Re: FWD: re: switching to teaching online
the sad thing is, moving classes online means that a lot of staff workers and teaching assistants will lose their jobs. prerecorded sessions also means that many teachers will lose their jobs since the same session can be played over and over again. i'm currently in the process of having to move some community programming online due to the pandemic. trying to figure out whether this means trying to get young people to commit to video chatting (something i fear is pretty impossible) or creating a channel on social media that they're already using (really difficult to distinguish it from other things that are already happening on the site). will definitely be missing sharing space with kids who might just be popping by and want to have a discussion on poetry or the like! online workshops don't build or exist within local communities and are very detrimental to labor movements. On Wed, Mar 18, 2020 at 2:45 PM John Hopkins wrote: > > On 18/Mar/20 06:56, Hoofd, I.M. (Ingrid) wrote: > > Teachers online doing their care work for their students everywhere in > the world now: respect. <...> # distributed via : no commercial use without permission #is a moderated mailing list for net criticism, # collaborative text filtering and cultural politics of the nets # more info: http://mx.kein.org/mailman/listinfo/nettime-l # archive: http://www.nettime.org contact: nett...@kein.org # @nettime_bot tweets mail w/ sender unless #ANON is in Subject:
Re: FWD: re: switching to teaching online
On 18/Mar/20 06:56, Hoofd, I.M. (Ingrid) wrote: Teachers online doing their care work for their students everywhere in the world now: respect. Totally concur, Ingrid, as a learning facilitator, yes, I understand the alienation connected with highly-mediated human connection very well. But what Andreas' repost seems to suggest, is a relinquishing of relation with those young people in a very tough moment. The comm channels that are there for 'online delivery' may be developed and used to promote awareness, action, learning about precisely what we all are going through if nothing else, as Heidrun suggests. And if I can help my interns out using those tools and those venues, I say go for it (because I am self-isolating atm, much to the displeasure of my stupid boss, invoking a university protocol that says over-60s can work from home 5 days a week). Now, I do agree with the fact that propagation of traditional push-oriented online indoctrination in bullshit, yeah, I've never been a traditional learning facilitator who supports that in any instance, but using the Master's tools at this moment may very well aid in a positive, and interim restructuring of the future! If there is a future that any of us will recognize or that a majority will survive to experience... A re-read of "pedagogy of the oppressed" might be in order ... IMHO, how we (at least the older nettime demographic) respond to this crisis will dictate, in the widest view, if nettime had/has and lasting/persistent value (re: the archive issue just discussed last week) ... jh -- ++ Dr. John Hopkins, BSc, MFA, PhD hanging on to the Laramide Orogeny http://tech-no-mad.net/blog/ ++ # distributed via : no commercial use without permission #is a moderated mailing list for net criticism, # collaborative text filtering and cultural politics of the nets # more info: http://mx.kein.org/mailman/listinfo/nettime-l # archive: http://www.nettime.org contact: nett...@kein.org # @nettime_bot tweets mail w/ sender unless #ANON is in Subject:
FWD: re: switching to teaching online
Probably the more conservative the ideas of learning and teaching are, The more negative the reactions are to media and network based environments Maybe file these posts under technophobic or so, I believe in communication In many different ways and saying that âonline teaching does not workâ I consider Very unnuanced and quite blunt, actually I learned a lot using internet based tools And I could help other people out efficiently online when they wanted to learn something as well Which does not mean I am a technocrat or support industryâs idea of teaching and learning I donât agree with Rebecca B. (Aren't her statements a fox in chicken clothes?) gg # distributed via : no commercial use without permission #is a moderated mailing list for net criticism, # collaborative text filtering and cultural politics of the nets # more info: http://mx.kein.org/mailman/listinfo/nettime-l # archive: http://www.nettime.org contact: nett...@kein.org # @nettime_bot tweets mail w/ sender unless #ANON is in Subject:
Re: FWD: re: switching to teaching online
Dear Andreas and all, That's a bunch of bollocks. Universities ARE exploiting us through our sense of care and duty for our students, whether we teach online or not. Education IS meaningful in the face of what humanity faces, just as is helping the kids next door with the groceries for grandma. Just as literary studies is as important for humanity, for sociality, for emotional support (albeit in a different way), as medical research. There is no need to 'choose' between one or the other. If there is any reason NOT to bother too much with online teaching, it is because of the mere fact that ONLINE TEACHING DOES NOT REALLY WORK; it is poor teaching. It lacks the physical nearness, the group 'networking', the thinking-together in one space, the sense of rapport, the emotional - and yes, at times even erotic - tensions in the classroom and between supervisor and supervisee. Online teaching can only ever be a temporary stopgap, but is still better than nothing at all. Teachers online doing their care work for their students everywhere in the world now: respect. Cheers, Ingrid. -Original Message- From: nettime-l-boun...