"Teaching with technology"

The NYU teaching workshop last week was all about teaching with technology, and while we talked a lot about the pros and cons of online teaching, we didn't really move beyond blogs/blackboards as teaching tools.  I'm relatively new to teaching with online components - this semester is the first time I'm using a blog for student posts instead of blackboard - but I've been thinking about how to change some of my standard classroom exercises to include online components.

First, the blog.  I should say that I hate Blackboard, which is what both NYU and the U(C) used.  The message boards are clunky, threads are hard to follow, and the interface is so user unfriendly as to be non-intuitive.  This term, I'm trying a wordpress site for student responses, and so far its working pretty well.  I'm asking students to read each others' posts before class, to link back in their own responses, and to tag each post with three or four key ideas.  I've also been pretty upfront with them about the pedagogical intentions of these tasks - this is all new ground for me, but so far I'm pleased with the results.  I think some of them are skeptical of something from "their" world - blogging - being used in academia, but they all seem pretty game to try.

Now, other social media.  This is a pretty unformed idea, but on Friday I was following the live tweet of Agatha Christie's The Body in the Library.  Now, as a murder mystery fan, I was thrilled with this project - especially how the tweeters (twitterers?) adapted the voice of Miss Marple.  I've seen similar approaches to history, like the now infamous (among historians, at least) Facebook news feed of the Hundred Years War.  I'm also a really big fan of this series of youtube videos explaining historial events/eras.  I know some teachers who have their students put together their own historical videos - which I think is a great way of engaging students who are interested in history, but who aren't necessarily equipped or inclined to write research papers, but I was thinking about how these live tweeted/facebooked events might translate into a classroom setting as well.  One of the exercises I've been playing around with recently is something I borrowed from my exams at Trinity.  We were asked to argue for or against certain major events (the Easter Rising, the Battle of the Boyne, the siege of Limerick) as turning points in Irish history.  I really like the idea of having students do something similar at the start and end of the class - identifying what they think are turning points in the history of the United States, the Atlantic World, or American immigration.  The idea is that at the start of the class, this exercise gives me a baseline for student knowledge, and by the end, they'll be able to use the designation of turning points as a way to make arguments about their interpretation of American history.  I think it might be fun to combine that with the live tweet history/facebook news wall meme.  I'm all for encouraging students to get creative with their relationship with history, and I think it would be really interesting to see how students characterized historical actors in the parlance of the present.

From the AHA

I was at the AHA in Boston this weekend, and was able to meet/talk to/listen to a lot of people who are doing really innovative things in historical research and teaching.  I like to treat big conferences like this as an opportunity to think about methods, more than about new findings or interpretations, and the AHA planning committee made this particularly easy by including many many panels on teaching and pedagogy.  I am still sifting through all that I heard from those, and a whole other chunk of my brain is devoted to parsing what I saw on social network theory, so some more in-depth thoughts on both of those will come later.  I do want to play around with some ideas that came out of the coincidence of those teaching panels, some others on the uses of narrative and "reading against the grain" in historical scholarship, and a video podcast walking tour that I stumbled across while looking for something to do in Boston over a particularly long lunch break.

Murder on Beacon Hill is both an iphone app and video podcast, made by the creators of the documentary Murder at Harvard, which is about the murder of George Parkman by John Webster, a Harvard doctor.  The murder and subsequent trial have turned up a lot in my own research, because they were widely reported in both the New York and the Cherokee press in 1849-50.  I had idly wondered who this Webster was that papers kept referencing, but I put it largely out of my mind because the case seemed to have no relevance to Irish famine reportage and relief.  I am a big fan of podcasted walking tours, and also of murder mysteries, and I was trebley happy to find that this particular podcast was dedicated to a relatively un-remembered event that I happened to be familiar with. 

But I think that this thing (podcast, art piece, cultural artifact - I'm not really sure what to call it) also connects in interesting ways with the panels on teaching I'd been attending in the past few days.  It's creator, Eric Strange, says that he was compelled to make it because

People have told us they now understand connections become the geography of the area and the cultural history, and between the architecture and the social and political climate of 1850s Boston, that they never realized before.  All because of a 45-minute walk.  We want people to take the tour and afterwards never see the streets and buildings the same way again.  I think we achieved that. (Interview with history news network)

A lot of what I try to do as a teacher is to help students to never see the events of the past, or what follows them in the present the same way again.  I don't mean that in a radical way, but in my ideal world, students who leave my classroom after, say, an intro to British imperial history class will pause when they hear about sectarian violence in Pakistan, and remember what they learnt about the historical circumstances that lead up to that event.  Although at its most basic we might think about Murder on Beacon Hill as entertainment, salacious and murderful at that, it makes me think about alternative approaches to teaching, and the incorporation of the oft-ballyhooed "digital humanities" into the classroom.  Even more so, about the nature of the "classroom" itself.  I am teaching a class on natural disasters in America this summer, and I am trying to find ways to get students out of the physically inscribed space of the classroom, and into the world in which historical events have happened.  It might be worthwhile to think about how to trouble the boundary between academic space and the "real world," and if troubling that boundary can serve students well by connecting the often dry text of their readings with tangible lives.  C and I are going to play around with the idea of creating an interactive tour of New York this summer - we'll see how that goes.