• Introduction to Still Photography Syllabus

    Author(s):
    Michelle Pacansky-Brock
    Editor(s):
    Amy Collier
    Date:
    2020
    Subject(s):
    Identity (Psychology)
    Item Type:
    Syllabus
    Tag(s):
    DPiH, DPiH Online, DPih Syllabus, Audio, Annotation, Digital pedagogy, Identity
    Permanent URL:
    http://dx.doi.org/10.17613/akww-1w07
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: In her paper on embodiment in online learning, Sîan Bayne notes, “that, in cyberspace and elsewhere, mind and body are indivisible entities is not to prevent us from looking to new technological environments as spaces where the conventional constraints and significations of embodiment can be challenged and shifted. The challenge to learners and teachers in cyberspace is in devising creative pedagogical approaches which work with these new articulations” (114). Voice-sharing technologies may help to combat disengagement in online courses. Voice can provide a sense of embodiment in online courses, where interactions may be limited to audio and video. Michelle Pacansky-Brock voice-annotates her syllabus and assignments, and she voices feedback to students. Her approach becomes a model for students on how to share their vocal presence with others in the course. Pacansky-Brock invites students to annotate course resources and assignments together, giving students a chance to embody their work with their voices.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    Status:
    Published
    Last Updated:
    2 years ago
    License:
    Attribution-NonCommercial-NoDerivatives
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