@mail.kein.org On Behalf Of Andreas Broeckmann Sent: Wednesday, 18 March 2020 12:16 To: nettime Subject: FWD: re: switching to teaching online Rebecca Barrett-Fox offers thoughtful advice for lecturers and professors considering to move their teaching online: Please do a bad job of putting your courses online I’m absolutely serious. For my colleagues who are now being instructed to put some or all of the remainder of their semester online, now is a time to do a poor job of it. You are NOT building an online class. You are NOT teaching students who can be expected to be ready to learn online. And, most importantly, your class is NOT the highest priority of their OR your life right now. Release yourself from high expectations right now, because that’s the best way to help your students learn. If you are getting sucked into the pedagogy of online learning or just now discovering that there are some pretty awesome tools out there to support students online, stop. Stop now. Ask yourself: Do I really care about this? (Probably not, or else you would have explored it earlier.) Or am I trying to prove that I’m a team player? (You are, and don’t let your university exploit that.) Or I am trying to soothe myself in the face of a pandemic by doing something that makes life feel normal? (If you are, stop and instead put your energy to better use, like by protesting in favor of eviction freezes or packing up sacks of groceries for kids who won’t get meals because public schools are closing.) Remember the following as you move online: ... read on here: https://anygoodthing.com/2020/03/12/please-do-a-bad-job-of-putting-your-courses-online/ # distributed via : no commercial use without permission # is a moderated mailing list for net criticism, # collaborative text filtering and cultural politics of the nets # more info: http://mx.kein.org/mailman/listinfo/nettime-l # archive: http://www.nettime.org contact: nett...@kein.org # @nettime_bot tweets mail w/ sender unless #ANON is in Subject: # distributed via : no commercial use without permission #is a moderated mailing list for net criticism, # collaborative text filtering and cultural politics of the nets # more info: http://mx.kein.org/mailman/listinfo/nettime-l # archive: http://www.nettime.org contact: nett...@kein.org # @nettime_bot tweets mail w/ sender unless #ANON is in Subject:
Re: FWD: re: switching to teaching online
Dear Andreas, I loved your post. And would like to add to that: I am irritated when policy makers in this situation say things like: "now we see drawbacks for not having digitized schools/universites in time". I am irritated as there are at least two misunderstandings: (1) There is _one_ form of digitalization. (2) And this form is the one we want for schools and universities! The form of digitalisation which often is in mind is: Broadcating, streaming and individualized learning. Learning which can be done at home / away from schools. Is this really what we want? Types of learning and tools which make schools obsolete, students relying on their families and background (expanding disparity)? Forms which are also well provided by private players of data capitalism? Forms of gamification and knowledge acquisition where knowledge and knowledge structure is predefined - knowlege and knowledge structures which refere to a stable past world. In contrast to this I want something else: When I do digitalisiation in my courses, I prefer forms of digitalisation which bring a new quality to my teaching. Which enhance our interaction. Which allow for more research-based approaches. Which take into account the world as transforming. Where we meet f2f, analyse data collaboratively and discuss findings, e.g. best, heidrun Am 18.03.20 um 12:15 schrieb Andreas Broeckmann: Rebecca Barrett-Fox offers thoughtful advice for lecturers and professors considering to move their teaching online: <...> # distributed via : no commercial use without permission #is a moderated mailing list for net criticism, # collaborative text filtering and cultural politics of the nets # more info: http://mx.kein.org/mailman/listinfo/nettime-l # archive: http://www.nettime.org contact: nett...@kein.org # @nettime_bot tweets mail w/ sender unless #ANON is in Subject:
FWD: re: switching to teaching online
Rebecca Barrett-Fox offers thoughtful advice for lecturers and professors considering to move their teaching online: Please do a bad job of putting your courses online I’m absolutely serious. For my colleagues who are now being instructed to put some or all of the remainder of their semester online, now is a time to do a poor job of it. You are NOT building an online class. You are NOT teaching students who can be expected to be ready to learn online. And, most importantly, your class is NOT the highest priority of their OR your life right now. Release yourself from high expectations right now, because that’s the best way to help your students learn. If you are getting sucked into the pedagogy of online learning or just now discovering that there are some pretty awesome tools out there to support students online, stop. Stop now. Ask yourself: Do I really care about this? (Probably not, or else you would have explored it earlier.) Or am I trying to prove that I’m a team player? (You are, and don’t let your university exploit that.) Or I am trying to soothe myself in the face of a pandemic by doing something that makes life feel normal? (If you are, stop and instead put your energy to better use, like by protesting in favor of eviction freezes or packing up sacks of groceries for kids who won’t get meals because public schools are closing.) Remember the following as you move online: ... read on here: https://anygoodthing.com/2020/03/12/please-do-a-bad-job-of-putting-your-courses-online/ # distributed via : no commercial use without permission #is a moderated mailing list for net criticism, # collaborative text filtering and cultural politics of the nets # more info: http://mx.kein.org/mailman/listinfo/nettime-l # archive: http://www.nettime.org contact: nett...@kein.org # @nettime_bot tweets mail w/ sender unless #ANON is in Subject:
