Connective Pedagogies

Trans-Campus Collaborations & the Pedagogy of Risk

Andrea RehnAnne Cong-HuyenWhittier College, DigLibArts

Andrea Rehn@profrehn

Anne Cong-Huyen@anitaconchita

#digpedUTSC

Connective Pedagogies

Agenda

Introduction to “Feminists vs.

Zombies”

Feminism, Twitter, and Danger

“Pedagogy of Risk”

Discussion

I. What is “Feminists vs. Zombies” and why do it?

FEMINISTS VS. ZOMBIES!!

By Pete Rorabaugh and Jesse Stommel

http://tvsz.us/

#TvsZ

“Our thesis was three-fold: that Twitter vs. Zombies would function as a lightning-fast version of a connectivist MOOC; that it would build a community of engaged players who would co-develop the game; and, foremost, the players would learn more robust ways to use Twitter.”

--Jesse Stommel & Pete Rorabaugh(@jessifer & @allistelling)

II. Risking Fun in Collaborative Pedagogies

2-4 days for 24 hours/dayEveryone starts as a “feminist”Commit to 10 tweets per dayTweet to #FvsZ

FEMINISTS vs. ZOMBIESBASICS

FEMINISTS ZOMBIESvs.

#dodge

#protect

#bite

INITIAL

RULES

Date Twitter handle Location Status

6/4/14 @Profrehn Long Beach

zombie

6/3/14 @diglibarts Whittier feminist

6/3/14 @anitaconchita Los Angeles

feminist

Collaborative “Scoring”

III. Opening ourselves up for a “pedagogy of risk”

“Mention of safety in relation to online space raises for me the link between space and risk. With space comes risk and with risk comes ethical responsibility. I would suggest that the more open the space, the greater the risk for both learner and ‘teacher’, and the greater the ethical responsibilities of all participants, but particularly the ‘teacher’.”

-Jenny Mackness

“As our technology expands, as our wars multiply, and as we invade more and more of nature, we create systems—organizations, and the organization of organizations—that increase the risks for the operators, passengers, innocent by-standers, and for future generations.”

- Charles Perrow, Normal Accidents

“Any learning is inherently risky. The second we enter spaces to learn stuff, we are acknowledging that there are things we don’t know and that we trust the environment, place and people we are learning with and from to help us fill in those knowledge holes.”

Jade E. Davis

“It is our ability to assess the drawbacks, dangers, and limits of control in digital and digitally augmented environments. It is an acknowledgement that by using digital tools, no matter how open, if a learner is unable or not required to modify the code to create a learning experience, as much as we’d like them to stay learners they occupy the role of an “end user”. It is understanding that this acknowledgement means that we are asking learners to be interpolated not just by the structure of the learning, but also by the tools they are using. We are asking them to share data and information that is personal and of personal value. Once data and information are shared, they are no longer solely in control of the learner, and we don’t always know what the risks of that are but we have to anticipate them, especially if we are responsible for guiding learners through new areas of knowledge.”

– Jade E. Davis

IV. Show and Tell

FEMINISTS ZOMBIESvs.

#safezone

#rescue

#antidote

#swarm

FEMINISTS ZOMBIESvs.

#safezone

#rescue

#antidote

#swarmBuild Community:

Reflect on Game:

Challenge Binaries:

Feminist Principles

V. Conclusion

Works Cited Beck, Ulrich. World Risk Society.

Cambridge: Polity Press, 1998. Davis, Jade E. “An experiment in trolling:

a teaching moment #FutureEd.” Jadedid.com: Performing the Digital (blog). 25 January 2014.

----. “Risk Literacy.” Digital Media and Learning Central. Forthcoming in 2014.

Works Cited Mackness, Jenny. “Rhizomatic

Learning – A Pedagogy of Risk.” Jenny Connected (blog). 16 February 2014.

Perrow, Charles. Normal Accidents. Stommel, Jesse and Pete Rorabaugh.

“Twitter vs. Zombies: New Media Literacy and the Virtual Flash Mob.” (blog). 21 July 2013.

Stay in TouchAndrea Rehn @Profrehn

Anne Cong-Huyen @anitaconchita

Whittier’s DigLibArts @diglibarts

www.diglibarts.whittier.edu