rise of the mass-classroom, the principle of education for all – to a present space inwhich it is a gigantic agglomeration of a variety of small experimental spaces – theclassroom has changed dramatically. This module will explore the theory of theclassroom, and the change taking place in the category of the student, the teacher andthe ‘imparting’ of knowledge paradigm. Students will explore key websites whichhave explored how such paradigms have changed, and report on their findings.
Module 2: The Public Nature of the Classroom
Both students and teachers are recognizing that the classroom is a very public space:students ‘publish’ their papers, teachers upload their class lectures and put up blogsthat are technically accessible to the public at large. What does the entry of the worldoutside do to the classroom as a closed space for intellectual work, frank debate andthe display of insecurity? This module will work with John Willinsky’s
The Access Principle: The Case for Open Access to Research and Scholarship
(MIT Press, 2006),sections on ‘Development’, ‘Public’, ‘Politics’ and ‘Rights’.
Module 3: The Digital Native
The concept of the ‘digital native’ originates with Marc Prensky’s
Digital Natives, Digital Immigrants
(2001) to look at a ‘new breed of student entering educationalestablishments’. The term draws an analogy between how a country's natives, for whom the local religion, language, and folkways are natural and indigenous, separatethem from immigrants to a country who often are expected to adapt and assimilate totheir newly adopted home. Prensky refers to
employed by digital immigrants,such as printing documents rather than commenting on screen or printing out emailsto save in hard copy form. Digital immigrants are said to have a "thick accent" whenoperating in the digital world in distinctly pre-digital ways, when, for instance, hemight "dial" someone on the telephone to ask if his email was received. How ‘native’is the digital student today? What happens to the ‘immigrant’, i.e. someone seriouslytechnologically challenged by the heavy reliance on digital ‘insiderism’?This module will split into an inquiry into the problems faced by the both the classteacher and the student, both of whom may or may not be digital natives. It willinclude one survey to be conducted about volunteer faculty and volunteer students inChrist University, on the problems and possibilities of digital insiderism. Students willassemble and publish survey results online.
Module 4: Technologies Of L;Earning (1): The Institution And The InstitutionalRepository
This section will be a set of practical sessions on the role and purpose of repositoriesin academic institutions. Students will actively explore such classic repositories asCSeARCH (http://culturemachine.tees.ac.uk/CSeARCH.HTM) to see the benefits and problems of repositories. It will end with hands-on experience of a repository, locatedeither at CSCS or at Christ University itself.
Module 5: Technologies of Learning (2):
This session will include two key components:
Role of peer learning, or student-teach-student.
Role of examination processes: Are examinations changing? Should theychange?