Class Four: Studio Project



Lauren and Gundolf lead an annotated discussion of the Week Three readings on connectivism, networks, and rhizomatic learning.

The Women’s March: Digital Studio Project

Today we’ll be putting everything together from the first three weeks of the course. We’ve examined digital literacies, design principles, and new ways of learning that are inflected by the web. Today we’ll be engaging in a collaborative exercise in knowledge production that collects composing, research, collaborating, and design strategies. Our subject will be the Women’s March of January 21, 2017.

“Knowledge” is “produced” when research on discrete artifacts is assembled and analyzed in new ways. Consider the broad concept of World War II, for instance. Most of us could easily talk for 3 minutes about the events, timeline, and causes of World War II in general terms. However, an “expert” in World War II history is an expert because she has learned and can connect dozens or hundreds of interlocking facts, arguments, pictures, people, maps, documents, battles, and objects into a complex narrative. We usually assume that an expert on a particular subject can demonstrate both micro- and macro-work mastery of that subject — the details and implications of those details.

So, today, we begin a mini-research project on the phenomenon of the January 21, 2017, Women’s March. In doing so, everyone will choose a discrete component of the March, research it, and publish a 300-400 word, blog post that explains the significance of that component and demonstrates effective design principles (use of embedded media, citations, and narrative). This is analytical work. You’ll want to choose a component that is both narrow enough to “fence in” and broad enough that you can learn about it from a variety of sources.

We’ll use The Women’s March: Digital Studio Project Planning Document to choose topics, share links, and keep an eye on the bigger picture. After your publish your post in a tweet. The tweet should be carefully built to include a description, a link to the post, the post’s  featured image, and the #agnesconnected and #womensmarch hashtags. Yes. That’s a lot. You’ll see why later, but for now, here’s an example of a similar, carefully constructed tweet.

For next week:

Read the blog post that we’ll publish with everyone’s tweets embedded (link soon to follow).

Compose a reflective post of your own in which you contemplate the meaning of all of these unique components and how they impact the story of The Women’s March. Leave that link here on Ublend.

The Last Five Things You Did on a Computer & Apps and Sites You Like



The last five things you did on a computer

email, wrote a syllabus, posted a website, played music, made coffee, built some teaching materials, sent a picture to a group chat, took a picture, read an article on NYT, accessed a tweet on NYT article, sent emails, worked on google slides project, watched food vids on FB, looked at my calendar, ascagnes to find room number for class, checked email, printed a word document, added

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Class One: Readings, Activities, Thoughts

This class is designed to introduce students and faculty to connected learning strategies and to tools that facilitate those strategies in the classroom. Faculty and students will work together to build an understanding of how best to construct and operate in digital environments, how to collaborate actively in digital communities, and how to combine digital and visual literacies in a host of networked and experiential learning activities. Tonight, we’ll begin our first module — Knowledge Networks — by introducing some tools, a couple of readings for discussion (tonight and between classes), and two activities.

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