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  1. IVANHOE

    IVANHOE is a pedagogical environment for interpreting textual and other cultural materials. It is designed to foster critical awareness of the methods and perspectives through which we understand and study humanities documents. An online collaborative playspace, IVANHOE exposes the indeterminacy of humanities texts to role-play and performative intervention by students at all levels. While we often refer to IVANHOE as a ?game,? it is important to understand that the concept has broader implications for humanities pedagogy and research, and that many modes of sophisticated, scholarly gamesmanship are possible in the IVANHOE environment. The ?rules? of the game are up to its players and initiators. IVANHOE can foster both competitive and collaborative interaction, well suited to research and teaching. No, really: what is IVANHOE? In simple terms, IVANHOE is a digital space in which players take on alternate identities in order to collaborate in expanding and making changes to a ?discourse field,? the documentary manifestation of a set of ideas that people want to investigate collaboratively.

    Hannah Ackermans - 31.03.2016 - 15:15

  2. No World 4 Tomorrow

    “You and CO2” is an innovative, interdisciplinary project combining research and public engagement activities to encourage young people, aged 12-15, to engage with the global problem of climate change on a local scale and to commit to behaviour changes that will reduce their carbon footprints.

    Through three workshops delivered in class, we educate the students about the role of carbon dioxide in climate change and the carbon dioxide emissions associated with everyday activities. The students read/play No World 4 Tomorrow, a custom-built interactive digital fiction on climate change, and then create their own interactive stories on the topic.

    Hannah Ackermans - 06.04.2021 - 10:43

  3. Botanicals: An E-Literary Approach to Cultivating Pedagogical Platforms

    This poster presentation discusses a forthcoming critical making project (part of The Digital Review's special issue on "Critical Making, Critical Design") at the intersections of electronic literature and asynchronous online pedagogy. In this research-creative project, I explore the role of “teacher” as creative maker, designer, and crafter of epistemological experiences. Building on the work of artist-scholar-teachers such as Lynda Barry (2014, 2019), Jody Shipka (2011), Kate Hanzalik (2021), and Hanzalik and Virgintino (2019), I investigate what it means to be a digital designer who cultivates aesthetic learning experiences for my students, with all the wonder, uncertainty, and risk this process entails.
     

    Milosz Waskiewicz - 10.06.2021 - 12:09