Welcome to My Digital Identities Project Homepage
Project Overview:
My project for this year relates to utilizing digital technologies to both create new points of contact for students to engage with course content outside of the classroom, and to bring new materials and instructional opportunities into the classroom itself. My contention is that creating contact points for students to engage with course materials outside of the classroom enhances the educational potential of a course by creating a more sustained and relevant experience over the duration of the semester. Further, by proposing integration of digital technologies over wholesale abandonment of the classroom model, this project also highlights the potential benefits of the physical classroom as a place of instruction in accessing our increasingly digital world that must not be ignored in the age of online courses.
This project evolved (is evolving) from the course website I launched a few years ago and continue to develop for teaching college writing courses. In creating a digital footprint for my courses I realized the advantages of re-imagining what is often thought to be a digital/physical “divide” as an unproductive binary. Mixing digital content into the classroom gave me better control over instruction when engaging challenging materials across digital platforms that are omnipresent in the real world but problematically absent in many classroom settings.
I have a number of goals that I hope to achieve as I explore this project. The first is to research and investigate trends related to this topic across academic publications and position my own work and findings within a larger professional discourse. More specific to my goals within LTF however, I also hope to track student feedback across several different activities and assignments I'm trying out this semester that hinge on utilizing digital technologies. My aim in doing so is to create data sets for assessing utility from a student perspective. (Along these lines, I am excited to see that several of you are working on methodologies for collecting and addressing self-assessment and student feedback!!) Ultimately, I would like to create a set practices for other faculty members interested in re-imagining the digital divide that I can launch online alongside my website and perhaps in other university forums.
Part 1 : Critical Interventions into the Flipped Classroom Model
Part 2: Exploring Possibilities
LTF Initiative: Creating a Screen-Capture Studio to Facilitate Digital Pedagogy
Afterword: For a Luddite on the Train.
Project Overview:
My project for this year relates to utilizing digital technologies to both create new points of contact for students to engage with course content outside of the classroom, and to bring new materials and instructional opportunities into the classroom itself. My contention is that creating contact points for students to engage with course materials outside of the classroom enhances the educational potential of a course by creating a more sustained and relevant experience over the duration of the semester. Further, by proposing integration of digital technologies over wholesale abandonment of the classroom model, this project also highlights the potential benefits of the physical classroom as a place of instruction in accessing our increasingly digital world that must not be ignored in the age of online courses.
This project evolved (is evolving) from the course website I launched a few years ago and continue to develop for teaching college writing courses. In creating a digital footprint for my courses I realized the advantages of re-imagining what is often thought to be a digital/physical “divide” as an unproductive binary. Mixing digital content into the classroom gave me better control over instruction when engaging challenging materials across digital platforms that are omnipresent in the real world but problematically absent in many classroom settings.
I have a number of goals that I hope to achieve as I explore this project. The first is to research and investigate trends related to this topic across academic publications and position my own work and findings within a larger professional discourse. More specific to my goals within LTF however, I also hope to track student feedback across several different activities and assignments I'm trying out this semester that hinge on utilizing digital technologies. My aim in doing so is to create data sets for assessing utility from a student perspective. (Along these lines, I am excited to see that several of you are working on methodologies for collecting and addressing self-assessment and student feedback!!) Ultimately, I would like to create a set practices for other faculty members interested in re-imagining the digital divide that I can launch online alongside my website and perhaps in other university forums.
Part 1 : Critical Interventions into the Flipped Classroom Model
Part 2: Exploring Possibilities
LTF Initiative: Creating a Screen-Capture Studio to Facilitate Digital Pedagogy
Afterword: For a Luddite on the Train.
