Lots of changes are in store for DMA in the fall of 2010. The media-lab/studio is in the process of a major revamping, as are (as per usual) most other aspects of the course as well. Well, let me clarify that. Most of the content, which is now stable, will be rearranged, not necessarily changed or replaced. I will be adding resources in current/topical areas to feed new types of projects --but its the projects that matter, and the pedagogical design. I've been doing a lot of thinking, and writing (including a chapter I was asked to write for a forthcoming book on teaching and learning in virtual worlds) and it seems that NOW is the time to put the thought into action, walk the talk, or maybe run with it.
Some of the action swirls around the classroom. Less computers, all Macs. MORE. Four clusters of six desks. What am I doing. Here's an email I sent to Wilcox about this...
I'm still thinkin' about going with small groups (groups-of-five) as a design principle...
--The classroom could then have four clusters (for the four small groups that would be meeting f2f on any given day). Each cluster could have 2 new iMacs, one old iMac, three Flip videos, and an audio recorder or two basically assigned to it. The portable equipment would basically stay in the room, on a wall-shelf next to each cluster, but could be used during class time to go out and gather footage, sounds, etc.
--The online classroom tool-set would include Skype for audio and video communication (i.e., connecting with the f2f class during class-times, talking with group members, etc.), Google Apps for portfolio websites and documents, Facebook discussions for processing readings and so forth, and Second Life as a kind of experimental platform (that groups may choose to explore or not).
--I'm thinking each group member will have to take on a 'job' --sort of like a mini version of what they do at Warren Wilson-- and that the jobs might rotate throughout the term (or not depending on what the group itself thinks about how it wants to operate).
--This might mean that three small-group projects (somewhat more ambitious undertakings than the individual ones I've been assigning) would be required, along with individually-done quizzes and final exam.
This may be the time to shift over to small-group work, in part to prep for a more flexible arrangement when we shift to 2-semesters, and in part to enable the kind of social-learning that students typically already do on the outside anyway. I've wanted to do this but have not had the time to work out how to assess group work. The materials on how to do this are available, though, so I can probably get that part put in place this summer.
At any given point in the term, one group of five in each section is 'in the field' and coming to class via Skype (yipes, this software now lets you conference call with 24 people, still for free).
Maybe each group of five frames and enacts three types of project. A personal interest project --research, media production, etc. all in the wheelhouse. Then expand the circle to a local interest, then on up to a social or global interest. This scaling of interests, finding something in a personal interest that generalizes to a larger scale that is still interesting, then, again, on up. Isn't this kind of what is supposed to happen in college? We expand our interests? This might be what we work on in the beginning of the term. A survey possibly --what are folks interested in? Then some diagramming and so forth to figure out how to expand out from there in radiating kinds of circles.
How's this sound?
So that's that part. Been thinking a lot about dimensions. Like three or more. The first three for a 3D environment might be imagination, emotion, and intellect. So I'm grafting some of the thinking I did about 3D environments in the book chapter onto this. What is 3D anyway?
Also have been thinking a lot about Second Life and the notion of building things in there out of "primitive" shapes. So if one is building art (rather than an object in SL) what are the primitives? This is where I get the imagingation, emotion, and intellect bits. Maybe these are the primitives, the building blocks. If they are all present, the the artwork seems whole/complete. What about if you are building education? What are the primitives? Similar possibly, could be almost the same as building art. But maybe not. Maybe we want to say the primitives are 'highly individual', 'highly social', and the 3rd might be (imagination+emotion+intellect). I've been thinking about different categorical 'grids' for some time, and how they are interchangeable and all, and now I'm seeing where this might go if I think in terms of primitives.
Second Life is 3D in an obvious sense, but it also is 3D in allowing us to see ourselves as others see us (the old desiderata made virtually real). We construct an avatar and we see it/us just as others do. When I walk around in RL now I can picture my 3D self from different camera angles. So there are these profound effects even in the most prosaic aspects of software (which is what I wrote the chapter about). Layers is a very profound concept. So is scale. So is 3D. These are big teachings embedded now in software.
I've been doing lots of thinking also about interfaces. In teaching classes the assignments are SO CRITICAL precisely because they are the interface between students and content. I want to build these interfaces with students this coming year. This would be a new element. In building interfaces, what are the primitives?
So, as usual, I am looking forward to the journey. It's still June now, so I have plenty of time to ruminate on this and hammer out some of the details. I've got some camping and hiking planned between now and then, too. I'll likely add some other posts about this as the summer cooks on.
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