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Three Experiments with Online Teaching Tools

11 May

I’m hoping to use three new-to-me online tools next year in my teaching.

1. Pinterest. Yes, I’m as tired of the hype around Pinterest as anyone (and I might have contributed to that hype a bit), but I do think it has some interesting possibilities for media studies classes in which visual components are important. I’m teaching Media, Politics, and Public Opinion this fall, and I’m thinking of having students create Pinterest boards of political videos, images and materials they find online or in the physical world.

This activity was inspired by this post about a theater design instructor’s experience using Pinterest at Keene State College. She said:

I could actually push them immediately to the next level to understand why these images are exciting and which ones are for another project for another day…I took pictures of their design models and you can clearly see the connection between what they chose to do in the model with the research they did. Connections happened so I was super excited! The results are night and day between this class that used Pinterest for visual research because of the comments and feedback before they started to use the images. So I think for me Pinterest is the way to go for visual research.

I like the ease of use, the commenting and sharing features, and the public nature of the work students would collect on a board. For class topics focused on visual materials, Pinterest seems like a terrific option.

(…as long as we don’t get distracted by boards like the one below.)

One of the more, um, intriguing Pinterest boards on a political topic, called “Obama…wtf.”

2. Open-access textbooks. I like assigning online articles, but sometimes I wish students could get a basic explanation of important concepts in a simple textbook style, without the issues presented by Wikipedia entries, or the challenges and cost of clearing textbook material for library course reserves.

I’m really excited about the possibility of assigning a chapter or two from open-access textbooks like those available through this University of Minnesota online catalog — which even includes peer reviews of the textbooks’ content.

The open-access social psychology textbook.

For example, in the Media, Politics, and Public Opinion class, I might assign the chapter on attitudes, behavior, and persuasion from a freely available social psychology textbook so that students have a solid, basic explanation of these key concepts.

I also like that this approach demonstrates for students both a) the interdisciplinary nature of our inquiry into this topic and b) the free resources available to them online as learners.

3. It looks like I’ll be teaching a class on media, war, and terrorism soon, building on my master’s thesis research on embedded reporters in Iraq and my recent project on Al Qaeda’s digital magazine. I find that students don’t usually have the historical background to jump right into complex topics like that. I think we’ll spend some time constructing an online timeline together to help them both to contextualize key world events and to grasp changes in government regulation of wartime journalism and other key issues. My colleague Michael Huntsberger inspired this project through his use of timelines in his History of Mass Media class.

Terrorism Timeline

A timeline of terrorist attacks via Daniel X. O’Neil on Flickr.

There are a lot of different timeline tools out there, and the choice depends partly on whether you can embed the finished product on a site you control or need for it to be hosted elsewhere. I’m considering Timeline by VéritéCo, which plays nicely with Google Spreadsheets (perfect for student collaboration), and which can be embedded on my self-hosted WordPress sites. There are also Timetoast and Tiki-Toki to consider.

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More generally, I am also thinking about ways I can offer students more options for assignments that use online tools, in addition to traditional writing components. I want them to gain media literacy by understanding how the online content with which they interact every day is created…and I want them to gain experience in selecting appropriate communication tools for various types of information and audiences. Asking students to choose topics that interest them and to select the most relevant methods for communication about those topics seems an absolutely appropriate task for me to assign. There are so many exciting possibilities.

What are your hopes and plans for using technology in teaching during 2012-13?

Getting Students into Digital Magazines

11 Mar

I was honored to be asked to present some thoughts on preparing students for working on digital magazines at this weekend’s Association for Education in Journalism and Mass Communication Southeast Colloquium at Virginia Tech.

I was on a panel with two other terrific magazine researchers and professors, Erin Coyle of Louisiana State (who also organized the panel – thanks, Erin!) and Yanick Rice Lamb of Howard University. I enjoyed hearing about Erin’s research on trends in magazine course syllabi and about Yanick’s study on uses of digital technology by major women’s magazines.

Here are my slides from my presentation. I think they’re self-explanatory, but if you have questions, let me know in the Comments!

Technology for Teaching: This Semester’s Report

5 Nov

This post was updated a little bit and republished at PBS MediaShift on Nov. 14. Thanks to my editors there for the chance to take it to a wider audience!

Because of a couple of my past posts, people often find my blog when they’re looking for information on teaching with the iPad. So I thought I might give an update on the technology tools I’m using in my teaching and personal productivity this semester on various platforms. I’ve mentioned some of these before, but it’s interesting to track which ones have infiltrated my workflow permanently and which have failed to prove their utility (for my purposes, at least).

