It’s week thirteen of the semester and I no longer pretend I’m going to catch up. Read, make, watch and blog half of what I want to for Connected Courses? Revise and submit the Belyaev fox paper? Pick up the threads of chapter four of Space Dogs? Nope. Not going to happen.
Because when you teach two or more connected courses that is just about all you do (besides the committee work and administrivia that are as inescapable as research hours are elusive). I am not complaining. I love teaching this way. In fact I was enormously relieved to hear Howard Rheingold emphasize during one of the #ccourses Webinars this week that engaging students in co-learning using a networked environment just takes time. This has certainly been my experience, but I think until now a piece of me thought that I was missing something — that because I spend hours and hours thinking about and with my students I must be doing something wrong. I’ve just been teaching this way for a year or so. Maybe more practice, more experience will make me more efficient, better able to balance all of the parts of my job?
Before I taught this way I did have some semblance of balance between teaching and research. I have always loved the classroom, but I used to see it as a physical space where I met students two or three times a week. I prepped for class, taught class, graded and returned papers. Remixed, recycled, repeated. Everything was fine — good even. I liked my students. They mostly liked me. They sent me nice notes telling me how much they enjoyed Russian history, asked me to write recommendations for them, invited me to their weddings, and asked me to help translate the old letters they found in their grandmother’s attic. As faculty at a research 1 institution, I knew from day one that I needed to be a good teacher, but that I should not spend too much time teaching if I wanted to get tenure. After all, books and articles do not write themselves. Ask just about anyone in the humanities what they need for their research, and I bet nearly everyone would put “time” near the top of the list.
Connected courses dissolve the physical and temporal boundaries of the classroom in ways I believe benefit our students tremendously. They learn to research and synthesize their findings by writing about subjects that interest them. They create something meaningful to them and accessible to anyone with an internet connection. Over the semester their blog posts become more sophisticated — the writing improves, they become more adept at finding and analyzing high-value sources, they learn and model collegial dialogue about their findings by commenting on each others’ work, they curate their content more expertly and seek out feedback on it, they interact with the instructor and the editorial team as co-curators and co-learners, because we all share in the creation, presentation, and maintenance of the weekly digest that is our motherblog. By the time the course ends, they have a blog of their own that illustrates their skills in historical analysis and demonstrates their understanding of the key developments in Soviet History (or the Deep History of Domestication, or historiography….). In addition, students on the editorial team gain experience in peer-to-peer mentoring (on line and during class), and proficiency curating content for a fairly complex site.
Most of this happens outside the 150 minutes we spend together in class each week. And whereas in the old model I assumed that students worked harder (and spent more time) on the course than I did, teaching a connected course requires that we be more equally invested. It’s an investment I’m happy to make. I look forward to responding to weekly posts in a way that I never did for reflection papers or essays. I am energized by working collaboratively with students on their research projects using shared documents on GoogleDrive. Because the docs are always there I can comment and respond to questions on them anytime. If I see that the student is online when I am we can chat about their project. I can put them in touch with each other and they can point me toward shared concerns and challenges. When someone posts about a topic I find interesting or troubling I can find related material or another source and include it with my comments. And when the discussion in a comment thread really takes off I can stay up and chime in — or just watch.
Being connected with the editorial team also makes for some terrific interactions — usually late in the evening — when we meet each other in our shared folder and make curatorial decisions for the weekly digest. What did you like about this post? Which image do you think will look best in the slider? Did you checkout the Pravda article he cited about the invasion of Afghanistan?
Making the motherblog the class keeps us all engaged with the content and each other much more consistently over the week than the traditional formula of 2 meetings/week + written work=class. Which is wonderful and valuable. But there are obvious tradeoffs here for faculty who are supposed to be equally attentive to research and teaching. This semester, I have been able to re-calibrate some of the time I spend with my co-learners in ways I hope haven’t compromised our shared enterprise. But I’m not sure I can encourage my pre-tenure colleagues to join me in this synergistic connected space because it seems that the challenges of juggling these kinds of courses and producing the research needed for tenure could be overwhelming.
