CFP: The Scholarly & the Digital
“What is new and which affects the idea of the work comes not necessarily from the internal recasting of each of these disciplines, but rather from their encounter in relation... The post CFP: The...
View ArticleMaking a Space for the Digital and the Scholarly: The Editor as Teacher
This article is a response submitted for our series on the Scholarly and the Digital. See the original CFP for details. On a beautiful June morning, I hurried through the streets of Bloomsbury... The...
View ArticleLearning as Weaving
As educators, we want to teach in ways that support our students to be the best that they can be. We yearn for the lightbulb moment. We are so proud of them when they surprise us. We scream as loud as...
View ArticleRisk Taking is a Form of Playing it Safe
We like to talk about risk. We talk about the virtues of taking risks, we tell each other to take risks, we tell each other to tell our students to take risks, and, of course, we tell our students to...
View ArticleMessy Minds: The Autoethnography of Learning
I’ve had my arse handed to me a few times online. Enough times to realise that writing provocatively (whether intentional or not) is often worth the activity. The most memorable and behaviour changing...
View ArticleBeyond Academic Twitter: Social Media and the Evolution of Scholarly Publication
“What should academics do on Twitter?” At a recent roundtable workshop on developing a professional academic digital identity, I heard the first four speakers address that question which I have heard...
View ArticleWakefulness and Digitally Engaged Publics
Before his death in 2003, Edward Said urged his colleagues to assume the role of public intellectuals in the service of democracy. Said, a professor of literature, posited that academics should be...
View ArticleRisk and Event-Based Pedagogies
Writing is neither a process nor a product; it is an event that transforms those who engage in it. Teachers must acknowledge not just the rewards but also the risks inherent in the writing we ask of...
View ArticleClik here to view.
Making a Space for the Digital and the Scholarly: The Editor as Teacher
On a beautiful June morning, I hurried through the streets of Bloomsbury to the University of London. These streets carry a great deal of imaginative and emotional resonance for me, layers of time and...
View ArticleClik here to view.
Learning as Weaving
As educators, we want to teach in ways that support our students to be the best that they can be. We yearn for the lightbulb moment. We are so proud of them when they surprise us. We scream as loud as...
View ArticleClik here to view.
Risk Taking is a Form of Playing it Safe
We like to talk about risk. We talk about the virtues of taking risks, we tell each other to take risks, we tell each other to tell our students to take risks, and, of course, we tell our students to...
View ArticleClik here to view.
Messy Minds: The Autoethnography of Learning
I’ve had my arse handed to me a few times online. Enough times to realise that writing provocatively (whether intentional or not) is often worth the activity. The most memorable and behaviour changing...
View ArticleClik here to view.
Beyond Academic Twitter: Social Media and the Evolution of Scholarly Publication
“What should academics do on Twitter?” At a recent roundtable workshop on developing a professional academic digital identity, I heard the first four speakers address that question which I have heard...
View ArticleClik here to view.
Wakefulness and Digitally Engaged Publics
Before his death in 2003, Edward Said urged his colleagues to assume the role of public intellectuals in the service of democracy. Said, a professor of literature, posited that academics should be...
View ArticleClik here to view.
Risk and Event-Based Pedagogies
Writing is neither a process nor a product; it is an event that transforms those who engage in it. Teachers must acknowledge not just the rewards but also the risks inherent in the writing we ask of...
View ArticleClik here to view.
Orphan MOOCs and the Digital Dark Ages
Once upon a time, I taught a MOOC. Actually it was twice, and really it was only four years ago. It was a course called Metadata: Organizing and Discovering Information, created for the University of...
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The Public Necessity of Student Blogging
“If the history of educational technology teaches researchers anything then it is this: what begins as fresh, innovative and edgy quickly evolves to tired, redundant and banal.” —Tara Brabazon, Journal...
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