Podcasts about Digital pedagogy

Leveraging behavioural AI to mitigate the risk of phishing attacks Fortifying your defenses against the next wave of phishing threats Practical strategies for empowering colleagues while strengthening your cyber resilience This episode is hosted by Thom Langfordhttps://www.linkedin.com/in/thomlangford/Rebecca Stephenson, Specialist Lead Lecturer in Digital Pedagogy, Government of Jerseyhttps://www.linkedin.com/in/creative-minds-in-cyber/Ben Wynn-Jones, Information Awareness Lead, Canon EMEA https://www.linkedin.com/in/ben-wynn-jones/

Thomas Dabbs speaks with Diana Henderson of MIT about her recent work in Shakespearean pedagogy and Shakespearean adaptation in particular, but also about her influential contributions to literary study during her career as a Shakespeare scholar.00:00:00 - Intro00:02:18 - Balliol College sabbatical, current research00:06:12 - Why humanities, arts, and social science at MIT00:12:50 - Shakespeare and digital pedagogy 00:22:33 - Shakespeare and adaptation00:40:09 - Shakespeare in film, Shakespeare/Sense00:48:21 - Preserving theatre with recordings and records00:58:30 - Diana's work as a dramaturg01:03:10 - Passions Made Public/ made feminism in academia 01:11:11 - Genealogies of literary criticism01:14:33 - Closing remarks

This episode features a roundtable conversation by contributors to Teaching Students to Podcast, an open-access, lesson plan-based manual on integrating podcasts into humanities courses. That manual was written by members of the Humanities Podcast Network's pedagogy working group. The discussion features six of its coauthors: Ulrich Baer, Robin Davies, Eric Detweiler, Emmy Herland, Beth Kramer, and Harly Ramsey. They discuss how they came to podcasting and teaching podcasts, their respective sections of the manual, and the possibilities and challenges of having students make podcasts in courses in and around the humanities. This episode features a clip from Ketsa's "I Hear Echoes." Episode Transcript

In this episode I interview Autumm Caines and Lance Eaton about ChatGPT and how they see it affecting higher ed and instructional design from a variety of perspectives. This episode is insightful and also humorous at times. Autumm Caines:Autumm Caines is a liminal space. Part technologist, part artist, part manager, part synthesizer she aspires to be mostly educator. You will find Autumm at the place where different disciplines and fields intersect, always on the threshold, and trying to learn something new. Autumm currently works full-time as an Instructional Designer at the University of Michigan – Dearborn and part-time as Instructional Faculty at College Unbound where she teaches courses in Digital Citizenship as well as Web and Digital Portfolio. Lance Eaton: Lance Eaton is the Director of Digital Pedagogy at College Unbound, a part-time instructor at North Shore Community College and Southern New Hampshire University, and a PhD student at the University of Massachusetts, Boston with a dissertation that focuses on how scholars engage in academic piracy. He has given talks, written about, and presented at conferences on artificial intelligence generative tools in education, academic piracy, open access, OER, open pedagogy, hybrid flexible learning, and digital service-learning. His musings, reflections, and ramblings can be found on his blog: http://www.ByAnyOtherNerd.com as well as on Twitter: @leaton01Support the showPlease consider making a donation to my Patreon account to help support this podcast financially: patreon.com/rjhogue

Sophia Mavridi joined me to talk about digital pedagogy & teacher education and the recent research report on language teacher experiences during Covid-19, available now to download on the British Council's TeachingEnglish website. After our chat, I was joined by Phil Longwell and we talked about mental and physical health and well-being of both learners and students, and Kate Bush!

In this second episode of the Digital Gardening podcast, Adam and Paul interview Christine Eckel, IU Northwest faculty member, about developing custom course materials for her students in courses like human structure, gross anatomy, and neuroanatomy. Christine first became intrigued by digital media when she discovered that students wanted custom course materials to accompany their lectures and readings. But with the overabundance of materials available online—some excellent, some not so excellent—she found that students were often getting bogged down by the sheer quantity of online content, finding materials that weren't useful, or worse, getting inaccurate information from online sources. Listen to Christine's story about how she uses the digital competencies she has developed as a Digital Gardener to create bespoke course content like three-dimensional models, VR/AR, and visualizations for her students. Christine Eckel is Clinical Associate Professor of Clinical Anatomy, Cell Biology, & Physiology at Indiana University Northwest. Adam Maksl is Associate Professor of Journalism and Media at Indiana University Southeast. Paul Cook is Associate Professor of English at Indiana University Kokomo.

