I “go to” Hybrid Pedagogy each week.
College and university faculty routinely communicate ideas to colleagues in their field when they publish articles and present papers at conferences. However, unless they pursue interdisciplinary work, they do not often share ideas with colleagues in other fields. They engage with the general public or policy makers even less frequently, and when they do, they sometimes fail to translate their research into language that is accessible to audiences that lack familiarity with disciplinary discourses.
Charlotte Frost and Jesse Stommel met (as they often do) in a Google Doc to do some writing. This time, however, they invited a group of people to join them, and they demonstrated how and why they write together in Google Docs. In the blog post below, you can read the text they generated, but the original Google Doc they used can also be viewed as can the video of them writing together (which we’ve included below). If you have any further questions ask away in the comments section of this post.
I don’t usually like to get involved in the controversial discussions on Digital Humanities. As a junior scholar I feel too exposed to being dismissed as inexperienced or, simply, not read. But in this case, the matter’s too close to home not to say at least a bit on what I’ve learnt in my years as a Spanish speaking DHer working in North America.
The New York Times reported recently on an adjunct instructor, James Hoff, who walks like a professor, talks like a professor, and teaches like a professor, but has none of the benefits of being a professor, because he is an adjunct.