For the past three semesters, students in CORE101: Scientific Investigations at Roger Williams University in Bristol, RI have been creating websites on science topics they themselves have deemed important to society. The websites are designed to take the place of a course textbook in this course for non-majors, and are completely written, designed, and edited […]
Students Creating a Shared Annotated Bibliography
Fall semester 2018, first-year students in Integrated Thinking and Writing, ITW-101, section 27 (I called it “Can’t Stay Here!”) at Keene State College in New Hampshire have been collaborating on research about immigration and refugees in the European context. While immigration is a contentious topic in U.S. politics (at the time of writing this post, […]
Zines as Open Pedagogy
Often, when speaking about open pedagogy, the emphasis is on the digital: frequently listed examples include Wikipedia edit-a-thons, blog posts, and collectively annotated works. Yet the same principles (transparency, self-driven learning, student empowerment) are also strongly found in zines, a print medium that has long thrived in underground spaces and activist movements. There are many […]
If It Aint Broke, Break It!
Faux Punk Fatigue I’ve been teaching trades now for over nine years. I’ve got some pretty tried and true systems set up. I keep all my worksheets, notes, video links, powerpoints, and lesson plans in Evernote (I’d be dead if Evernote just closed up shop and ran). My lesson plans are meticulous. I have the […]
The Time is Now: A Call to Open History
This essay was originally posted on ActiveHistory.ca I’ve been a rather slow convert to the open-access movement. Though ActiveHistory.ca operates under a Creative Commons Attribution, non-commercial ShareALike copyright license whereby you’re free to repost this (or any other essay you find here) so long as you provide us with attribution and do not profit, […]
