Today I experienced the collaborative, anything-can-happen wonder that is THATcamp. An “unconference” where all participants are potential presenters, THATcamp stands for The Humanities and Technology Camp. Instead of beginning with what we could potential present, we began by listing on a whiteboard what we wanted to know. Then we marked the topics we were interested in discussing. The most popular topics became the headings of the day’s six sessions.
The first session I attended discussed engaging students in an online environment. One of my colleague discussed how she sends her online students care packages in the mail. At one point in the semester, students send her back a postcard. She does this to add an element of “touch,” which she says students crave. I would call this an affective dimension, and it’s a strategy of engagement. In my face-to-face settings, students always comment on how well they come to know their classmates in a composition class, as opposed to more lecture-based disciplines. I assume this is why I have students who will attend all semester, even though they fail to complete any assignments outside of class. They find the community setting to be valuable or they simply have no other place to go from 12-2 on those days of the week (I have yet to quite figure it out). My interest was in how to move students away from the silo-based individualized instruction that often happens in online classes.
The second session I attended illustrated how Pinterest and Tiki-Toki could be used in history courses. As I thought about what students could “pin” in a composition class, aside from rules and exercises, I thought about memes and my thematic assignments regarding digital identity. For the timeline assignment, I thought not about historical events, but current events and my online journalism class. In particular I thought about the Freddie Gray’s arrest and subsequent events and came across an interesting timeline from the New York Times. This one is laid out in a linear fashion. However, a horizontal timeline could be layered, where you could have a layer containing the actions of the cops and government officials and a layer of protest activity. Thoughts to explore later…
For the final session, I co-presented my experiences designing and teaching digital story assignments. I love presenting this topic and looking at past student examples because it reminds me why overcoming student resistance and wrestling with technology is worth it in the end. The products speak for themselves, literally, that’s the beauty of digital stories. Here is one example: http://youtu.be/JY3s7RNMzqY