• "Digital Pedagogy: Twitter, Close Reading, and Learning/Teaching in Public"

    Author(s):
    Petra Dierkes-Thrun
    Editor(s):
    Edmond Y. Chang
    Date:
    2020
    Subject(s):
    Crowdsourcing, Electronic games, Feminism, Sex
    Item Type:
    Course Material or learning objects
    Tag(s):
    DPiH, DPiH Queer, DPih Course Material or learning objects, Assignment, Annotation, Forking, Reflection, Hashtag, Digital pedagogy, Collaboration, Gaming, Play, Gender, Sexuality
    Permanent URL:
    http://dx.doi.org/10.17613/qwms-e753
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: Dierkes-Thrun’s Web site offers a quick overview of the variety of different digital pedagogy exercises and assignments she has developed for her literature seminars and feminist, gender, and sexuality classes at Stanford, including “Using Twitter for Crowdsourcing and Role-Play Exercises,” close-reading and collaborative interpretation exercises, and other teaching and learning tools. Dierkes-Thrun includes assignments on Oscar Wilde’s The Picture of Dorian Gray, Wilde’s poem “The Harlot’s House,” and Charles Baudelaire’s “Hymn to Beauty.” This resource serves as a jumping off point for adapting Dierkes-Thrun’s assignments or for generating new ones. What is most useful is the inclusion of reflections on the assignments by both the instructor and the students, which detail the value of the queer potential of experimental assignments, role-play, and collaborative annotation.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    Status:
    Published
    Last Updated:
    2 years ago
    License:
    Attribution-NonCommercial
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