Time transcripts of Q4-for-CandC-Online [00:00:00:00] Katherine Heenan: um, What did I learn from doing it? I learned that... [00:00:04:01] it's a lot of work. [00:00:12:02] important, I think, and that, um [00:00:16:03] really trying to....well, to fit [00:00:20:04] the goal of the 60 seconds was really difficult. [00:00:24:06] Um, so it forced me to make choices that [00:00:28:20] um, I might not have made if I didn't have those constraints. [00:00:32:22] So, cutting stuff I liked [tearful voice]. Um [00:00:36:25] and also really sharpening my focus. Brian Harmon: I learned [00:00:40:29] uh, some patience and some humility. It's always good to be [00:00:45:06] on the other side of, uh, of the teaching [00:00:49:06] kind of dynamic and being a student reminds me [00:00:53:07] that I've got a lot more to learn and I enjoy learning. [00:00:57:07] Henrietta Rix Wood: I think one of the most important lessons is being a student again [00:01:01:09] and experiencing [00:01:05:10] um, the perspective of a student who is in my Composition [00:01:09:11] class or Womens' and Gender Studies class or literature class where I know [00:01:13:13] the material very well, I know how to do the assignments. [00:01:17:16] They, they do not know what I expect [00:01:21:18] and want and things that I assume they should know, they do not know. [00:01:25:19] So it gives me new empathy for [00:01:29:20] people who maybe don't have the same level of [00:01:33:23] literacy in terms of literature and writing that I have. [00:01:37:24] Renee Shea: The other thing that I think this week has taught probably all of us is the incredible power [00:01:41:24] of mentoring. Theresa Dark: Collaboration [00:01:45:25] is...huge. And one thing that I was talking [00:01:49:25] to, um, somebody else in the class about, was [00:01:53:26] we set students up to learn everything individualistically. [00:01:57:28] They have to write all of their papers, they're not supposed to collaborate, they're not supposed to share [00:02:01:28] We're so afraid of plagiarism, and all of these different thing [00:02:05:29] are cheating, and yet, as scholars and academics we [00:02:10:06] collaborate and write papers together all the time. And so maybe we should [00:02:14:08] take some of that and look at that when our students are working together, maybe [00:02:18:10] there should be more workshops, or gatherings where they can bounce ideas off each other [00:02:22:14] And then they can create that piece of paper, that [00:02:26:15] text that empowers them individually, but there's nothing wrong [00:02:30:15] with having that collaboration to get there, because a lot of times students [00:02:34:16] think better when there's collaboration versus having to do this [00:02:38:17] totally by themselves and being isolated. Allison Hammond: Well of course I learned [00:02:42:18] the skills. I learned how to use MovieMaker, properly. [00:02:46:19] I had tried to use it before to put together like travel slideshows [00:02:50:20] and things like that, that my family had done. Um, so [00:02:54:22] to learn it properly, to have it properly taught to me was really [00:02:58:24] refreshing because, especially with so much of Apple, I think [00:03:02:27] so much of the Apple software, it's like they just think it's so intuitive [00:03:06:29] and they really don't need that kind of step by step [00:03:11:02] detail, and it's like "Oh, just do this." And even in the YouTube videos, if you go to look [00:03:15:02] on how to use this, if it's not some thirteen year old [00:03:19:04] murmuring way low because he doesn't want to wake his parents up [00:03:23:04] um, again, it just never was quite the right fit. [00:03:27:05] I felt like I was being talked down to or they were talking over my head [00:03:31:05] and it was really refreshing this time to get exactly the [00:03:35:07] kind of instruction I needed to make it work. [00:03:39:08] Crystal Gorham Doss: In terms of what I take away from it as a teacher, the most interesting thing to me [00:03:43:09] was, I'm very interested in bodies, and bodies in the [00:03:47:11] classroom and things like that. I am not a Mac user. To do the sixty [00:03:51:13] in sixty video I had to work exclusively on a Mac, and I [00:03:55:14] was really amazed at how inept I was. [00:03:59:16] It was terrible. The keyboard was smaller. The mouse moved at a different [00:04:03:19] speed. And I really felt like, it was like someone giving me a pencil [00:04:07:19] and telling me to write with my toes. Like, I was just, really disoriented [00:04:11:20] by that. And it made me thing about, you know, in the classroom we ask students [00:04:15:20] to put away their technology, you know "Don't use your phone," and things like taht [00:04:19:21] and it's like but if that's the way they are used to interacting in the classroom [00:04:23:22] um, or if that's the best way for them to take notes, or to visualize [00:04:27:24] certain texts, then taking that away from them and saying "Here, you have to [00:04:31:25] write with a pen" when you, you know, you're much faster and are used to using your [00:04:35:26] thumbs on your phone to take notes, it's like why should I do that? Why should I force them [00:04:39:27] into a situation where their concentration is really on [00:04:43:29] how they're interacting with the machine as opposed to what it is they're trying [00:04:48:02] to do. Because that was the big lesson for me with the Mac, was that there were so [00:04:52:04] many, just keyboard shortcuts