THATCamp Jewish Studies - Pedagogy Session Notes
David’s problem - how to flip a classroom? Students don’t seem to be internalizing, closely reading the textbook
Course information: about 10-25 students, intro-level undergraduate course, students have no background, first course for these students in Jewish Studies and in many cases Religious Studies - content is Bible through Middle Ages
Wants to teach them how to read “real” texts, not textbooks … give background information, then let them read e.g., Marc Cohen
- Assign specific assessments of the readings
- When flipping, create short videos - 5-7 minutes, then set a quiz or other assessment - “chunking”
- Could also be done in regular lecture session - “chunk” into short pieces and then assess for comprehension
- “Just in time” teaching - give students 2 or 3 questions about the reading, students post their responses the night before, instructor scans them in the morning before class to see what they’re understanding or not -- open-ended questions work better than (for instance) terminology questions.
- (Or) have the students post questions or blog posts (rather than answers) -- they’re allowed to ask purely informational questions - then the students spend class time doing 10-minute writing exercises (for instance) on one or more of the best questions
Readings / Resources:
- Worry about assumptions about what should be in the class and what shouldn’t
- Cautionary tale: intellectual property - many universities would or might like to acquire your lectures / videos and sell them
- Time spent, especially if these digital pedagogy experiments are not recognized for tenure and promotion
Amalia - how to get students to use primary sources and create exhibits with them?
- Shifting the burden of using the technology onto them
- Privacy, intellectual property - especially with blogs and discussion forums. Also concerns about the harvesting of student data
- Is technology in the classroom a burden on what students want to do?
- Students often do not enjoy the “third spaces” of online work, but they find it pedagogically effective
- Are these assignments being assessed? Is there research on it?
- Platform - students didn’t like Moodle, but they did like quicker, faster things - Twitter, Tumblr, Pinterest, Diigo, Upworthy
- Students are overly aesthetically savvy - if you create a clunky website, they won’t like it
- SUGGESTION: Create a listserv (a Google Group) for technology
- SUGGESTION: Conduct a survey for AJS members about their use of digital tools