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#COVIDcampus updates- “Turkish universities to begin remote classes on March 23

 

CONCEPT MATTERS: a podcast for teaching

1. Auteur Theory & Authorship (with Will Brooker)

2. The Gothic (with Julia Round)

3. Fandom & Politics (with Ashley Hinck)

4. Representation I (with Eliza Steinbock)

5. Intertextuality (with Jonathan Gray).

The episodes can be found here: https://soundcloud.com/drbillyproctor/sets/concept-matters

Please feel free to use them if you think they could help students in some way. I’d appreciate any feedback that you receive from students to decide whether this is a positive and productive mode of blended learning (of course, used alongside the most important element of teaching face-to-face). Thanks to Will, Julia, Ashley, Eliza, and Jonathan for sparing their valuable time to allow this experiment to happen. I throughly enjoyed talking with all of them.

Another series I have been experimenting with is associated with cult media, but these are as accessible as ‘Concept Matters (he hopes!). This series, ‘The Death and Resurrection Show,’ begins with an episode on Universal monster films, and more pointedly, the so-called Monster Culture of the late-1950s and ’60s. Our special guest for this episode is Henry Jenkins, who was a teenage monster himself in the 60s. Again, feel free to use in teaching or simply for your own listening pleasure. Thanks to Henry for a great conversation and for showing producer Jo Tyler and I his monster collection in his office in the University of Southern California.

https://soundcloud.com/drbillyproctor/sets/the-death-and-resurrection-1

Coronavirus: Moving to virtual learning exposes deep divide

Some low-income families depend on schools to provide their children with safety and nutrition.

Extraordinary Measures’

How institutions are approaching scientific research during COVID-19, and what they still need to know.

Will Shift to Remote Teaching Be Boon or Bane for Online Learning?

Because of COVID-19, most professors and students suddenly find themselves forced to use technology as they teach and learn. A panel of experts explores whether that will help or hurt attitudes about online education.


 

new editable resource for the experimental film folks out there—
“Cabin Fever: Coping with COVID-19 playlist of online experimental films & videos”, complete with categories like <laugh & smile>, <sing & dance>, <meditative & calming>, and <get outside>

 

Introducing the Collective Anthro Mini Lectures Project for #COVIDcampus

By Page West and Zoë Wool

During the past few months colleges and universities all over the world have shifted our teaching online because of the COVID 19 Pandemic. While many in our community have taught extraordinary online courses for decades, both because of the needs of rural and remote communities and because of the increasing global neoliberalization of higher education, many of us have not.

First of all, I understand how much this probably sucks. I’ve been a professor for 20+ years, but right now my son is a college freshman and my daughter was looking forward to enjoying a victory lap in her final semester as a college senior before heading off to a Phd program. Of course, there are more pressing concerns, but we can take a moment to recognize that this sucks too.

So here’s some advice from someone who as been teaching online for about as long as “online” has been a word.

Over 24,000 coronavirus research papers are now available in one place

Responsive Teaching and Learning in Anthropology (Part. 1)

Wednesday, March 18

1:00 p.m. EDT/10:00 a.m. PDT

 

Responsive Teaching and Learning in Anthropology (Part 2)

Tuesday, March 24

1:00 p.m. EDT/10:00 a.m. PDT

 

Don’t forget our webinar, COVID-19: Fear, Stigma and Steps Forward, scheduled for Thursday, March 19 at 1 p.m. EDT/10:00 a.m. This webinar is presented by the Society for Medical Anthropology’s special interest group Anthropological Responses to Health Emergencies (ARHE).

 

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