List of articles for Studio Learning in Humanities Symposium: Atif

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List of articles for Studio Learning in Humanities Symposium:
1) Atif, Yacine. “Conversational learning integration in technology enhanced
classrooms.” Computers in Human Behavior. Vol. 29, No. 2, 416-423: March
2013.
a. Analyzes how to implement conversational learning in technology
enhanced classrooms. Has great diagrams of general conceptions of
centering the classroom around different pedagogical strategies such
as conversational learning and studio model. See section 4 for specific
reference to conversational learning in a studio classroom.
2) Barry, Daved. Meisiek, Stefan. “Discovering the Business Studio.” Journal of
Management Education. Vol. 39, No. 1, 153-175: 2015.
a. This article examines the use of studio learning in business education
based on 25 years of studies. The introduction (153-156) outlines the
history of implementing studio design into business courses; lists
successful business schools that have integrated studio learning into
their curriculum. The first section “Places for Learning by Making”
(156-161) defines what a business studio consists of. The second
section “A Timely Phenomenon” (161-163) discusses the current
relevance of business studios. The third section “Business Studios in
Practice” (163-170) analyzes 4 studio “lenses” through which to
approach studio learning—materialities, place, process, and theme.
The fourth section, “Studio Legitimization” (170-171) speaks to
application of studio learning is business. Conclusion, “Further on”
(171-172).
3) Heathcott, J. “Blueprints, Tools, and the Reality Before Us, Improving
Doctoral Education in the Humanities.” Change. 39, 5, 46-51: Sept. 2007.
a. This article addresses specific steps taken by the faculty and staff at
Saint Louis University to redesign their Ph.D. in American Studies. In
addition to replacing exams with creating a portfolio, they also
redesigned courses, including retooling courses to fit the studio
model. Most relevant page is 49.
4) Bernhard, Meg. “New Humanities Courses Experiment with Teaching
Methods.” The Harvard Crimson. Jan 29 2014.
http://www.thecrimson.com/article/2014/1/29/new-humanities-coursesstudio/
a. This brief (1.5 pg) article details how two freshman humanities
courses will incorporate studio learning into their cross-disciplinary
content. These courses are being sponsored by what looks like the
Harvard equivalent of CNDLS – their Institute for Learning and
Teaching.
i. (Although this article is from 2014, a brief search of Harvard’s
site revealed that the university continues to offer humanities
studio courses.)
5) “What is a Humanities Studio?” UC Humanities Research Institute.
a. Very brief (1 pg) overview with concise definition of humanities
studio and several key features of what a humanities studio includes.
Seems like a nice introduction to the concept of inclusion studio
learning in humanities. Also references 2 ongoing humanities lab
projects, see below.
i. Duke University: Founded in 2010, the Haiti Lab is the first
humanities laboratory at the Franklin Humanities Institute.
The lab merges research, education, and practical applications
of innovative thinking for Haiti’s disaster recovery and for the
expansion of Haitian studies in the U.S. and Haiti. Located at
the FHI’s headquarters at the Smith Warehouse, the Haiti Lab
takes its inspiration from the collaborative and discoverydriven model of research laboratories. Undergraduate and
graduate students work with specialists in Haitian culture,
history, and language on projects featuring vertical integration
of Duke University expertise across disciplines and schools.
The Haiti Lab is also a resource for media outlets seeking to
gain knowledge of Haiti. - See more at:
http://www.fhi.duke.edu/labs/haitilab#sthash.AGiquvzC.dpuf
ii. UC Berkeley: In 2009, The Townsend Center developed the
Townsend Humanities Lab as an exploration into the ways in
which Web 2.0 resources and digital tools could enhance
research in the humanities and interpretive social sciences.
Originally conceived of as a two-year project, this endeavor
was up and running for four years and was successful in
creating a consciousness about digital tools among scholars at
Berkeley and in the broader community. The project was also
successful in launching many types of collaborations across
disciplines—from courses and research groups to Designated
Emphases (minors) and on-line museum exhibitions—all
taking place on the site and supported by the Townsend
Center. We remain committed to digital humanities research
and interdisciplinary collaboration and we will continue to
foster the digital humanities community in many ways—by
migrating the THL blog and the biblio-file to the main
Townsend Center Site, and by continuing to offer and support
public programming about digital humanities research.
http://townsendcenter.berkeley.edu/programs/townsendhumanities-lab
6) Brown, John Seely. “New Learning Environments for the 21st Century:
Exploring the Edge.”
a. Discusses how to incorporate many students’ videogame
experiences/skills into the classroom setting. Addresses humanities
beginning page 21. Has valuable diagrams for visualizing how to
integrate specific kinds of skills and focus capabilities.
7) Waldvogel, Francis A. “The new educational frontier: Spoken word, written
word, cyberword - the newest challenge of higher education.” Keynote
lecture, 19th ACDE World Conference, Vienna. 1999.
a. Presented as the key-note lecture at the International Council for
Open and Distance Communication Conference in June 1999, this
lecture and accompanying powerpoint slides from a presentation
comparatively analyzes the repercussions of the Gutenberg press and
21st century massive shift in information technologies. An interesting
read – on page 11 he predicts the impending arrival of smartphones
and discusses generally how to approach this shift in human
communication, and thus, in pedagogy.
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