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Innovative Pedagogy [clear filter]
Thursday, May 12


Hello World Well Lost
Here, I show how examples and illustrations drawn from introductory CS textbooks frequently cast knowledge of code and programming techniques in essentializing and determinist idioms; how esoteric jargon and in-jokes often dominate these texts, excluding outsiders from the start; and, significantly, how the often tacit assumptions that underwrite the rationale for learning to code while working towards a degree in CS are difficult to reconcile with the rationale a humanist might have for learning code.

Formed in the late sixties at the behest of the American military and global corporations, and everywhere dominated by the strategic norms of the marketplace (“good code” is efficient, scalable, rigorously standardized), the work of computer science is visible everywhere, and computer programming and procedural literacy their de facto domain. I ask, "What if disciplines from across the university worked to see themselves and their methodologies represented in the programming languages their students learn, and in the texts that teach them?"

I then describe a number of interdisciplinary approaches I have adopted in teaching graduate students from the humanities to code. These include design-centered, user-centered approaches; an approach emphasizing the material history of computer art; an approach linking concepts in coding to issues in philosophy and theory; an approach that drew inspiration from Dada, and required students only build useless programs; an effort to reduce reliance on computer science terminology in favor of concepts and terms drawn from across the arts and humanities (drawing on the Classical philosophical concept of an ideal, immaterial precondition for the exististance of a thing, a “class” becomes an “arche”).

I believe this would make a keen workshop, with members of various disciplines helping to sketch the outline of a new computer language, which we'd then build (in a very simple fashion) in real time. But if you are interested in this at all, I defer to your judgment as to proper format.

Thursday May 12, 2016 11:45am - 12:45pm
COOR L1-88 975 S Myrtle Ave Arizona State University Tempe, AZ 85281
  • Session Location COOR L1-88


Building the University Worth Fighting For: Tools for Pedagogical, Institutional, and Social Change
How does the development of technological tools and platforms relate to the mission of higher education as a public good? As digital technologies become increasingly integrated into our pedagogical practice, it is fundamental that we develop a critical framework for understanding the ethical and social implications of their use. While freely available “Web 2.0” technologies such as Twitter, Facebook, and Google Docs offer educators exciting opportunities to foster energetic forms of student collaboration, these tools deprive students of rights over their data and foster a passive, consumer-oriented relationship towards technology. Additionally, the inability to install open-source computational tools on university computers prevents students from exploring and understanding the computational methods that are becoming an ever greater force in everyday life. To counter these challenges, students and faculty at The CUNY Graduate Center have been developing new digital tools to bring computational methods and the affordances of “Web 2.0” into the classroom in an ethical, participatory, and accessible manner. Moderated by Katina Rogers, and featuring Digital Fellows and Futures Initiative Fellows from The CUNY Graduate Center, this interactive session will provide an overview of the differences between free and proprietary educational software and demo three tools currently in development at the Graduate Center: Social Paper, a non-proprietary socialized writing environment; DH Box, a cloud-based lab that enables classrooms to easily explore a range of computational tools without administrative privileges; and CBOX, an open-source, self-hosted social network. Session participants will be invited to interact with these tools during the panel, exploring ways to incorporate these resources into their own research and pedagogy.

This interactive session is part of the “University Worth Fighting For” #fight4edu series.

Thursday May 12, 2016 4:00pm - 5:00pm
COOR L1-88 975 S Myrtle Ave Arizona State University Tempe, AZ 85281
  • Session Location COOR L1-88
Friday, May 13


The future of innovation: Transforming our society for saving lives
Mental health professionals (MHPs) tell us that sometimes community members contact them in cases of social media postings that raise concern of suicide so that the MHP can reach out to the individual at risk. Unfortunately, it is often the case that such posts do not receive any reply. The experience of failing to get a response after disclosing thoughts of suicide could exacerbate feelings of isolation and worthlessness, potentially increasing risk of suicide. This situation motivates the need for a safety net which could detect cases of public social media posts that indicate crisis to ensure that they do not go ignored. Previous work by De Choudhury (2013), Jashinsky (2013), and others has shown that machine learning methods can detect signals from social media that indicate depression and risk of suicide. ARKHumanity is new technology which targets the language of depressed individuals who express their thoughts and disappointments through the social network, Twitter. It searches and filters public tweets to identify language that leads to self-harm actions using a machine learning algorithm. This technology also has a front end graphical user interface that helps clinical psychologists, behavioral health experts, and trained volunteers to connect to those who are in crisis by sending them an appropriate reply with relevant resources. Currently there is no technology like this. This interactive presentation will share this new innovative technology, share the preliminary results of the usability study and begin the discussion on how innovation can transform our society to save lives.

Friday May 13, 2016 1:00pm - 2:00pm
COOR L1-88 975 S Myrtle Ave Arizona State University Tempe, AZ 85281
  • Session Location COOR L1-88


Opening up Embodied Pedagogy: Movement and Accessibility in the Classroom
Embodied pedagogy is not a phrase one hears often enough, but its basic principles are at the core of my teaching practice. You might have your own definition, but mine centers on putting the reality of the body back into the classroom, encouraging students to move around and to be IN their bodies even as they're in their minds and introducing movement, breathing, meditation, and power poses into the educational environment. In this workshop, I'll begin by explaining and demoing some of these techniques, from power poses to Samuel Delany's raised hand exercise, and give some examples of how they've positively affected my classroom's environment.

I'd like most of the session to be idea-sharing, though - what do YOU do in your classroom? How do you respect students' preferences, physical abilities, and/or range of motion while offering embodiment activities? What are some Universal Design embodiment activities that students of all (dis)abilities could benefit from?


Friday May 13, 2016 4:00pm - 5:00pm
COOR L1-88 975 S Myrtle Ave Arizona State University Tempe, AZ 85281
  • Session Location COOR L1-88