On Saturday, October 22, I attended the 2011 Media Law in the Digital Age conference, co-sponsored by Kennesaw State University’s Center for Sustainable Journalism and Harvard Law School’s Berkman Center for Internet & Society. After the morning’s plenary session, I attended a panel on “Online Community Building and Managing: What are the Legal and Editorial Concerns You Need to Know?” Continue reading
Ready for the next installment of our discussion about the digital divide, access, and privilege? This time, we’ll focus more of our attention on how issues of gender, sexuality, and ability should be addressed when we incorporate new media and technologies into the communication classroom. We’ll start the seminar off… Continue reading
This is the first installment of what I’m hoping will be a recurring discussion about breaking students of a nasty habit: the tendency to rely on harmful preconceptions when engaging with literatures, cultures, and traditions that they aren’t very familiar with. In the title of my column, I’m using “myth” in two (of the many) meanings of the term: as stereotype (a widely circulated falsehood); and as culturally significant narrative (a local, communal, or national “true” story). My research explores the way twentieth-century US writers of color incorporate culturally specific mythic narratives in their literature. When I bring aspects of this research into the literature and communication classrooms, I inevitably come up against significant hurdles… Continue reading
Brittain Fellows participate in semester-long postdoctoral seminars that address the theory and practice of digital pedagogy as well as the theory and practice of technical communication. Fellows may choose to complete Postdoctoral Certification Programs in Digital Pedagogy and Technical Communication. In the fall, all new Brittain Fellows take part in the D-Ped seminar, in which they discuss theories and methodologies to help them develop innovative teaching and scholarship in communication. Several members of this seminar often voluntarily extend their discussions in the spring.
The nearly ubiquitous phrase “technology in the classroom” both invokes and elides a great deal. When we use this term—whether in an article, a job interview, or a hallway—we usually mean things like Twitter, blogs, course management software, or the actual computers that we or our students may use during a class session. In other words, “tech in the classroom” is often translatable as “digital pedagogy,” and indeed this is the central concept we intend to invoke: progressive newness—new media, new ways of teaching. Continue reading
You did as he who goes by night and carries the lamp behind him – he is of no help to his own self but teaches those who follow – “We need some positive, happy stuff.” … Continue reading
This week, I’d like to continue my series of provocations by posting another short piece about a topic that raises questions I can’t easily answer. Earlier this week, a piece of natural language processing software, dubbed Watson, developed by IBM, successfully and decisively defeated two human opponents on the game… Continue reading