File /Humanist.vol22.txt, message 638


From: Humanist Discussion Group <willard.mccarty-AT-mccarty.org.uk>
To: humanist-AT-lists.digitalhumanities.org
Date: Thu, 26 Mar 2009 06:19:05 +0000 (GMT)
Subject: [Humanist]  22.651 HASTAC discussion on visualizing the invisible


                 Humanist Discussion Group, Vol. 22, No. 651.
         Centre for Computing in the Humanities, King's College London
                       www.digitalhumanities.org/humanist
                Submit to: humanist-AT-lists.digitalhumanities.org



        Date: Wed, 25 Mar 2009 18:49:35 -0400
        From: jonathan.tarr-AT-duke.edu
        Subject: Join the discussion on "Making Invisible Learning Visible" at www.hastac.org


An announcement from HASTAC.org
**************************************

Dear HASTAC Users,

We invite you to join the ongoing HASTAC Scholars discussion on: Making
Invisible Learning Visible, A HASTAC Scholars Discussion Forum with Randy
Bass and Bret Eynon, co-Project Directors of the Visible Knowledge Project,
ongoing at http://www.hastac.org/scholars/forum/03-23-09Making-Invisible-
Learning-Visible

What do you see when students are working in new media environments
-- whether blogs, wikis, video, authoring in hypermedia, etc. -- that
you can't see in traditional papers or assessments? What kinds of
learning do you see Web-based environments making possible for your
students?

How do you gather and make sense of the evidence of their learning? What
kinds of artifacts of student learning do you capture? Are there ways that
these new artifacts enable or disrupt or challenge your ability to guide
student development?

This conversation features Randy Bass and Bret Eynon, and is inspired by the
Visible Knowledge Project they co-directed -- a five-year collaborative
effort to study the impact of technology on learning, which began as an
effort to make visible the hidden intermediate processes students undergo on
the path to learning. The project involved more than 70 faculty from 22
institutions who not only experimented with incorporating new media
technologies into their classrooms, but also drew on the scholarship of
teaching and learning in order to document and reflect on their findings.
Many of these insights are synthesized in the January 2009 issue of Academic
Commons. One of the project's key findings has been the importance of
digital media in helping instructors to make visible the modes and aspects
of learning -- intermediate learning processes, the importance of affective
learning, the roles of community or creativity -- too often made secondary
to outputs and accountability.

This rich discussion already incorporates topics like using digital
storytelling and Wikipedia in the classroom and includes comments from Trent
Batson, Robin Heyden and other key figures interested in digital media and
learning and pedagogy. The forum is facilitated by HASTAC Scholars Daniel
Chamberlain and Chalet Siedel. Come join the discussion at http://
www.hastac.org/scholars/forum/03-23-09Making-Invisible-Learning-Visible

Randy Bass is the Assistant Provost for Teaching and Learning Initiatives at
Georgetown University, where he is also Executive Director of Georgetown's
Center for New Designs in Learning and Scholarship. Bret Eynon is the
Assistant Dean for Teaching and Learning at LaGuardia Community College
(CUNY) and the executive director of the LaGuardia Center for Teaching &
Learning. Bass and Eynon were Co-Principal Investigators & Co-Project
Directors of the Visible Knowledge Project and recently co-edited a volume
of Academic Commons titled "New Media Technologies and the Scholarship of
Teaching and Learning."

Daniel Chamberlain is a lecturer in the department of Screen Arts and
Cultures at the University of Michigan and a Ph.D. Candidate in the Critical
Studies Division of the School of Cinematic Arts at the University of
Southern California. His interests include the intersections of emergent
media technologies and new urban spaces, media interfaces, network theory,
and digital media and learning. He has published as a columnist for
FlowTV.org, an online journal of television and media studies, and has
essays forthcoming in the edited collections: FlowTV: Television in the Age
of Media Convergence (Routledge, 2009) and Television as Digital Media
(Duke, 2009).

Chalet Seidel is completing a Ph.D in Writing History and Theory at Case
Western Reserve University. Her work explores the professionalization of
American journalism amid the rapidly changing technological and information
environment of the late 19th century. Her work has been published in the
journal Linguistics and the Human Sciences. In Fall 2009, Chalet will join
the faculty at Westfield State College as an Assistant Professor of English.


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