My initial abstract was about discussing rhetorical strategies for engaging our colleagues who might be on the fence about the value of digital networked media in the classroom, especially at the expense of already established assignments, workshops, and other pedagogical tools. I’d like to see a session in which we really try to attend the most salient concerns against technologies in liberal arts classrooms, so we can think seriously about how to address them.
I would happily lead or facilitate a discussion on the specific form of “digital storytelling” and its value in coursework that involves iterative, experiential learning. I’ve been doing it for several years at Austin College where I teach and have also recently started a DS working group with other LAC faculty, so if folks are interested, that’s a very real possibility.
What if your IT staff are unreceptive or slow to act with regard to generating and maintaining the infrastructure for digital media in the classroom? When your Media Services staff have only one camera available for checkout by faculty, and its a shoulder-mounted VHS recorder, there’s a problem. Could we talk about that? (OK, this is really probably more of 1. above.)
How about “gamification” or “exploitationware” as Ian Bogost recently called it? I’d love to participate in a discussion about the use of game-like systems (or students’ recognition of the inherent game-like nature of existing college systems) in LACs today. What is their value, what resources are necessary to really make them go, and what research is there to suggest they can be helpful (Gee, McGonigal, etc.)?