Scaling up
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Transcript of Scaling up
Scaling Up
Elizabeth LoshSixth College
University of California, San Diego
Scaling Up I: From Options to Requirements
Pedagogical Model: Guest Teaching
For Further Reading: “Teaching with YouTube,” Mobility Shifts Reader (forthcoming)
Use/CritiqueTheory/Practice
The Luxury of Context
Social Networks with andaround Teaching
Modeling Behavior
A Formal Pedagogical Network at the DML Hub
Questions of voice? Questions of reciprocity?
My digital rhetoric class goes from an upper-division seminar
to a large-enrollment required course
Increasing Enrollment: Orders of Magnitude
Requirements Overload
Computer Programming
Art-Making
The Practicum
Regional AdvantageAnnaLee Saxenian
Scaling Up II: From Courses to Programs
Pedagogical Model: Co-Teaching
For Further Reading: “Whose Literacy Is It Anyway?,” Currents in Electronic Literacy
http://currents.dwrl.utexas.edu/FIP/intro.html
“End the University as We Know It”Mark C. Taylor
Mind, Body, Law, Information, Networks, Language, Space, Time, Media, Money, Life and Water
The Cluster Model
Fall Winter Spring
2010-2011 Artifacts Showing Media/Mediation
2011-2012 Artifacts Dwelling Remix
2012-2013 Networks Dwelling Remix
2013-2014 Networks Embodiment
• In the twenty-first century, how do we shape the world, and how does the world shape us?
• What ethical questions are raised by designed objects, environments, and interactions?
• How do cultures manage change?• Why does the historical context of a given technology or
commodity matter? How far back in time should we look? Which factors should we weigh most heavily?
• How do we understand media on a global scale? • How is sensory experience mediated locally every day?• What forms of production and consumption do we take for
granted in contemporary life?• How do new solutions sometimes create new problems?
How Is Coherence Maintained?Agreeing on Common Questions
Articulating with Other Programs
Climate, Technology, and Culture course
Science Studies Minor
Scaling Up III: From Collaborators to Institutional Partners
Pedagogical Model: Life-Long Learning
For Further Reading: “Hybridizing Learning, Performing Interdisciplinarity”
http://www.escholarship.org/uc/item/8vq3m5qc
“Play, Things, Rules, and Information,” Leonardo Online (forthcoming)
Object-Oriented Pedagogy: Labs, Workshops, Mobile Stations
Old Deliberation and New Deliberation: “Dwelling” Takes to the Streets
Designing Equality
San Diego embodies some of the greatest challenges of the 21st century city. It is at once a sprawl of breathtaking mansions and an ever-burgeoning landscape of foreclosed properties, a city of PhDs and overcrowded classrooms. Like other globalizing areas, the city is driven by a transnational flow of capital, workers, and ideas, a flow that is sensed but not well understood by many San Diegans or Californians.
We propose to scrutinize the relationship between these transnational flows and the city’s inequalities. First, we will educate our students about the character of transnational flows in urban economies, in cultural formation, and in physical landscapes. By teaching our students about how ideas, people, and dollars migrate not only in San Diego, but in other cities across the US and around the world, we will give our students the intellectual tools to analyze evolving inequalities as a part of the process of urban globalization itself. Mobile technologies, geospatial information systems, remote connections to high resolution digital display walls, and RFID technologies will enhance their sense of participation in public culture.
After this first critical step, we will encourage our students to begin envisioning more creative, efficacious policies that might bring greater equality and balance to our diverse city. Students will spend much of their quarter researching one particular dimension of inequality in their assigned neighborhood/district and will do field study with bus transportation. The ultimate goal of this scaffolding is a public design competition in which students will present small, practical design solutions addressing a single, well-researched inequality in their assigned neighborhood/district. Much like Architecture for Humanity’s comparable design expo held in New York City, we propose to bring together a full day’s schedule including student booths with individual design models and scheduled presentation times (along with Q&A), keynote speakers such as architects, local politicians, planners, film screening(s), and voting booths for all attendees to select their favorite design proposal. The event will culminate with a series of awards to students for Best Proposal, Best Community Outreach, etc. We believe this sort of forum can bring together a broad cross-section of local architects, residents, faculty and students into intelligent discussion about how we can address inequalities in concrete, realizable ways.
Old Media and New Media: The Artifact Gallery
Old Media and New Media: Archival Connections
Old Media and New Media: Print Culture Connections
Old Media and New Media: When Objects Become Burdens
Scaling Up IV: Unfunded Mandates
Pedagogical Model: Unschooling, Self-Teaching, DIY
For Further Reading: “Virtualpolitik: Obstacles to Building Virtual Communities in Traditional Institutions of Knowledge”
http://www.escholarship.org/uc/item/9m44x5tf
Markets of Interest: Matching Research Interests of Faculty
to Students and Vice Versa
Crawling Formal and Informal Networks
The Parsons’ Distributed Learning Model
Ed Keller