Lance Eaton is the Director of Digital Pedagogy at College Unbound, a part-time instructor at North Shore Community College and Southern New Hampshire University, and a PhD student at the University of Massachusetts, Boston with a dissertation that focuses on how scholars engage in academic piracy. He has given talks, written about, and presented at conferences on open access, academic piracy, open pedagogy, hybrid flexible learning, and digital service-learning. His musings, reflections, and ramblings can be found on his blog: http://www.ByAnyOtherNerd.comSupport the show (https://www.patreon.com/rjhogue)

Lance Eaton is the Director of Digital Pedagogy at College Unbound, a part-time instructor at North Shore Community College and Southern New Hampshire University, and a PhD student at the University of Massachusetts, Boston with a dissertation that focuses on how scholars engage in academic piracy. He has given talks, written about, and presented at conferences on open access, academic piracy, open pedagogy, hybrid flexible learning, and digital service-learning. His musings, reflections, and ramblings can be found on his blog: http://www.ByAnyOtherNerd.comSupport the show (https://www.patreon.com/rjhogue)

Lance Eaton is the Director of Digital Pedagogy at College Unbound, a part-time instructor at North Shore Community College and Southern New Hampshire University, and a PhD student at the University of Massachusetts, Boston with a dissertation that focuses on how scholars engage in academic piracy. He has given talks, written about, and presented at conferences on open access, academic piracy, open pedagogy, hybrid flexible learning, and digital service-learning. His musings, reflections, and ramblings can be found on his blog: http://www.ByAnyOtherNerd.comSupport the show (https://www.patreon.com/rjhogue)

№ 65 Dr.  Rachael Jefferson-Buchanan, Charles Strut UniversityLet me ask you something: Do you sometimes feel like we've all been sitting in front of our computers for almost two years now?Well, now imagine what dancing, gymnastics or performing arts teachers are going through. While there must be a great deal of frustration, there's also interesting questions and ideas about our physical bodies in the digital classroom. How do we keep ourselves active? How do we approach things like dance and theatre? And does eLearning open new possibilities for physical outcomes?For my guest today, the answer is a resounding yes. Dr.  Rachael Jefferson-Buchanan is a Lecturer in Human Movement Studies and Creative Arts at Charles Sturt University, in Australia. In our discussion, she tells us what “human movement studies” is all about and how it's transformed for her over the past 2 years.We also talk about:

The Sword Guy Podcast, episode 67   This week's episode is with Dr Dori Coblenz, lecturer in Communications at Georgia Tech, specialising in early modern English drama, digital pedagogy and the history of fencing. She's the author of many papers and the book Fundamentals of Italian Rapier: a modern manual for teachers and students of historical fencing, with David Coblentz.   In our conversation we talk about the differences between classical Italian fencing and historical fencing. Dori's passion is for teaching teachers, geeking out about sources and how we apply that to teaching contexts.     When it comes to swords, is there is anything at all that is better taught online than in person? Dori makes some great points about the benefits of online teaching, and has some great ideas for how to make using digital media more effective: a must-listen for anyone who teaches or has an interest in pedagogy.     Dori's website: http://www.doricoblentz.com/   For more information about the host Guy Windsor and his work, as well as transcriptions of all the episodes, check out his website at https://guywindsor.net/ And to support the show, come join the Patrons at  https://www.patreon.com/theswordguy

