Wires Crossed is a student-driven project started by Yale’s Instructional Technology Group (ITG) exploring the mobile habits and tech needs of undergraduates at Yale. The Wires Crossed blog is independently managed by five undergraduates and is where they share their rich and varied thoughts on how emerging instructional technology is changing the way students learn.
Austin Bernhadt (TC ‘12) a senior Literature major, Salvador Fernandez (TC ‘13) a junior Modern Middle East Studies major and pre-med, Henry Furman (TC ‘14) an undeclared sophomore on the football team, Sara Stalla (TC ‘13) a junior American Studies major, and Emmanuel Quartey (TC ‘12) a senior Architecture major, work together to coordinate the blog. Please click the links below to learn more about what the WIres Crossed Crew accomplished. The Teaching with Technology Tuesdays (TwTT) Blog Post includes a video of the entire session.
Digital Humanities internship
Carol Chiodo shares her perspective on her work:
“The internship program in instructional innovation marked a turning point in my graduate education at Yale. It provided me with the opportunity to expand my teaching to include thoughtful and strategic use of digital technologies. As a scholar of the medieval Italian poet Dante Alighieri, my primary concern is to encourage students to engage meaningfully with a difficult and remote text. As a practicing digital humanist, I understand that while sophisticated cognitive tools may require sophisticated approaches, the technology harnessed for that engagement needn’t be overly complicated.
My presentation, Blogging Dante’s Comedy Beatrice in the Clouds, at the Collaborative Learning Center in October (and subsequent invited presentations at Brandeis University, the Ciruti Center for Language Study at Mount Holyoke College and at the University of Pittsburgh) underscores how a particular technology might teach new skills, extend discussion beyond the four walls of the classroom and provide students with a collaborative resource, Divine Blogging, for future work.
In addition to enhancing my teaching and enriching my pedagogy, the internship allowed me to collaborate with a wide range of people across the university. Assisting in the coordination of the Digital Humanities Working Group at the Whitney Humanities Center not only placed me in contact with the staff there, but also allowed me to collaborate with digital humanities practitioners among the Yale faculty, students and staff, and those from farther afield, from CUNY’s Digital Initiatives to Harvard’s MetaLab. It also provided an opportunity to go behind the scenes and view first hand some of the exciting work in the digital humanities in development at Yale, like the Modernism Lab, the Photogrammar Project, or the World Oral Literature Project.
Inspired by these projects and their creators, the internship has also allowed me to begin examining the possibilities of Linked Open Data for our special collections and for new types of teaching and research platforms. I am particularly interested in the Yale Center for British Art’s initiative and how online cross collection discovery could be used in future digital humanities research at Yale.”
Collaborative Learning Center (CLC) internship
The Collaborative Learning Center intern, Steelsen Smith, played an integral role in the CLC committee meetings. He offered the Yale undergraduate perspective on CLC programming, wrote documentation for our MediaScape initiative, and wrote amazing posts for our Teaching with Technology Tuesday blog.
English Department internship:
Sam Gamer provided on the ground help for faculty and students in the English Department for the past 3 years. This past year he assisted with the iPad pilot in Barbara Stuart’s English 121 course on Food Writing.
“Writing About Food” was a WR course in which constant writing enhanced writing instruction. What was unique about this WR course was that it gave students so many opportunities to write both within and outside the traditional essay format. By providing a vehicle for writing and organizing class materials as well as easy access to public forums for their prose, the iPad gave writing intensive new meaning.
The iPad’s portability was critical, since this course explored foodways not just by reading but by exploring food culture, present and past, in and outside the classroom. For the purposes of this course, food ways was defined as the way in which students and others understand food, dining, and food culture. The class maintained a food blog (see http://foodwriting.commons.yale.edu/), available to the Yale community, on which they posted comments on assigned readings, recipes, and any other materials pertinent to the course (i.e. anything pertinent to food). The blog is equipped with a Google [food] map so that students could map the restaurants or food carts they visit and review. With the iPad along, students not only mapped but also uploaded photos, films, and thumbnail reviews on the spot. While maximum interactivity was the goal of iPad incorporation, the feedback sessions we held at regular intervals with the students indicated that at the end of the term students found the iPads most useful as a reading device for all their courses. This begs the question – Is the iPad destined in the higher ed context to be more of a media consumption device than a production device, despite all the apps on the market that allow one to take notes, write papers, and edit photos or videos? What accessories (stylus, keyboard case, etc.) should be checked out to the students? How much iPad instruction must be worked into the syllabus? How much faculty modeling should be demonstrated? to tip use into the production end of the spectrum?