Scaling Up

Elizabeth LoshSixth College

University of California, San Diego

Scaling Up I: From Options to Requirements

Pedagogical Model: Guest Teaching

For Further Reading: “Teaching with YouTube,” Mobility Shifts Reader (forthcoming)

Use/CritiqueTheory/Practice

The Luxury of Context

Social Networks with andaround Teaching

Modeling Behavior

A Formal Pedagogical Network at the DML Hub

Questions of voice? Questions of reciprocity?

My digital rhetoric class goes from an upper-division seminar

to a large-enrollment required course

Increasing Enrollment: Orders of Magnitude

Requirements Overload

Computer Programming

Art-Making

The Practicum

Regional AdvantageAnnaLee Saxenian

Scaling Up II: From Courses to Programs

Pedagogical Model: Co-Teaching

For Further Reading: “Whose Literacy Is It Anyway?,” Currents in Electronic Literacy

http://currents.dwrl.utexas.edu/FIP/intro.html

“End the University as We Know It”Mark C. Taylor

Mind, Body, Law, Information, Networks, Language, Space, Time, Media, Money, Life and Water

The Cluster Model

Fall Winter Spring

2010-2011 Artifacts Showing Media/Mediation

2011-2012 Artifacts Dwelling Remix

2012-2013 Networks Dwelling Remix

2013-2014 Networks Embodiment

• In the twenty-first century, how do we shape the world, and how does the world shape us?

• What ethical questions are raised by designed objects, environments, and interactions?

• How do cultures manage change?• Why does the historical context of a given technology or

commodity matter? How far back in time should we look? Which factors should we weigh most heavily?

• How do we understand media on a global scale? • How is sensory experience mediated locally every day?• What forms of production and consumption do we take for

granted in contemporary life?• How do new solutions sometimes create new problems?

How Is Coherence Maintained?Agreeing on Common Questions

Articulating with Other Programs

Climate, Technology, and Culture course

Science Studies Minor

Scaling Up III: From Collaborators to Institutional Partners

Pedagogical Model: Life-Long Learning

For Further Reading: “Hybridizing Learning, Performing Interdisciplinarity”

http://www.escholarship.org/uc/item/8vq3m5qc

“Play, Things, Rules, and Information,” Leonardo Online (forthcoming)

Object-Oriented Pedagogy: Labs, Workshops, Mobile Stations

Old Deliberation and New Deliberation: “Dwelling” Takes to the Streets

Designing Equality

San Diego embodies some of the greatest challenges of the 21st century city. It is at once a sprawl of breathtaking mansions and an ever-burgeoning landscape of foreclosed properties, a city of PhDs and overcrowded classrooms. Like other globalizing areas, the city is driven by a transnational flow of capital, workers, and ideas, a flow that is sensed but not well understood by many San Diegans or Californians.

We propose to scrutinize the relationship between these transnational flows and the city’s inequalities. First, we will educate our students about the character of transnational flows in urban economies, in cultural formation, and in physical landscapes. By teaching our students about how ideas, people, and dollars migrate not only in San Diego, but in other cities across the US and around the world, we will give our students the intellectual tools to analyze evolving inequalities as a part of the process of urban globalization itself. Mobile technologies, geospatial information systems, remote connections to high resolution digital display walls, and RFID technologies will enhance their sense of participation in public culture.

After this first critical step, we will encourage our students to begin envisioning more creative, efficacious policies that might bring greater equality and balance to our diverse city. Students will spend much of their quarter researching one particular dimension of inequality in their assigned neighborhood/district and will do field study with bus transportation. The ultimate goal of this scaffolding is a public design competition in which students will present small, practical design solutions addressing a single, well-researched inequality in their assigned neighborhood/district. Much like Architecture for Humanity’s comparable design expo held in New York City, we propose to bring together a full day’s schedule including student booths with individual design models and scheduled presentation times (along with Q&A), keynote speakers such as architects, local politicians, planners, film screening(s), and voting booths for all attendees to select their favorite design proposal. The event will culminate with a series of awards to students for Best Proposal, Best Community Outreach, etc. We believe this sort of forum can bring together a broad cross-section of local architects, residents, faculty and students into intelligent discussion about how we can address inequalities in concrete, realizable ways.

Old Media and New Media: The Artifact Gallery

Old Media and New Media: Archival Connections

Old Media and New Media: Print Culture Connections

Old Media and New Media: When Objects Become Burdens

Scaling Up IV: Unfunded Mandates

Pedagogical Model: Unschooling, Self-Teaching, DIY

For Further Reading: “Virtualpolitik: Obstacles to Building Virtual Communities in Traditional Institutions of Knowledge”

http://www.escholarship.org/uc/item/9m44x5tf

Markets of Interest: Matching Research Interests of Faculty

to Students and Vice Versa

Crawling Formal and Informal Networks

The Parsons’ Distributed Learning Model

Ed Keller