My partner in scholarly crime, SKM-C, and I always talk about the need to critically engage, even theorize, the use of technology in teaching (or other scholarly acts). However, we recognize that we rarely see someone move beyond…I did this cool thing while teaching with XXX techno-gadget. And don’t get me wrong, I greatly appreciate people sharing what they have done; however, I want to know why they did it that way? How doe sit support their teaching philosophy? Their understanding of teaching and learning? Course outcomes? Etc.
Yesterday I attended a panel called “Beyond Course Management: Multimedia Pedagogy in Socially Networked Environments” by three folks from Emerson College. Wow…make my heart sing. They embedded all of their choices in various pedagogical, rhetorical, and other social theories. Part of what they were considering was how various social network tools are changing the manner our students engage in critical, scholarly, discourse. One of the presenters discussed developing a multimedia discourse program as theory…I’ll use the term praxis. I’m definitely interested in using MediaBASE and playing around with multimodal/media discourse (http://pages.emerson.edu/faculty/E/Eric_Gordon/html/mediabase.html)
And fyi…one of the “other” things…shoes, yes shoes!
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