Some initial thoughts about developing a training programme for instructors in film training at the BFA and MFA level
I wonder how many college teachers are discussing the Boston Marathon bombings with their students, and what they are saying about the aftermath.
I recently gave a talk on a panel sponsored by the Digital Arts and Humanities Working Group at The Ohio State University regarding my XML-based composition class, and I thought it worthwhile to post the script here on HASTAC. The talk is largely a synthesis of ideas I've introduced in previous blog entries, hopefully more coherently in this iteration.
Over a decade ago, the world began to hear about the “digital native” – a new breed of young person reared on computers for whom Google, Wikipedia, Facebook, and Twitter are second nature. Digital natives thrive in an online universe were knowledge is democratized, authority is decentralized, and media is everywhere. And they are most comfortable in an environment that is fast-paced, interactive, and immediate. It reminds me of a line from Hedwig and the Angry Inch:
Academic institutions are starting to recognize the growing public interest in digital humanities research, and there is an increasing demand from students for formal training in its methods. Despite the pressure on practitioners to develop innovative courses, scholarship in this area has tended to focus on research methods, theories and results rather than critical pedagogy and the actual practice of teaching.The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors’ experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field’s cultural assumptions and social obligations to its political visions. Digital Humanities Pedagogy broadens the ways in which both scholars and practitioners can think about this emerging discipline, ensuring its ongoing development, vitality and long-term sustainability (link)
I have begun to work on a series of essays that look at the overlap between Jesuit pedagogy and coder/hacker culture called The Jesuit Hacker. The first, introductory blog post went up earlier this week and can be seen at: http://fordhamgsdh.wordpress.com/2012/12/03/introducing-the-jesuit-hacker/