February 23, 2018 at 10:41 am
Thank you, Lindsey,
Collaboration is always a gamble–many students like working with others–some do not. In this class (Spring 2013) many students worked together in small groups–3-4 members–and several worked alone. A few did both. But, in the end, everyone was engaged, and from my perspective, pursuing social learning. At the end of the course, we had “show and tell,” where students talked about the conceptual frameworks behind their radio art works, and then played their sound files for the rest of us to hear. It was very exciting, and interesting!
See in context
February 23, 2018 at 10:35 am
Thank you, Lindsey, for this comment and interest.
I maintain an archive of student projects from my courses here: http://www.nouspace.net/john/courses/resources/course-archives.html
You can learn more about the particular spring 2013 class I write about, and listen to their projects, under this subheading on the webpage above: ”
DTC 338 Special Topics: Internet Radio: Theory and Practice”
Thanks again for your interest and comment,
January 11, 2018 at 8:44 pm
In this bold and commendable attempt to reconceptualize the transfer of information via the radio (one-many versus many-many), the classroom was effectively flipped in the same way (from instructor-students to collaborative team). The exploration outlined demonstrates true collaboration between students and between the students and the instructor. This, I argue, is what catalyzed such successful, productive prototyping. As with Levy’s innovative game used to impart research knowledge, this project gave students agency and encouraged them to think creatively, resulting in a collective “buy in”.
January 11, 2018 at 8:43 pm
Is there a place where this work is collected and accessible? I would be very interested in listening to and exploring these projects.
Addressing and dismantling classroom hierarchies is something that has occupied much of my recent ruminating on pedagogy. Making the goals and evaluation standards of the class transparent helps to create a learning environment where students are more willing to take risks, be creative, and invest in the assignments. Last year, I experimented with creating a final essay grading rubric as an in-class activity with my students. It was a fruitful exercise that I believe compelled the students to think more deeply about the assignment, its goals, and their personal growth as learners. It also gave me a window into what the students saw as the most important aspects of the assignment and allowed us to have a meaningful discussion regarding the evaluation process/standards.
January 11, 2018 at 8:42 pm
The iterative nature of this course is really appealing. The fact that students are guided through research practices via the game and then repeat the same set of steps on their own later in the course allows for a type of growth and exploration that may not be otherwise facilitated.
I appreciate the intentional objective to teach digital literacy. It is true that the vast majority of new students are familiar with digital technologies; however, that does not equate to digital literacy. Not overestimating familiarity with (or the basic understanding of) digital technologies and proper practices — and taking the time to explicitly teach these skills — is key to effectively integrating “the digital” into the classroom.
William R. Bowen & Raymond G. Siemens