Dr. Amanda Licastro has a doctorate in English and recently moved from her position as an Assistant Professor to take on a role as the Emerging and Digital Literacy Designer at the University of Pennsylvania. Her research explores the intersection of technology and writing, including book history, dystopian literature, and digital humanities, with a focus on multimodal composition and Extended Reality. Amanda serves as the Director of Pedagogical Initiatives of the Book Traces project and is co-founder of the Journal of Interactive Technology and Pedagogy and the Writing Studies Tree. Publications include articles in Kairos, Digital Pedagogy in the Humanities, Hybrid Pedagogy, and Communication Design Quarterly, as well as chapters in Digital Reading and Writing in Composition Studies, and Critical Digital Pedagogy. In this episode of Room 42 welook into the story behind the forthcoming edited collection Composition and Big Data co-edited by Amanda Licastro and Ben Miller. The editors took a unique approach to peer review: they engaged the contributing authors in a radical approach to collaboration and cooperation that crossed boundaries, knocked down barriers, and yielded astounding results. Learn how big data is shaping our scholarship, what we need to do now to prepare, and how a collaborative collection of authors can highlight the ethical and practical considerations of applying data analytics to the field of Composition and Rhetoric.

In this bonus episode, Jesse Stommel talks about critical digital pedagogy.

A discussion with Lynn Taylor and Eva Wilkinson from Education Scotland around Digital Pedagogy. In this episode Lynn talks about the Transition support from Education Scotland that can be found here: https://wakelet.com/wake/Ak-iCPVY8503BxzWBQxLu The chapter I talk about is. Robertson, J. 2019. Playing with Digital Drawing. In: Alcock, S and Stobbs, N. eds. Rethinking Play as Pedagogy. Oxon: Routledge, 3-16 Skills Development Scotland Skills 4.0 https://www.skillsdevelopmentscotland.co.uk/what-we-do/skills-planning-alignment/skills4-0/ Information about the webinars for support and the Digital Schools Award can be found here: https://blogs.glowscotland.org.uk/glowblogs/digilearn/

Jesse Stommel teaches courses in pedagogy, film and new media, and is the Executive Director of Hybrid Pedagogy at the Journal of Critical Digital Pedagogy. Sean Michael Morris is a Senior Instructor of Learning Design and Technology in the School of Education and Human Development at the University of Colorado and Director, and Director of the Digital Pedagogy Lab, an experiential development place for global digital pedagogy communities. Together they co-founded the Digital Pedagogy Lab and co-authored the book "An Urgency of Teachers: the Work of Critical Digital Pedagogy." In this episode, we look back at a year of emergency remote teaching during a pandemic, and discuss its implications for the work of critical digital pedagogy moving forward. A transcript of the episode is available here: tinyurl.com/yheb2tul

Spencer D. C. Keralis is a scholar of the past, present, and future of the book. Dr. Keralis is the Founder and Executive Director of Digital Frontiers, a conference and community that brings together the makers and users of digital resources for humanities research, teaching, and learning. Founded in 2012, the non-profit organization offers a diverse slate of professional development events for its interdisciplinary community. In June of 2019 Dr. Keralis joined the University of Illinois Urbana-Champaign as Assistant Professor and Digital Humanities Librarian, leading efforts to catalyze digital scholarship and digital pedagogy for UIUC faculty, staff, and students. Dr. Keralis’s work on labor ethics in digital humanities pedagogy appears in Disrupting the Digital Humanities, and the Modern Language Association publication Digital Pedagogy in the Humanities: Concepts, Models, and Experiments. Dr. Keralis's research engages questions of remediation of the body in print ephemera and other media. They also explore how adapting digital humanities, oral history, and comics can enrich student-centered pedagogy. They hold a Ph.D. in English & American Literature from New York University. Dr. Keralis uses they/them pronouns. Follow on:
 Twitter - @hauntologist Instagram - @hauntologist CV Website for Spencer D. C. Keralis spencerkeralis.com/ Digital Frontiers digital-frontiers.org/

In this week's episode, Sharee Langenstein interviews third-year Ph.D. student Rachel Shields about how research in the medieval digital humanities shapes her approaches to teaching first-year writing. They discuss what it means to be a digital native, techniques for introducing students to the history of academic resource organization, and the importance of tangible objects in the classroom, from rare books to sea otter puppets. This episode was edited and mixed by Eva France.

