Hacking the Classroom C+W 2012
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Virginia Kuhn discusses three key principles for graduate pedagogy: recognizing biases, valuing diverse semiotic registers, and fostering critical engagement in production. The document highlights the importance of ethics in pedagogy and the need for fluency in both consuming and producing digital content. Kuhn also emphasizes the significance of managing digital media within an educational context.
Hacking the Classroom C+W 2012
- 1. HACKING THE CLASSROOM constraints? virginia kuhn vkuhn@cinema.usc.edu
- 2. HACKING MY HEAD graduate pedagogy: virginia kuhn three principles vkuhn@cinema.usc.edu
- 3. three principles HACKING MY HEAD 1. don’t assume they can recognize virginia kuhn vkuhn@cinema.usc.edu your biases II. don’t privilege one semiotic register III. don’t assume critical consciousness when it comes to production
- 4. HACKING MY HEAD 1. don’t assume they can recognize your biases virginia kuhn vkuhn@cinema.usc.edu
- 5. HACKING MY HEAD some basic premises virginia kuhn vkuhn@cinema.usc.edu
- 6. HACKING MY HEAD some basic premises l. orality > literacy > digital II. ‘fluency’ = consuming + producing lll. ethics: pedagogy + epistemology virginia kuhn vkuhn@cinema.usc.edu
- 7. HACKING MY HEAD IML501: Seminar in Contemporary Digital Media I. managing + mobilizing the digital II. contributing to the public sphere III. fostering systems thinking virginia kuhn vkuhn@cinema.usc.edu
- 8. my scholarship HACKING MY HEAD http://scalar.usc.edu/anvc/kuhn/index International Journal of Learning and Media virginia kuhn vkuhn@cinema.usc.edu
- 9. HACKING MY HEAD II. don’t privilege writing over other semiotic registers virginia kuhn vkuhn@cinema.usc.edu
- 10. HACKING MY HEAD image project
- 13. HACKING MY HEAD final virginia kuhn vkuhn@cinema.usc.edu
- 14. HACKING MY HEAD REMIX virginia kuhn vkuhn@cinema.usc.edu
- 15. REMIX HACKING MY HEAD virginia kuhn vkuhn@cinema.usc.edu
- 16. HACKING MY HEAD REMIX “you have too many words!!” virginia kuhn vkuhn@cinema.usc.edu
- 18. III. don’t assume critical HACKING MY HEAD engagement with production virginia kuhn vkuhn@cinema.usc.edu
- 19. HACKING MY HEAD ethics of representation http://enculturation.gmu.edu/6.2/kuhn
- 20. HACKING MY HEAD virginia kuhn vkuhn@cinema.usc.edu thank you!
Editor's Notes
- #2: In thinking about the ways in which the classroom needs to be hacked, I have taken a bit of a turn from critiquing institutional structures: constraints that arise from outmoded disciplinary boundaries, curricular edicts, scholarly biases--it’s not that I don’t have a lot to say about their limitations, b/c I do and have, but when it comes to the level of the classroom, I have a lot of freedom. I’ve designed most of the curriculum and have not had much trouble getting it through. Moreover there is typically far more freedom in graduate classes anyway. Therefore, I turned the critical lens on myself and really reflected upon my own pedagogy, concluding that I need to hack my own head. \n
- #3: I realize that any hacking that needs to be done needs to be done in my own head. I need to consider the ways in which I am clinging to an old paradigm about graduate education, much as i have been able to shift re: undergrad, given that i’ve been explicitly doing that for many years. I offer three lessons with attendant examples, of the ways in which i’ve hacked my own head in the service of hacking the classroom. t\n
- #4: I realize that any hacking that needs to be done needs to be done in my own head. I need to consider the ways in which I am clinging to an old paradigm about graduate education, much as i have been able to shift re: undergrad, given that i’ve been explicitly doing that for many years. I offer three lessons with attendant examples, of the ways in which i’ve hacked my own head in the service of hacking the classroom. t\n
- #5: 1. opened class with overview of premises; was quite upfront about what is not on the table (e.g. no paradigm shift, a continuum]\n\n
- #6: In thinking about the ways in which the classroom needs to be hacked, I have taken a bit of a turn from critiquing institutional structures: constraints that arise from outmoded disciplinary boundaries, curricular edicts, scholarly biases--it’s not that I don’t have a lot to say about their limitations, b/c I do and have, but when it comes to the level of the classroom, I have a lot of freedom. I’ve designed most of the curriculum and have not had much trouble getting it through. Moreover there is typically far more freedom in graduate classes anyway. Therefore, I turned the critical lens on myself and really reflected upon my own pedagogy, concluding that I need to hack my own head. \n
- #7: In thinking about the ways in which the classroom needs to be hacked, I have taken a bit of a turn from critiquing institutional structures: constraints that arise from outmoded disciplinary boundaries, curricular edicts, scholarly biases--it’s not that I don’t have a lot to say about their limitations, b/c I do and have, but when it comes to the level of the classroom, I have a lot of freedom. I’ve designed most of the curriculum and have not had much trouble getting it through. Moreover there is typically far more freedom in graduate classes anyway. Therefore, I turned the critical lens on myself and really reflected upon my own pedagogy, concluding that I need to hack my own head. \n
- #8: but also these, which are more specific to IML501\n
- #9: I also assigned my own work which I am typically wont to do. But i didn’t ask them to buy anything and it also lets class know where I stand. \n
- #10: I opened with a first day image assignment which I usually view as less academic.\n
- #11: image project revisions; you have too many words!!\n
- #12: \n
- #13: \n
- #14: \n
- #15: \n
- #16: \n
- #17: \n
- #18: \n
- #19: And speaking of remix brings me to my last lesson: don’t assume critical consciousness when it comes to production. We might call this a tribute or homage, but a less generous reading sees it as appropriation. \n
- #20: add marlon riggs ethnic notions for in class viewing: also explicit instances of ways of seeing. We might call this a tribute or homage, but a less generous reading sees it as appropriation. \n
- #21: add marlon riggs ethnic notions for in class viewing: also explicit instances of ways of seeing. We might call this a tribute or homage, but a less generous reading sees it as appropriation. \n