Citation

Bridging Critical Theory and Design Learning: Social Media and Generative Pedagogy

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

The exponential rise of social networking system (SNS) uses, particularly by college and university students, poses a radical challenge to pedagogies, as well to traditional conceptions of what counts as participatory democracy and civic engagement. How can educators develop “sociable media pedagogies” that recognize the cutting-edge expertise and practices of the students in our diverse classrooms? Drawing on research of Danah Boyd and Michael Wesch, our paper will address our research into how young people are engaging SNS such as Facebook for social movements such as the Obama campaign, Fair Copyright, and Muslim Immigration. We present a case study on collaborative and multi-modal pedagogies; we critically reflect on our experiences teaching a new cross-disciplinary graduate course in technology, design, and critical theories. Our students interrogated and synthesized critical theory through making real interactive prototypes, for example: a platform for collaboratively building political policy development, and a modified role playing game for English Language Learners to practice social interactions. Our bridge between critical and design-oriented knowledge production yields insights into the path toward bridging the divides between these pedagogies and understandings of media.

Megan M. Boler is Professor of philosophy of education at OISE/ University of Toronto. Her books include Feeling Power: Emotions and Education (Routledge 1999); Democratic Dialogue in Education: Troubling Speech, Disturbing Silences (Peter Lang, 2004); and Digital Media and Democracy: Tactics in Hard Times (MIT Press, 2008).

Danielle Lottridge is a PhD candidate in Industrial Engineering at the University of Toronto and her research focus is on developing design methods to support creative insights from socio-technical principles, and on creating and studying methods for evaluating technology through self-reported and physiologically captured emotion.
Convention
All Academic Convention makes running your annual conference simple and cost effective. It is your online solution for abstract management, peer review, and scheduling for your annual meeting or convention.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

Association:
Name: International Communication Association
URL:
http://www.icahdq.org


Citation:
URL: http://citation.allacademic.com/meta/p403654_index.html
Direct Link:
HTML Code:

MLA Citation:

Boler, Megan. and Lottridge, Danielle. "Bridging Critical Theory and Design Learning: Social Media and Generative Pedagogy" Paper presented at the annual meeting of the International Communication Association, Suntec Singapore International Convention & Exhibition Centre, Suntec City, Singapore, <Not Available>. 2014-11-27 <http://citation.allacademic.com/meta/p403654_index.html>

APA Citation:

Boler, M. and Lottridge, D. "Bridging Critical Theory and Design Learning: Social Media and Generative Pedagogy" Paper presented at the annual meeting of the International Communication Association, Suntec Singapore International Convention & Exhibition Centre, Suntec City, Singapore <Not Available>. 2014-11-27 from http://citation.allacademic.com/meta/p403654_index.html

Publication Type: Session Paper
Abstract: The exponential rise of social networking system (SNS) uses, particularly by college and university students, poses a radical challenge to pedagogies, as well to traditional conceptions of what counts as participatory democracy and civic engagement. How can educators develop “sociable media pedagogies” that recognize the cutting-edge expertise and practices of the students in our diverse classrooms? Drawing on research of Danah Boyd and Michael Wesch, our paper will address our research into how young people are engaging SNS such as Facebook for social movements such as the Obama campaign, Fair Copyright, and Muslim Immigration. We present a case study on collaborative and multi-modal pedagogies; we critically reflect on our experiences teaching a new cross-disciplinary graduate course in technology, design, and critical theories. Our students interrogated and synthesized critical theory through making real interactive prototypes, for example: a platform for collaboratively building political policy development, and a modified role playing game for English Language Learners to practice social interactions. Our bridge between critical and design-oriented knowledge production yields insights into the path toward bridging the divides between these pedagogies and understandings of media.

Megan M. Boler is Professor of philosophy of education at OISE/ University of Toronto. Her books include Feeling Power: Emotions and Education (Routledge 1999); Democratic Dialogue in Education: Troubling Speech, Disturbing Silences (Peter Lang, 2004); and Digital Media and Democracy: Tactics in Hard Times (MIT Press, 2008).

Danielle Lottridge is a PhD candidate in Industrial Engineering at the University of Toronto and her research focus is on developing design methods to support creative insights from socio-technical principles, and on creating and studying methods for evaluating technology through self-reported and physiologically captured emotion.


Similar Titles:
Teaching Activist Scholarship: Critical Pedagogy, Experiential Learning, and Drawing the Connection Between Theory and Practice Within the Classroom

1:30 - 3:30 p.m. Afternoon Group Session #10: Social and critical theory (B) – Applying Dervin’s Sense-Making Methodology to metatheory, research, and design

From Mass Media to Social Media: Can Theory Bridge the Gap?

Universal Design for Learning: Evaluation of use of UDL pedagogy across Math, Science, Social Studies and Education.


 
All Academic, Inc. is your premier source for research and conference management. Visit our website, www.allacademic.com, to see how we can help you today.