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I plan to learn Arc-GIS later this year.

What about you?

Best
Nick

As you know, I’ve done a lot of work using student multimedia production. People are often fearful of the evaluation question, so it’s a good one to address. My position has always been: the same kind of criteria apply as to other types of work–but maybe that needs to be scrutinized.

In some ways, the most important tool is whatever connects with your personal learning network (in my case, Twitter).

And the phrase “where the books meets video” is very resonant!

Perhaps we could use it live during the conference–in order to discuss it meaningfully?

I’d be curious about if you’ve found any ’systematic bias’ in internet discussion towards either a bubble-effect of agreement or a ’screed-effect’ of disparagement.

It could be a ripe way of opening up thinking and discussion about the extent to which blind peer reviewing also has its own built-in biases.

Instead of asking which is ‘better,’ we might be able to explore what an excellent system might be and do–so we had some meaningful yardstick for examining the existing options.

Your post is already making me think….

We discussed organizing the course by tools and by concepts.

The first is nicely concrete, but then as soon as you ask “What is social media?” or “is Quicktime the same kind of video tool as Youtube,” agreement breaks down.

Perhaps there’s some nice way of moving between categories and examples–so types of uses and then concrete use cases, which always end up being six of one and half dozen of another.

I’d be curious about if you’ve found any ‘systematic bias’ in internet discussion towards either a bubble-effect of agreement or a ‘screed-effect’ of disparagement.

It could be a ripe way of opening up thinking and discussion about the extent to which blind peer reviewing also has its own built-in biases.

Instead of asking which is ‘better,’ we might be able to explore what an excellent system might be and do–so we had some meaningful yardstick for examining the existing options.

Your post is already making me think….

My experience has been that pedagogy tends not to be foregrounded in most disciplines and departments, and that when new technology comes in, it becomes a strategic opportunity to foreground issues of pedagogy.

Are there particular issues or sites of activism that interest you?

Of course, experimental film was an important site of struggle for feminists in the ’60’s and ’70’s, and there is an accepted way of thinking about the relationship between the prose arguments and the visual texts. But it could be an issue that’s ripe for re-framing.

Prose argumentation may be an effective synecdoche for other literacy skills, but there still has to be some transfer from one domain to the other.

I’m also interested in the way technologies might help us extend conversations beyond the academy and professionalized forms of knowledge.

Thanks!

One question: what platform are you considering for hosting the digital portfolios?