In his classes at Binghamton University, David Sterling Brown and his students examine Shakespeare’s plays through the lens of Critical Race Theory. You might have heard about Critical Race Theory lately: put simply, it’s a way of looking at society and culture that focuses on the intersections of race, law, and power. Ever since George Floyd’s killing by a white police officer in Minneapolis outraged much of the nation, Critical Race Theory has taken on a new urgency for millions of Americans examining race, law and power with new eyes. Meanwhile, millions of other Americans, pointing to the realities of their own day-to-day lives, are basically saying: “I told you so.” What does it mean to read a play like Titus Andronicus with questions of race in mind? Brown, who has written extensively about that play, joins us on the podcast to discuss the ways that such a reading reveals an entire dimension of racial imagery and racial violence. We also talk about what it means for theaters and cultural institutions to engage in anti-racist work. David Sterling Brown is interviewed by Barbara Bogaev. Dr. David Sterling Brown is a professor of English, General Literature and Rhetoric at Binghamton University/State University of New York. He is an executive board member of the RaceB4Race conference series. He is the author of “‘Is Black so Base a Hue?’: Black Life Matters in Shakespeare's Titus Andronicus,” a chapter in the anthology Early Modern Black Diaspora Studies (Palgrave Macmillan, 2018); “Remixing the Family,” which appeared in Titus Andronicus: The State of Play (The Arden Shakespeare, 2019); and “The ‘Sonic Color Line’: Shakespeare and the Canonization of Sexual Violence Against Black Men,” published in the August 16, 2019 edition of The Sundial. He is currently finalizing his book project, Black Domestic Matters in Shakespearean Drama. More of his work has been published or is forthcoming in Shakespeare Studies, Radical Teacher, Hamlet: The State of Play, White People in Shakespeare, The Hare, Early Modern Black Diaspora Studies, Shakespeare and Digital Pedagogy, and other venues. With Jennifer L. Stoever, he joined the Folger Institute in August for a Critical Race Conversation: “The Sound of Whiteness, Or Teaching Shakespeare’s ‘Other “Race Plays”’ in Five Acts.” Watch it now on YouTube. From the Shakespeare Unlimited podcast. Published November 10, 2020. © Folger Shakespeare Library. All rights reserved. This podcast episode, ““Coal-Black is Better Than Another Hue,” was produced by Richard Paul. Garland Scott is the associate producer. It was edited by Gail Kern Paster. Ben Lauer is the web producer. We had technical help from Andrew Feliciano and Evan Marquart at Voice Trax West in Studio City, California.

Michele Eaton is the Director of Virtual and Blended Learning for the M.S.D. of Wayne Township in Indianapolis, Indiana and author of the book The Perfect Blend. She focuses on staff and course development for Achieve Virtual Education Academy and provides leadership for the district's online and blended initiatives and programs. Michele is a 2020 ISTE Making IT Happen Award Winner, CoSN CETL and 2016 Next Generation Leader, 2018 EdWeek Leader to Learn From, Past-President of the ISTE Online and Blended Learning Network, Conference Chair for the Indiana Connected Educators organization (an ISTE affiliate), and moderator for the #INeLearn chat. You can follow her on Twitter at@micheeaton.

Noa Daniel (@noasbobs) is joined by educators and authors, Jesse Stommel (@jessifer) and Sean Michael Morris (@slamteacher) to talk about new pedagogical approaches (and new ways of looking at pedagogy) emerging from our current pandemic context.Sean and Jesse, along with Chris Friend, have edited "Critical Digital Pedagogy", a powerful new peer-reviewed publication centered on the theory and practice of critical digital pedagogy.

Over approximately the last decade, the Music Encoding Initiative (MEI), has become a recognized international community-driven effort that has developed and maintains the MEI schema, standards, and shared documentation. The potential of machine-readable music data that can be reused, rendered, shared, or analyzed using a computer, is quite appealing, however the reality is that various [...] The post MEI for All! or Lowering the Barrier to Music Encoding through Digital Pedagogy appeared first on Maryland Institute for Technology in the Humanities.