Obviously there are some larger issues in play here — the rewards / incentive structures for faculty at research institutions, the two-tier system of tenure-track and adjunct / part-time faculty, the broader challenges of this nugget from last nights #ccourses webinar:
But I have to think we can make this work, that there is a win-win here for students and faculty, and for our institutions as well. I need help figuring this piece out. How do we develop incentives for faculty to embrace co-learning modalities? For some of us the uptick in student engagement and competence are reward enough. And here at Virginia Tech, Ralph Hall uses GoogleGlass to combine research on sustainability with teaching connected courses. Identifying more ways to integrate teaching and research definitely seems promising. But we also need something more. We’ve figured out how to empower students to leverage the amazing resources of networked learning environments. Now we need to find ways to support faculty, especially junior faculty, who want to embrace the connected courses / active co-learning model but also want and need to devote equal time to research. Thoughts anyone?
As a historian, I self-identify as a “super searcher.” I was trained to identify and track down whatever evidence I need, regardless of the time, effort, and tedium involved. As a researcher those skills stand me in good stead every day, but as a teacher, I want my students to spend at least as much time working with materials as they do identifying and locating them. They need to develop strategies for searching and acquire the content expertise to search intelligently, but they also need to start with “the good stuff” so that their curiosity will take over and spur them to dig deeper. For the project Brian Matthews cited in [Don’t] Save the Time of The Reader, my goal was to bring the teaching and learning of Soviet history into the networked age by using blogging and googledocs to contextualize sources available in at least three formats: print, the open web, and proprietary databases.
I’ve provided some background on the design of the course elsewhere, but the basics were as follows: Each student (38 total) had a blog that served as their digital portfolio for the semester and contributed to the content of the course. The individual blogs were syndicated to a motherblog with a magazine-style layout that included a slider and a featured post section. We curated the content from the individual posts into a “weekly edition,” highlighting the most engaging and sophisticated research in the slider or with a “red star.”
The class used a number of openly accessible collections, especially Seventeen Moments in Soviet History — a rich multi-media repository of translated primary sources for the Soviet period. Other high quality internet sources for Soviet history include Gulag: Many Days, Many Lives — a browseable archive of video, artifacts and film, that immerses viewers in the history of the Soviet Union’s vast system of forced labor camps; Making the History of 1989 — a digital history repository for studying the collapse of Communism in Eastern Europe; and 1917: Did the War Cause a Revolution? an interactive teaching module about the Russian Revolution based on primary sources (part of the Digital History Reader created by a team of faculty at Virginia Tech with funding from the NEH)
Students find topically coherent, multi-media repositories like Seventeen Moments appealing and user-friendly. The images and audio files are engaging, the translated primary documents are selected for their significance and interest, and the scaffolding of the web site makes it easy to dig more deeply into a particular topic or branch off on a different one.
Getting students to use (and like) the proprietary databases held by the library presents more of a challenge. Every vendor has a different search interface, the scope of the resource (i.e. The New York Times) is far broader than Soviet History, and the sophistication of the database can be daunting for the novice researcher. For this project I wanted students to take advantage of the ProQuest Historical Newspapers, and the Current Digest of the Soviet Press, (now called the Current Digest of the Russian Press) a translated monthly compilation of articles from Soviet newspapers dating back to 1949. I was pleased that once the class got the hang of finding, analyzing and citing materials from the openly accessible sites, they also found it easier and more interesting to work with the Current Digest. Providing a link directly to the search interface for these resources helped, as did using class time to work together on finding articles about particular topic. In classic crowd-sourced style, our collective networked searching proved far more efficient and productive than our solitary forays would have been. The student’s post became more sophisticated in terms of analysis and source base as the semester progressed.
In this context, the first step in saving time for student researchers involved helping them build proficiency with openly accessible repositories that are relatively easy to use and cite. Once the students’ interest in the subject, content expertise, and searching skills had developed, they were more willing to add the Current Digest or the Historical New York Times into the mix and invest the extra time and attention to detail these resources require.
“Saving time” like this allowed the class to use time more productively. Class-sourcing the content for an entire course required a significant investment of time and energy from all of us, but had numerous benefits, including:
1) Giving students a bigger role and larger stake in developing historical knowledge and presenting history to audiences outside the academy; 2) Bridging the conceptual and technological divide between the resources of the open web and the proprietary knowledge of commercial databases; and 3) making the walls of the classroom and the library more porous and transparent.
Expert researchers still need their super searcher skills, but we also need to acknowledge that the world is changing. Tomorrow’s super searchers will be just as competent as we are, but they will arrive there by different means.