“Tech Gets Medieval” and Other Ways We Teach the Past

For many instructors, teaching about the past can be problematic, especially to Georgia Tech students who may have little interest in any time period that predates their existence, or who may have the interest, but don’t see how such topics can aid them in their pursuit of a STEM degree…. Continue reading

Early Modernism and Multimedia

Brittain Fellow Diane Jakacki’s book chapter, “The Roman de la rose in Text and Image: A Multimedia Research and Teaching Tool” (co-authored with Christine McWebb) has just been published in Digitizing Medieval and Early Modern Material Culture (Brent Nelson and Melissa Terras, eds. Malden, MA: Blackwell, 2012). This chapter presents… Continue reading

D-Ped 9/12: New Media

In this seminar session devoted to new media, we (Jason W. Ellis, Peter A. Fontaine, James R. Gregory, and Patrick McHenry) will discuss  forms of writing online and writing across/within networks. Specifically, we will discuss theoretical approaches and practical uses of Twitter, LinkedIn, and blogging. We will share our ideas… Continue reading

Blake and Cooper publish multimodal textbook

Look out for MONSTERS, a new composition textbook co-edited by third-year Brittain fellow Brandy Blake and former assistant director of the Writing & Communication Program Andrew Cooper. The textbook is part of the Fountainhead Press V Series, each of which focuses on a single, specific topic and its relevance to… Continue reading

Hybrid Pedagogies: Epistemology and Empiricism

This week’s seminar picked up where we left off, revisiting the usage of Twitter in a classroom setting with two instructor demonstrations of Twitter backchannels, including one for an in-class film screening. Another instructor demonstrated how the Piazza platform had stimulated classroom discussion in similar ways to Twitter, which led to the first of two main questions of the night: What we want from using a hybrid pedagogy? Possibilities included more student engagement, or a better quality of student work and responsiveness, but we also voiced the desire to create a classroom space that had a different sense of community that is somehow different from that created by face-to-face interaction. Once our goals were articulated, we were faced with the more difficult question of how we can assess to what extent we get what we want. It is this second question that this blog post will focus on.

While discussion mainly centered on practical and logistical questions, as well as anecdotal successes and failures, the underlying assumptions that shaped our inquiries are both methodological and epistemological. Epistemology and methodology are inextricably linked. The purpose of this post is to review the reasons why epistemology and methodology are so contentious among researchers in composition theory and technical writing, as well as create a space for further discussion. Continue reading

Little Eureka Moments

The final project for my ENGL1102 course “London City Comedy” is a collaborative digital edition of Tarlton’s Jests, a 17th century collection of anecdotes about the Elizabethan clown Richard Tarlton. The assignment consists of five parts: Continue reading

Harkey Composes ‘Verbal Score’ for Artist’s Film at MOCA GA

John Harkey, a first-year Brittain Fellow in Georgia Tech’s Writing and Communication Program, recently collaborated with artist and filmmaker Micah Stansell, whose work “The Water and the Blood” is currently on display at the Museum of Contemporary Art, Georgia (MOCA GA). Drawing equally from his own and from others’ writings,… Continue reading

Digital Divide, part two: gender, sexuality, and ability

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

Disciplinary Boundaries and the Multimodal Classroom

Disciplinary Boundaries and the Multimodal Classroom: Professional Resistance in English Departments Three key themes: 1. The Multimodal Classroom: Digital Pedagogy (Michelle DiMeo) 2. Interdisciplinary Research and the Job Market (Chris Weedman) 3. Navigating the Disciplinary Minefield: Or, How I Learned to Stop Worrying and Love Composition (Kate Tanski) 1. The… Continue reading