Dr. Laura E. Baker, professor of history and American studies, shares her multimedia "mini-book" project that rewrites the American immigrant experience outside of and beyond the Ellis Island model.

This week Mike is joined by Liz Ellis as we look at Critical Digital Pedagogy through the lens of Starfleet,… Read more How does the Critical Digital Pedagogy help Starfleet boldly go where no one has gone before?

Our guests for this episode discuss the Writing/Making Massive Open Online Collaboration (wmMOOC), an online professional learning experience for teachers that tackled digital composing last summer, specifically the idea that writing is a form of making. Guests Vicki McQuitty, Director, Maryland Writing Project; Elementary Ed Dept., Towson University Sarah Lohnes Watulak, Middlebury, Director of Digital Pedagogy and Media Joe Runciman, Doctoral Student, Instructional Technology, Towson University Stacey Scheper, Volunteer, Youth Theater Christina Cantrill (host), National Writing Project Related Links wmMOOC on Twitter Maryland Writing Project

Originally recorded on September 5, 2018 for NWP Radio, this episode features guests discussing the Writing/Making Massive Open Online Collaboration (wmMOOC), an online professional learning experience for teachers that tackled digital composing last summer, specifically the idea that writing is a form of making. Guests - Vicki McQuitty, Director, Maryland Writing Project; Elementary Ed Dept., Towson University - Sarah Lohnes Watulak, Middlebury, Director of Digital Pedagogy and Media - Joe Runciman, Doctoral Student, Instructional Technology, Towson University - Stacey Scheper, Volunteer, Youth Theater - Christina Cantrill (host), National Writing Project Find links from the show at https://educatorinnovator.org/podcasts/writing-as-making-wmmooc/

From the 2017 Educause conference, Casey Green moderates a college provost panel discussion exploring digital learning and its impact on the college completion agenda. Guests include Charles Cook of Austin Community College, Laura Niesen de Abruna of York College of Pennsylvania, and Patricia Rogers of Winona State University.

The benefits of taking a risk with collaboration and digital teaching and learning. (Sorry about the echo in this episode).

Dr. Bonnie Stachowiak is the Director of Teaching Excellence and Digital Pedagogy at Vanguard University in Anaheim, CA. She hosts the Teaching in Higher Ed podcast and regularly covers cutting-edge topics in teaching and technology on her show. She gave a recent presentation at the Lily Conference in Anaheim on increasing learner agency in the classroom and graciously joined us via Skype to share some tips on incorporating new assignment types into the classroom.

Eric Sheninger @E_Sheninger challenges us to move to the next level with digital technologies. We can't use tech because it is "cool and new." It must improve learning. If it doesn't improve learning, why are we spending the money? In today's show, Eric challenges us to think about: The evidence that learning is improving Shifting assessment strategies that help students show what they understand Arguments for student (and teacher) portfolios of learning Why curriculum is no longer a valid argument against technology Encouragement for teachers who feel like an island of innovation with technology. We're hosting a giveaway contest at https://gleam.io/cbPs5/digital-leadership-by-eric-sheninger of his book Digital Leadership.  Eric is a Senior Fellow and Thought Leader on Digital Leadership with the International Center for Leadership in Education (ICLE). Prior to this, he was the award-winning Principal at New Milford High School. Under his leadership, his school became a globally recognized model for innovative practices.  Eric oversaw the successful implementation of several sustainable change initiatives that radically transformed the learning culture at his school while increasing achievement. He has emerged as an innovative leader, best-selling author, and sought after speaker.