and things like that, that didn't work, and my focus [00:04:56:08] so much of the time, and my frustration was driven by the fact that [00:05:00:08] I knew what I wanted to do, and i couldn't get it to work, and my focus was on [00:05:04:09] my body's relationship to the machine instead of that being [00:05:08:10] natural and not having to be thought about, rather than what I was trying to accomplish. [00:05:12:11] with the machine. So that was kind of my big lesson in terms of [00:05:16:12] um, technology in the classroom and my role in that [00:05:20:14] as a teacher. Annie McGreevy: I think a lot of what I've been learning about is about editing and how [00:05:24:14] the similarities that there are between editing a short story, or [00:05:28:15] a paragraph that you're writing in an email, or a movie I'm making about, you know, ducks or [00:05:32:16] something silly. Like, the ways that we can [00:05:36:18] edit something in order to make...you can huge make impact in 60 second [00:05:40:20] You can make a huge impact in 10 seconds. And I don't really think that's something you can do [00:05:44:21] with text as easily, with alphabetic text as [00:05:48:23] easily. So, I feel incredibly empowered and inspired by the [00:05:52:23] technology. Interviewer: What did you learn that you think might transfer to alphabetic text? [00:05:56:24] Annie McGreevy: Well, I think always the shorter something is the better it is. [00:06:00:25] You know, brevity is the soul of everything right? Laura Michael Brown: I think I've really learned a lot just about the capabilities [00:06:04:25] of incorporating those types of elements into a text. Obviously [00:06:08:26] we get a lot out of the written word, or just a [00:06:12:27] still image on a page, but I've really been thinking a lot about [00:06:17:03] the sort of different affordances of actually hearing someone speak or watching [00:06:21:04] someone speak. I'm considering doing a series of interviews [00:06:25:06] for my dissertation project, and so I'm really starting to think about how I want to represent [00:06:29:07] those. And, you know, if I'm just making small [00:06:33:09] selections and quoting, or even just printing sort of [00:06:37:10] sections of a conversation that I'm having, that's one way to represent it [00:06:41:10] but it could be so much more full and so much more complete and more [00:06:45:11] um, fair to the people that I'm working with, if I'm [00:06:49:11] actually somehow providing the full sort of audio clip. [00:06:53:12] Or a full video clip so you don't only hear their voice but you see their expression [00:06:57:13] and you see sort of the emotion on their face and, um, [00:07:01:14] get, really get a full sort of sense of how they are representing the topic that they [00:07:05:14] are speaking about, so I've very much been considering kind of ways [00:07:09:18] to, to deal with those issues. That's been kind of the most, the most interesting and the most [00:07:13:19] sort of surprising thing that I've learned. Maurine Ogbaa: I definitely learned a lot about using different [00:07:17:20] modes. Right? You know [00:07:21:22] I, I never felt necessarily uncomfortable with them, but I definitely feel [00:07:25:23] more comfortable and more comfortable with the technology. Um, [00:07:29:27] I think I also learned how to [00:07:33:27] um...use those modes rhetorically and [00:07:37:28] use those modes to, um, emphasize [00:07:41:28] and reiterate a lot of things that are [00:07:45:29] already taught in the forms of essays and alphabetic texts, right? Becausae [00:07:49:29] in one way that's the way I've been explaining to myself as we've been going on. [00:07:54:01] Um, going along, right, i was one of those people who always, you know [00:07:58:01] said the English word after the foreign language word, and that's kind of what I've been doing. [00:08:02:02] And, um, I'm excited about, you know, letting that [00:08:06:03] inform my teaching. Sara Cooper: My mind has been opened to ways I can use digital [00:08:10:04] media both in my scholarship and also in my teaching. [00:08:14:05] So, you know, of course, the challenge is I'm constantly thinking about access [00:08:18:07] I'm always working in places where I can't assume [00:08:22:08] a student has even, you know, a cell phone that will take [00:08:26:08] video or audio or whatever it is. So I'm still kind of trying to [00:08:30:08] figure out those aspects, but I'm definitely feeling [00:08:34:09] like there's more possibility now, to bring in especially multimodal composing. [00:08:38:10] Even if that means not just thinking in terms of technology [00:08:42:11] but giving students options. [00:08:46:11] Interviewer: Do you think that more possibility, I mean in terms of what you feel able to [00:08:50:12] coach in the classroom, or in terms of kind of writing itself [00:08:54:13] broadening for you? Sara Cooper: I guess I mean the [00:08:58:14] different ways that students can compose. And certainly what I'm able [00:09:02:15] to teach. But that's a challenge too, kind of figuring out, "Well, how do I [00:09:06:18] make room for it?" You know teaching the basics of iMovie or [00:09:10:20] something when there's such limited time. But I think that's a problem that is [00:09:14:21] workable. I just feel like I have to kind of figure out how to manage it. [00:09:18:24] Ginger Grey: Yeah, I've learned so much from being at DMAC in terms of, you know, [00:09:22:25] ...one thing, just being able to work with some of the