2009.03.
See also Randy Bass and Bret Eynon's columns from The Chronicle for Higher Education in their roles as guest bloggers for Wired Campus.
Announcement about Academic Commons special issue (3/17/09):
Randy Bass and I are delighted to announce the release of a special issue of the Academic Commons on-line journal, focused on the
intersection of new media technologies and the scholarship of teaching and learning. You can find it at:
http://www.academiccommons.org/commons/announcement/new-issue-jan-2009-toc
This topic is timely, given the explosion of Web 2.0 tools and processes. We invite you to review this issue of Academic Commons,
share it with those who will be interested in it. And we'd be delighted if you joined us in an on-line discussion on the HASTAC Forum sponsored by Duke and University of California Humanities Research Institute and scheduled for the week of March 23 (see http://www.hastac.org/scholars). More details on the HASTAC event can be found below
This issue of Academic Commons offers a combination of essays, interviews, and classroom case studies, with authors including Michael
Wesch, Kathleen Blake Yancey, Toru Ilyoshi and Vijay Kumar, Cathy Davidson, Jen Robinson, Tom Carey, and Terrel Rhodes. Our essay,
“Capturing the Visible Evidence of Invisible Learning,” considers the ways that digital media generates and reveals new aspects of
learning, challenging higher education to re-frame its fundamental assumptions and processes.
The Academic Commons digital volume builds upon findings from a broad scholarship of teaching and learning initiative, the Visible Knowledge Project. Active from 2000-2006, VKP involved 70 faculty from colleges and universities across the country, ranging from Georgetown to Youngstown State, from Vanderbilt and USC to LaGuardia Community College of City University of New York. Teaching courses primarily in history, American Studies, and other culture studies fields, these faculty conducted close grained investigations of the impact of new media tools on student learning.
The Academic Commons site presents 20 VKP case studies, and the companion VKP site, at https://digitalcommons.georgetown.edu/blogs/vkp/, offers pdfs of full articles, video, posters and reports on many more.
We’re pleased to offer this intellectual resource at this moment. The emergence of Web 2.0 tools draws our attention to powerful interaction
of technology and pedagogy and underscores the value of careful faculty investigation, using their classrooms as laboratories, generating new findings and insights for the field as a whole. This week we’re serving as guest editors on the Chronicle of Higher
Education’s “Wired Campus” blog (see http://chronicle.com/wiredcampus ). Next week, beginning March 23, we’ll hold a week-long on-line dialogue on issues related to these findings, hosted by the HASTAC Forum (http://www.hastac.org/scholars). HASTAC (the Humanities, Arts, Science and Technology Advanced Collaboratory) represents one of the richest sites for provocative and substantial exploration of knowledge creation in the Web 2.0 era. In this discussions, we have a chance to engage with each other, building our individual understanding of new directions in teaching and learning. We will be delighted if you can join us in this important conversation.
Thanks for all that you do to advance learning and teaching. Best regards,
Bret Eynon and Randy Bass
Bret Eynon, Ph.D.
Assistant Dean for Academic Affairs
Executive Director, LaGuardia Center for Teaching & Learning
LaGuardia Community College, CUNY
31-10 Thompson Ave., Suite M-414
Long Island City, NY 11101
p) 718-482-5478 f) 718-482-5443
BEynon AT lagcc DOT cuny DOT edu
http://www.lagcc.cuny.edu/ctl
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