Paolo Favero

Work meeting with Paolo A photo posted by @vogmae on Sep 11, 2016 at 7:35pm PDT Had a coffee with Paolo Favero today. He’s been in Melbourne working with RMIT’s Digital Ethnography Research Centre (DERC). Was an intriguing conversation touching on Korsakow, interactive documentary, noticing, and methods of letting the world come to you. We […]

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Musings After a Meeting (on praxis)

Adopting the term praxis based pedagogy rather than practice based pedagogy is an excellent idea. It has less baggage and prior ownership than ‘practice-based’ in its various iterations. Undergraduate, many postgraduate, and some staff confuse the relation of theory and practice. This happens even where they insist that theory and practice are always entangled each […]

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Leigh Blackall: Learning analytics, even student dashboards, are they the wrong way round?

Leigh Blackall on the risk of learning analytics not being for students but another cog in the audit-industrial-teaching-machine: The best I’ve seen from the over all movement is a general agreement that it is ethical and progressive to develop analytics as a “student dashboard”, that is to say that the effort is first and foremost […]

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Documentary Ontography: Nonfiction Stories Using Lists of Things

Some of what I’m teaching this semester. The below as a pdf…. Exploded view of a JVC GY-HD100U Camcorder ( Like a medieval bestiary, ontography can take the form of a compendium, a record of things juxtaposed to demonstrate their overlap and imply interaction through collocation. The simplest approach to such recording is the list, […]

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Studios, Open Pedagogy

We have moved to a studio model of teaching in the media degree (I got it adopted it across the honours degree several years ago). In practice this means that our media students have half of their course load in media specific subjects (the other half is made up the sorts of subjects you’d expect […]

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Documentary Ontography: aka Nonfiction and Lists

This semester in our media undergraduate program I’m running a 12 week studio entitled Documentary Ontography: aka Nonfiction and Lists. (I’m riffing off Ian Bogost’s Alien Phenomenology a lot at the moment.) I’m intending the studio to be problem based, come action learning, which will freak me and the students out till we get the […]

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Possible, not Intuitive

This is, perhaps, a useful guide to how I teach (and the angst it appears to regularly cause). Thanks to the inestimable Mark Bernstein. As I wrote to students today (well, blogged), leaving a class confused isn’t really a problem unless you think the role of your teacher is to unravel your confusion, or to […]

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Korsakow, Field Notes

These are notes from my teaching in 2011, and are the various strategies and things I’ve learned through using Korsakow that make using the program simpler, or at least easier. They are a mix of tech and conceptual things. Am dusting them off for the new subject and realised worth reprising here. Dense nodes. One […]

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An Old Man Mad as Hell Moment

The fault is not with the system and processes being used, for just as some struggle with highly defined and what I think of as rigid systems (“you didn’t answer the question, though it is great work”, “you introduced a really good idea at the end but it isn’t in the introduction”, “you used ‘I’”, “you used Wikipedia as a source”, and so on) where there are very explicit assessment criteria, and so on) and so have done less well than they are capable of, here they will shine. In other words if you like highly ordered, sequential, defined pathways, (for example your recent experience of VCE where, because it is assessed across the state then for reasons of equity, risk minimisation, standardisation, and being able to accommodate diverse resources, teachers, cohorts, locations and so on, every criteria is very precisely described, and defined and so becomes relatively straight forward to teach to – hence VCE becomes the intense work of drilling) then you might find what we are asking you to do in this subject uncomfortable.

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