Long post, so please click on through to read more!

New Post at MediaShift: Sensors, Mobile Devices, and Digital Magazines

1 Jul

I have a new post up at MediaShift today on the innovations in sensors for mobile devices and what they might mean for the future of digital magazines. I thought “sensor publishing” was a particularly fascinating concept:

Users of sensor-equipped mobile devices could serve as passive authors of projects that gather, analyze and present data from these sensors. Esposito calls this “sensor publishing” to distinguish it from crowdsourcing because it doesn’t require participants’ active involvement.

Digital magazines and other media applications could collect sensor data — such as location, temperature, ambient light or other readings — and find ways to incorporate the data into stories, or to make them stories in themselves.

Check out the rest of the story at MediaShift.

Also, an observation: that’s my ”Health” apps folder from my iPhone in one of the screenshots with the story. It seemed oddly personal to use that, somehow. They’re just apps, after all. But evidently I’m not the only one who feels like the phone is such a personal object, given some of the discussion I’ve seen of how smartphones are perceived as quite intimate objects by many of their users. I guess that does include me after all.

Euston Station

An lovely picture by RTMoynihan on Flickr, taken at Euston Station in London, where I'm headed next week as part of my trip to the Mapping the Magazine conference in Cardiff.

Research Post: Make Magazine and the Maker Faire

12 Jun

My article “‘We Need a Showing of All Hands’: Technological Utopianism in Make Magazine” will be published next month in the Journal of Communication Inquiry, and is already available to those with access through the Sage website. If you’d like a copy, let me know. Here’s a short summary, but the article provides much more evidence and analysis.

It’s great when your research interests line up with your personal interests. I was always curious about the Maker Faire, an event sponsored by Make magazine in San Mateo, California, and other cities around the U.S. The Faire seemed like a great place for someone with both crafty and geeky tendencies to hang out. I had been reading Make occasionally and enjoyed the magazine, too.

As a journalism researcher, I was also aware of other trends in the magazine industry — specifically, the increasing popularity of real-world magazine events that reinforce the magazines’ brands and unite the “imagined community” of magazine readers by bringing them together at events. I was curious about this trend as both a business strategy and a growing cultural phenomenon. So, this geeky crafter headed to the May 2009 San Mateo Maker Faire ready not just to learn some new skills, but also with a participant observation research mindset fully in place.

What I found at the Maker Faire was so compelling that I ended up conducting an entire research project around the event and the magazine’s content. I was fascinated to see the nationalistic and political references throughout the Faire, such as flags on posters and quotes from then-newly inaugurated President Barack Obama on posters and stickers. The Faire and magazine’s promise of self-actualization and community building through “making” was also evident in various ways. It was a heady mix that, well, made you want to make.

Making in itself isn’t problematic. It’s fun. However, a closer look at the Faire and the magazine’s content showed that there was another, subtler promise being made about making. There was a deeply rooted sense of “technological utopianism,” or the concept that humans can, through the savvy development and application of technology, create an ideal world.

Moreover, I felt something different developing when I looked closely at the Faire and the magazine: the representation of a possibility for “technological rehabilitation” — the idea that, having fully exploited our ecological world to the point of serious damage, we might find ways to rehabilitate it through the use of technology. Make and the Maker Faire suggest we can develop those rehabilitating technologies ourselves, on our own terms, for our own enjoyment and satisfaction, but also for the salvation of our entire (American) nation.

While this is a tempting narrative for those seeking hope in challenging times, I was forced ultimately to question whether a narrative of “technological rehabilitation” was a positive one for readers of Make and participants in the Maker Faire, and for our world at large. While individual makers’ innovations toward the goal of ecological rehabilitation would be positive steps, they are not necessarily as effective as Make would seem to suggest, given that the efforts of individuals to, say, build rain barrels or reuse plastic bags in interesting ways unfortunately pale in comparison to the constant injury done to the environment by larger political and economic forces.

This is not to say that “makers” shouldn’t continue to try to find new and more environmentally sound ways to do things, but that the story that Make tells about making is not necessarily the best story for us to hear about the role of technology in the world. Instead, we have to look at other ways in which technology has damaged the world and ways we may need to innovate non-technologically, to live with less or different technology, as our ecological systems have likely been damaged past the point of no return. Stories and events that help readers think in that direction might ultimately be more productive for ensuring the survival of humanity long-term.

Like Robert Jensen, one of my mentors whose writing helped inspire this study, I am curious about ways journalism can provide alternative narratives for our future — not just revise old ones for an increasingly desperate time. Stories and events that can unite people around those narratives could be powerful.

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