The goal of the second annual Theorizing the Web conference is to expand the range and depth of theory used to help us make sense of how the Internet, digitality, and technology have changed the ways humans live. We hope to bring together researchers from a range of disciplines, including sociology, communications, philosophy, economics, English, history, political science, information science, the performing arts and many more. In addition, we invite session and other proposals by tech-industry professionals, journalists, and other figures outside of academia. Submit abstracts online at http://tinyurl.com/TtW12.
Topics include:
Citizen/participant journalism and media curation
Identity, self-documentation and self-presentation
Privacy and publicity on the Web
Cyborgism and the technologically-mediated body (e.g., body modification)
Political mobilization, uprisings, revolutions and riots on social media (including the Arab Spring/Fall, Occupy)
Repression and the Web: Surveillance, wire-tapping, anonymity, pseudonymity
Code, values and design
Epistemology of the Web: Wikipedia, Global Voices, "filter bubbles" and the presumption of information
Theorizing whose Web? How power and inequality (e.g., the Digital Divide) manifest on the Web
Mobile computing, online/offline space
Digital dualism and "augmented reality"
What art/literature can offer research and theory of the Web
Intersections of gender, race, class, age, sexual orientation, and disability with respect to any of the above topics
For more information, please click here.
Monday, December 12, 2011
CFP: Of Monsters and Miracles
“I have never seen a greater monster or miracle than myself,” Michel de Montaigne writes in his essays. This conference aims to explore society’s obsession with monstrosity and the marvellous. Montaigne’s assertion neatly encapsulates the duality that simultaneously frightens and awes us, and its grounding in the human. Symbols of what constitute the monstrous and the miraculous transgress historical eras and cultural boundaries, as manifestations of a given society’s anxieties and/or delights. Contemporary cultural critic Jeffrey Jerome Cohen argues, “the monster signifies something other than itself: it is always a displacement, always inhabits the gap between the time of upheaval that created it and the moment into which it is to be received, to be born again” (Monster Theory 4). As this quotation demonstrates, figures of the monstrous may easily morph and slide into figures of the miraculous. From Jesus Christ to True Blood, from Frankenstein to Alien—today’s culture reveals that humans are as fascinated with and repelled by the “extraordinary” as we ever were. But must we (can we? should we?) expel the “monstrous” in order to reconcile ourselves with it? May we take up Cohen’s notion of renewal, and may we divine a “miraculous” in our world?
We welcome you to the 14th Annual Graduate Student Conference hosted by the Comparative Literature and Hispanic Studies programs at the University of Western Ontario. This event will take place from March 1-3, 2012. Conference organizers particularly welcome papers that are inter-disciplinary, including but not limited to literature, theory, cultural studies, film studies, visual arts, music, theatre and popular culture. Suggested paper topics may include but are certainly not limited to the following:
“monstrous” creatures: humans, werewolves, witches, vampires, zombies
“miraculous”/ “heavenly” creatures: humans, angels, fairies, nymphs
genres: dream visions, gothic, grotesque, horror, slasher, supernatural, sci-fi, speculative, magic realism
constructions and discourses of the “Other”: women, pregnancy
desiring machines, infernal and divine
degeneration/ regeneration/ transmutation
borders: transcending, transgression, deviance
aggression, violence, peace
monstrous languages
miraculous and/or monstrous creativity
sites, sacred and/or profane: geography, technology
corporality and spirituality body modification
cyborgs, surgeries, tattoos, piercings, scarring body & soul: subject, object, abject
perception: ghosts, hauntings, visions, artificial intelligence
Individuals interested in presenting 20-minute papers must submit a 300 word abstract to uwo.grad.conference2012@gmail.com before January 31st 2012. We ask participants to please include name, affiliation, technical requirements and a 50 word bio with the abstract. As this is a conference organized by two programs, we will accept abstracts and papers in both English and Spanish. For further information, please check out our Facebook page.
