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.
A first draft of “Community Rules and Principles for Collaborative Online Learning” written by the Teaching Assistants and Community TAs to reflect some guiding principles, goals, methods, strategies, and rules for a massive online learning. We invite members of the Coursera MOOC on “The History and Future of (Mostly) Higher Education” to comment, edit, and add to the document in order to help make this not just a one-direction online course but rather a multi-direction conversation in an active, respectful community of learners.
In my continuing study of Internet rage, I stumbled across this commentary on the Justine Sacco affair. Sacco, you may recall, was the communications director for InterActiveCorp, who tweeted “Going to Africa. Hope I don’t get AIDS. Just kidding. I’m white!” before getting on a flight to South Africa.
By William K.Black Wednesday, December 18, 2013, the Kansas Board of Regents drastically curtailed tenure and academic freedom. The state attorney general aided this action. The Regents decided that when university faculty use common forms of modern...
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.
This is the season of holly and eggnog, the season of short days and finals and grading marathons. It is also a season of lists. Lists of gifts and “best ofs,” lists for reflection or amusement. We are not immune.
With the end of the semester approaching, many teachers are focusing on ways to assess student work. For classes with multiple projects, portfolios help consolidate assignments into a neat and cohesive package that can be treated as a single product of a semester (or year, or institutional career). Web-based portfolio solutions include LMS-integrated setups, third-party products, generic website-creation tools, and even homegrown solutions developed by institutions. Each has features that allow students to collect, store, assess, and publish their work, but each also has a degree of complexity or a strong learning curve.