technology [00:09:26:25] in a way that...I think I was just too scared to even start before? [00:09:30:26] Um, and so, knowing some of that stuff but also just [00:09:34:26] gaining the confidence to know that it's okay that I don't know that stuff and that I have [00:09:38:28] the ability to learn it. Um.... I [00:09:42:29] am rethinking every assignment that I have. I am [00:09:46:29] rethinking how I create those assignments, how I [00:09:51:00] deliver those assignments, how I assess those asssignments, um, so [00:09:55:02] it's given me a lot to think about and it's made me really excited about [00:09:59:03] um, some of those big changes that I can make that I think are gonna be really helpful to my students. [00:10:03:04] Kara Poe Alexander: I learned a lot from this experience and I have just [00:10:07:06] finished teaching a graduate course on digital literacy and so my students [00:10:11:07] created similar projects and it [00:10:15:07] I kind of wish I had done this before I had taught the course in a lot of ways. [00:10:19:08] Even though I was very familiar with a lot of the aspects of it, just some of the things that [00:10:23:08] I've learned about ways you can enhance even what you're doing through video [00:10:27:09] captioning or through thinking about issues of access. [00:10:31:09] Um, as well as how a peer review might be conducted. [00:10:35:10] One of the things I've been reflecting on this week is how, um, [00:10:39:11] we all watched our videos at Scott's house, and afterwards [00:10:43:12] I mean, he did it in a way that there was no peer review, right? It was just [00:10:47:14] we watched them and it was a celebration. And I've done that too, kind of like a show and tell. [00:10:51:14] But we always go through these peer review processes and in this [00:10:55:16] instance we didn't have a peer review. And, and after [00:10:59:19] we watched all of our videos as a whole, but also mine individually [00:11:03:20] I felt...it was such an emotional experience, the whole process, [00:11:07:20] of watching everybody's and then mine as well, that I don't know how I would have felt [00:11:11:21] being peer reviewed at that moment. And so I started thinking about [00:11:15:22] ways that i could restructure my peer review so that [00:11:19:22] um, students might have the opportunity to experience [00:11:23:23] things differently. Because we don't always take into consideration, or i don't, [00:11:27:24] the way that they feel in that moment, especially when showing a project [00:11:31:27] or hearing a project, I think it's a little bit different than print, even though [00:11:35:28] it can be quite an emotional experience then, too. So thinking more about [00:11:39:29] peer review, and how I might revise my practices in the digital [00:11:44:00] context. Christina LaVecchia: By doing this project, I learned [00:11:48:03] or reinforced really, that idea of kind of [00:11:52:05] getting done what you can in the time that you have to do it, which I think is [00:11:56:07] kind of a pragmatic professional thing to learn. "Alright, what it is that I [00:12:00:08] can conceivably, what is the best I can make this, given the time [00:12:04:08] I have, the knowledge I've gathered. How can I make the best use of the [00:12:08:09] means available to me and the time available to me?" Um, so [00:12:12:10] kind of pragmatically and professionally speaking that's one thing that this process taught me. [00:12:16:10] Um, I think it also just taught me how important it is to play around [00:12:20:11] with things and to have structured time to do that, because on my own I've been kind of wanting to [00:12:24:13] tinker with iMovie for awhile, I just never kind of got around to it [00:12:28:14] and I tell myself, "Oh, I'm just going to make a digital installation for a [00:12:32:16] conference I'm going to go to and make my presentation more interesting." I never actually did it. [00:12:36:17] because in the end it was like two projects and they were both competing for my attention [00:12:40:19] and I said, "Well, I feel like it's more important to deliver the presentation orally than to have [00:12:44:21] a shorter presentation and a video at the tail end and [00:12:48:24] so it always got pushed to the side. Michelle Cohen: I've learned really specific, um [00:12:52:25] technology that I wanted to learn with different programs that I [00:12:56:25] have just wanted the opportunity and the time and space to do so. [00:13:00:28] I've, um, learned a lot of general things [00:13:04:28] and specific things from people from different institutions and kind of about [00:13:08:29] scholarship and about the field. And then, I think, it's just kind of [00:13:12:29] put me in like a really good place for [00:13:17:00] like, picking things up and playing with them? It's a very, since [00:13:21:02] it's such a doing based kind of institute? I think that's what has been especially [00:13:25:03] valuable for me has been that we will, you know we'll sit and [00:13:29:05] we'll talk about things and we'll investigate that, then that way? And then there's like the lab [00:13:33:06] hours and the time that you spend toying around with things and that's like [00:13:37:06] a kind of learning, and learning about learning, [00:13:41:09] that, um, when I've been like buried under books this year hasn't maybe gotten [00:13:45:10] as much attention and it's very exciting and it kind of invigorates like things that [00:13:49:10] we want to be talking about with like action.