And another recent presentation, this time from Network Detroit: Digital Humanities. With all the MOOC stuff flying around, I wanted to talk a bit about online education and the community college (or at least my community college). Again, not a polished product and not–honestly–too awfully similar to what I actually said at the event!
Over here (link!) and under the “Papers and Presentations” menu above is what is more or less the bones of the paper I presented at the Midwest PCA conference last week in St. Louis. I deviated a bit (went over time–sorry, fellow panelists) and–more than anything else–came to the conclusion that this is something I need to return to, probably in the course of working on the largely top secret PROJECT MADOC.
If pseudohistory and its debunking is something you’re interest in, the two places I would send you before anything else are to the site of writer Jason Colavito (@jasoncolavito) and also to the website for a course on Pseudo-archaeology taught by Michigan State archeology professor Ethan Watrall (@captain_primate). These are two folks who have been (whether they know it or not) an enormous help as I look into these things.
I don’t believe I’ve mentioned it here, but my first book, Extraterrestrials and the American Zeitgeist came out last month, and I’ve been doing some media appearances to promote it. The best one, and most recent, was with Greg Bishop of Radio Misterioso. I’ve also added a “Books” tab up at the top with information on my writing. There’s a dedicated site for news on ET&tAZ at contacteebook.com and a Facebook establishment for my writing stuff (as opposed to my personal account) here.
It was a great two hour ramble through Contactees and other areas of the paranormal and conspiratorial. It was great fun and I hope to be on the show again (probably when The Chaos Conundrum comes out, later this summer). From Greg’s description of the episode:
We also went into a lengthy comparison of John Keel’s Mothman Prophecies as compared to Gray Barker’s The Silver Bridge and decided that Barker’s book is ultimately the hipper, cooler version of the Mothman story. We also talked about the strange book Trance Formation of America and its weird, hilarious and disturbing tales of personal abuse and intrigue by elements of the U.S. power structure. There was also a segment where we tried to top each other with vintage Contactee books that we have in our collections.
This was about the most fun I’ve ever had in front of a microphone. Hope you enjoy it.
Finishing up Spring classes here–I made some changes in keeping with the teaching post below and I’ll be sort of thinking through how that went in the next few weeks. Need to start keeping this up as the main site–I feel I’m too scattered, with regard to internet presences…
The recently ended 2013 Day of Digital Humanities was a great opportunity for me to take a quick look at what I do in a typical day and how “the digital” intersects with my work.
Being a full-time faculty member at a large community college, my work is first and foremost teaching. This semester, I’ve got five sections (3 “traditional”, 2 online) and in all of them, I’ve been thinking of ways to change up what I’m doing. Many of these potential changes involve digital things. Since the next classes I’m teaching will be compressed 7 1/2 week classes, a rethink is in order, regardless. Here are some things I’m thinking about (subject to change–few of these ideas will be set in stone before the first day of classes and, maybe, not even then).
I really enjoyed using Google Earth in the classroom (see below) and the students seemed to be more engaged with historical data mapped over satellite imagery than they usually are with the maps that I use. This got me thinking about other, more visually dynamic ways to present information. Prezi, of course, is popular, but I can’t afford the amount of Dramamine necessary for me to cope with using it. There are a variety of interactive timeline tools which may be useful as well.
Get the students to talk more
I’ve been teaching, in one way or another, for around a decade at this point and the biggest weakness I have is–without a doubt–encouraging useful discussion in the classroom. Whether it’s because I like the sound of my own voice too much (likely) or because the mass of students are intimidated (or annoyed) by the usual handful of students who do 90% of the talking, it’s something that I need to work on. One key, clearly, is to find ways to ensure that students are familiar enough with material to usefully discuss it.
Exams are terrible
I hate grading them, students hate taking them, and my assurance that they’re the best (or even a good) way to assess students is decreasing every semester. In my online classes, I’ve been experimenting with weekly cumulative assessment as a way to replace exams in a manner that is relatively low-stress, but “high-yield” (yes, I think of student learning as a field full of soy beans). It needs tweaking, but I may be on to something. Or not.
Students, in general, seem to like history, hate history classes
I am, however, teaching a history class, so…yeah. Problem here. Working on it.
Over the past few years, I’ve used both BlackBoard and self-hosted websites as a means of digitally-disseminating information to students as well as for recording grades. This semester, I’ve been using Bb exclusively and while there have been headaches, the students seem to engaged with the material there more than they do on non-Bb sites. Despite my usability concern with Bb and my desire for more open tools, I also have a compelling need to consider the students. I’m still thinking this one over.
Everything changes, all the time. What works one semester may not work the next. What works one day might not work the next. We often have to adjust and adapt to the students to whatever degree that it is practical. If it is the students who must adjust to us, then we must provide tools to support and guide that change. Often, we are in the position of having to not only teach our subjects, but also the skills of being a student. These skills change over time.
These are disconnected thoughts, rather than a solution or manifesto. There are dozens of books about teaching “today’s” students. Some of them are worth reading, if only to argue with.
This ended up longer than I expected. TIme to hit the publish button and get back to work.
Nothing is more satisfying that completing a project (or, at the very least, a significant phase of a project). Most of the things I’ve been working on have really long gestation periods, so it’s nice to see some forward momentum.
Extraterrestrials and the American Zeitgeist is moving through the publisher’s pipeline. I spent a shameful afternoon responding to copy edit queries and wondering why I never see mistakes the first (or second, or third, or fourth…) time. That bit’s done now and it’s moving on to the final phases leading to publication.
Similarly, Doctor Who in Time and Space, to which I contributed a chapter, is due to be released soon. This was pretty fun to do, even if it involved me having to watch (and think deeply about) the 1996 Fox Doctor Who television movie.
OPERATION LEMURIA, which I can’t talk about because I’m deeply superstitious, is completed and in other people’s hands; I’m just waiting for feedback at this point.
RANDOM ANACONDA, a revision of course outcomes for MCC’s “History of the Holocaust” course, is done and the paperwork is moving through the bureaucracy. The only remaining work is explaining the changes at a bunch of meetings.
In amongst all of this stuff, I’m implementing some changes in my online classes. It’s been a busy Winter so far, but I’m hoping that the work I’m putting in this semester will, down the road, save me some time.
Now, to get some grading done.
On the list of links to your right, you’ll find a new one. It’s the final report for my 2012 Faculty Innovation Award. Inspired by the posts on Play The Past, I explored how I could use games (and, more broadly, historically-based media) to enhance how I encourage my students to be better consumers of historical media. I used the game Colonization as a starting point–because there’s just so much wrong with it–and tried to develop a writing assignment that will force students to begin examining historical media more critically.