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 […]

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

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 (http://www.nomenclaturo.com/jvc-gy-hd100u-camcorder-parts-exploded-diagram.html) 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, […]

Read more Documentary Ontography: Nonfiction Stories Using Lists of Things

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 […]

Read more Studios, Open Pedagogy

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 […]

Read more Documentary Ontography: aka Nonfiction and Lists

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 […]

Read more Possible, not Intuitive

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 […]

Read more Korsakow, Field Notes

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.

Read more An Old Man Mad as Hell Moment

Doubt, Difficulty, Error

My espoused theory includes things like “I will encourage and support students to contribute, to be peers in this learning, to experience trust, to take risks, that risks and errors will not automatically be criticised” and so on. … The double loop is to recognise the gap between my espoused theory and what I did this week in practice, and to then see that my ‘governing variables’ can be questioned.

Read more Doubt, Difficulty, Error

Apparently we Don’t Get Grumpier as We Age

I am that person who tells children tales that sound impossible (remembering our family’s first TV, telephone, colour television, car) or if not impossible then from a time that is so far away as to be, well, not of a life that relates to mine. … From my point of view you are all old enough to: vote get a gun licence (and shoot ducks, rabbits and foxes) get a drivers licence get married without your parent’s consent join the army (and receive the training to kill people) join the police force (and receive the training to use a weapon lethally and arrest people) Given all that, if you can’t come to class then you’re certainly mature enough to: tell your teacher before the class happens print a copy of the participation diary (it’s included as part of the participation sheet ) fill it in scan it at any printer at uni or photograph it with your phone and have it sent to your teacher that day if you’re so sick you can’t do this, then you’ve gone to the doctor so you can include a copy of a medical certificate.

Read more Apparently we Don’t Get Grumpier as We Age