on writing massively for #moocmooc
on writing massively for #moocmooc
I’m lightly participating in Hybrid Pedagogy’s moocMOOC today, so this is in part about that but mostly about the familiar MOOC conversation about the scalability of writing instruction. As a WPA with 80+ instructors and 2500 students per semester, I…
MOOCs and aesthetic experience
MOOCs and aesthetic experience
In the humanities at least, and especially in conversations around first-year composition, the opposition to MOOCs focuses on the value of small, face-to-face classes. But what is it about these classes that we find valuable? I want to answer that…
boredom, anxiety, and pedagogy
boredom, anxiety, and pedagogy
Right now I am teaching a summer online course on videogames. Along the way, we have discussed Csíkszentmihályi’s concept of flow, and the matter has come up in relation to the course itself. As teachers, we’ve all had the experience of…
composing snow globes (and dissertations)
composing snow globes (and dissertations)
From the Chronicle, William Germano writes on the staid nature of monographs, particularly first books. The academic book—especially that first academic book—is often conceived of as a snow globe. It’s carefully constructed to be a perfect little world, its main…