In this episode, we feature an interview with Zoe LeBlanc, a sixth-year doctoral student in history at Vanderbilt University. Zoe studies networks, ideas, and spaces in modern history, and her dissertation examines the role of Cairo, Egypt, as a hub for anti-colonial activism in Africa during the Cold War. Zoe has been a graduate fellow at the Vanderbilt Center for Teaching, the Vanderbilt Institute for Digital Learning, and at the Vanderbilt Center for Digital Humanities. She helped launch a “Conversations on Digital Pedagogy” series at Vanderbilt, and continues to build and enrich the digital humanities community at Vanderbilt and elsewhere. We talked with Zoe about her experiments in digital pedagogy, her approach to using educational technology, and her career path as an aspiring digital historian. Links • Zoe LeBlanc’s website, http://zoeleblanc.com/ • @zoe_leblanc on Twitter, https://twitter.com/zoe_leblanc • HASTAC, https://www.hastac.org/ • HASTAC at Vanderbilt, https://my.vanderbilt.edu/digitalhumanities/hastac-scholars/ • Vanderbilt Center for Digital Humanities, https://my.vanderbilt.edu/digitalhumanities/ • Twitter in the Classroom, a Conversation on Digital Pedagogy, https://www.youtube.com/watch?v=m_WwQChezJA

This episode of Rhetoricity features Steph Ceraso. Dr. Ceraso is currently an assistant professor at the University of Maryland-Baltimore County. Starting in fall 2016, she’ll be taking a position as Assistant Professor of Digital Writing and Rhetoric in the Department of English at the University of Virginia. Dr. Ceraso contributed the entry on “Sound” to the Modern Language Association’s “Keywords in Digital Pedagogy” project, and she presented as part of a panel entitled “Writing with Sound” at the 2016 MLA convention. She's written multiple posts for the blog Sounding Out!, contributed a multimodal piece entitled "A Tale of Two Soundscapes: The Story of My Listening Body" to the collection Provoke! Digital Sound Studies, and--along with Jon Stone--co-edited a special issue of the digital journal Harlot focused on sonic rhetorics. Her work has also appeared in the journals College English and Composition Studies. In this interview, we talk at length about her College English essay. It’s called “(Re)Educating the Senses: Multimodal Listening, Bodily Learning, and the Composition of Sonic Experiences,” and in 2014 it won the journal’s annual award for outstanding articles. We also discuss her current book project, which is entitled “Sounding Composition, Composing Sound: Multimodal Pedagogies for Embodied Listening.” Dr. Ceraso’s research is tied up with pedagogical questions, so we also talk at length about how she approaches and integrates sound into the courses she teaches, as well as accessibility issues she addresses in both her teaching and her scholarship. Specifically, we discuss a soundmapping project, a multisensory dining event, and one student's attempt to translate the game Marco Polo into the classroom.

A look into how teachers and educators can further develop their digital pedagogy in the classroom.

This episode of Rhetoricity, recorded at the 2015 Conference on College Composition and Communication, features an interview with Dr. Justin Hodgson. Hodgson is an assistant professor at Indiana University. He serves as general editor for the Journal for Undergraduate Multimedia Projects and is currently working on a book project entitled New Aesthetics, New Rhetorics. In spring 2015, he and Dr. Scot Barnett organized and hosted the Indiana Digital Rhetoric Symposium (IDRS). We begin by talking about what distinguishes (and doesn't distinguish) "digital rhetoric" from the "digital humanities." From there, Dr. Hodgson discusses what he hoped would happen at IDRS, which had yet to take place at the time of this interview. From there, we turn to digital rhetoric pedagogy. Specifically, Dr. Hodgson discusses Rhetoric, Play, & Games, an undergraduate course he's been teaching for a number of years. In addition to asking students to examine, play, and write about video games, the course functions as a game. We talk about both the possibilities and problems Hodgson sees in current conversations about "gamifying" education. The episode ends with some follow-up reflections on IDRS that Dr. Hodgson recorded after the symposium wrapped. He and Dr. Barnett are currently putting together a special issue of Enculturation: A Journal of Rhetoric, Writing, and Culture that will build on the symposium's proceedings. This episode features clips from Led Zeppelin's "Rock & Roll," Sharon Jones & The Dap-Kings' "Long Time, Wrong Time," and The Pharaos' "Mission Bucharest." The latter tune is licensed under Creative Commons; all other music and samples used within the provisions of fair use.

New technology may make it too easy for us to focus on novelty, not on implications, in our digital pedagogy. What are risks & benefits of tech in class?

Have we moved from analogue to digital teaching? We talk about transitioning learning into today’s technological era — about digital pedagogy.