Victoria Wolff (Faculty Advisor)
Anaid Pérez Mata Grajales (Organizer, Hispanic Studies)
Janice Zehentbauer (Organizer, Comparative Literature)
We welcome you to the 14th Annual Graduate Student Conference hosted by the Comparative Literature and Hispanic Studies programs at the University of Western Ontario. This event will take place from March 1-3, 2012. Conference organizers particularly welcome papers that are inter-disciplinary, including but not limited to literature, theory, cultural studies, film studies, visual arts, music, theatre and popular culture. Suggested paper topics may include but are certainly not limited to the following:
“monstrous” creatures: humans, werewolves, witches, vampires, zombies
“miraculous”/ “heavenly” creatures: humans, angels, fairies, nymphs
genres: dream visions, gothic, grotesque, horror, slasher, supernatural, sci-fi, speculative, magic realism
constructions and discourses of the “Other”: women, pregnancy
desiring machines, infernal and divine
degeneration/ regeneration/ transmutation
borders: transcending, transgression, deviance
aggression, violence, peace
monstrous languages
miraculous and/or monstrous creativity
sites, sacred and/or profane: geography, technology
corporality and spirituality body modification
cyborgs, surgeries, tattoos, piercings, scarring body & soul: subject, object, abject
perception: ghosts, hauntings, visions, artificial intelligence
Individuals interested in presenting 20-minute papers must submit a 300 word abstract to uwo.grad.conference2012@gmail.com before January 31st 2012. We ask participants to please include name, affiliation, technical requirements and a 50 word bio with the abstract. As this is a conference organized by two programs, we will accept abstracts and papers in both English and Spanish. For further information, please check out our Facebook page.
Victoria Wolff (Faculty Advisor)
Anaid Pérez Mata Grajales (Organizer, Hispanic Studies)
Janice Zehentbauer (Organizer, Comparative Literature)
Call for Research Proposals: Technology and Human Trafficking
Networked technologies – including the internet, mobile phones, and social media – alter how information flows and how people communicate. There is little doubt that technology is increasingly playing a role in the practices and processes surrounding human trafficking: the illegal trade of people for commercial sexual exploitation, forced labor, and other forms of modern-day slavery.
Yet, little is known about costs and benefits of technology's role. We do not know if there are more human trafficking victims as a result of technology, nor do we know if law enforcement can identify perpetrators better as a result of the traces that they leave. One thing that we do know is that technology makes many aspects of human trafficking more visible and more traceable, for better and for worse. Focusing on whether technology is good or bad misses the point; it is here to stay and it is imperative that we understand the role that it is playing. More importantly, we need to develop innovative ways of using technology to address the horrors of human trafficking.
To date, there is little empirical research into the role that technology plays in human trafficking. As a result, new interventions and policies are being driven by intuition, speculation, and extrapolation from highly publicized incidents. There's no doubt that all forms human trafficking and modern day slavery are horrible, but if we actually want to help those that are victimized, we need to recognize that this is a complex issue and work to understand how the puzzle pieces fits together. My team at Microsoft Research is trying to untangle technology's role in different facets of the human trafficking ecosystem, fully recognizing how complicated and messy it is. This is why we need your help.
Thanks to the generous support of the Microsoft Digital Crimes Unit and Microsoft Research, I'm proud to announce a pool of grant money for researchers who can help us understand critical elements of the puzzle. Please forward this far and wide because we're hoping to find scholars with the skills, domain knowledge, and passion to really help us interrogate how technology is used in human trafficking. We need anthropologists, communications scholars, computer scientists, criminologists, psychologists, sociologists, etc.
To read the full request for proposals, click here.
Deadline for proposals: February 17, 2012
Notification of results: March 23, 2012
Initial pool of money: $150,000
To read the Framing document for this grant, click here
Email for more information: httech@microsoft.com
We are also looking to identify scholars who are working in this space, including graduate students and postdocs and researchers whose work is not yet published. Even if you're not looking for grant money, please drop us a line if you're grappling with technology's role in human trafficking.
Yet, little is known about costs and benefits of technology's role. We do not know if there are more human trafficking victims as a result of technology, nor do we know if law enforcement can identify perpetrators better as a result of the traces that they leave. One thing that we do know is that technology makes many aspects of human trafficking more visible and more traceable, for better and for worse. Focusing on whether technology is good or bad misses the point; it is here to stay and it is imperative that we understand the role that it is playing. More importantly, we need to develop innovative ways of using technology to address the horrors of human trafficking.
To date, there is little empirical research into the role that technology plays in human trafficking. As a result, new interventions and policies are being driven by intuition, speculation, and extrapolation from highly publicized incidents. There's no doubt that all forms human trafficking and modern day slavery are horrible, but if we actually want to help those that are victimized, we need to recognize that this is a complex issue and work to understand how the puzzle pieces fits together. My team at Microsoft Research is trying to untangle technology's role in different facets of the human trafficking ecosystem, fully recognizing how complicated and messy it is. This is why we need your help.
Thanks to the generous support of the Microsoft Digital Crimes Unit and Microsoft Research, I'm proud to announce a pool of grant money for researchers who can help us understand critical elements of the puzzle. Please forward this far and wide because we're hoping to find scholars with the skills, domain knowledge, and passion to really help us interrogate how technology is used in human trafficking. We need anthropologists, communications scholars, computer scientists, criminologists, psychologists, sociologists, etc.
To read the full request for proposals, click here.
Deadline for proposals: February 17, 2012
Notification of results: March 23, 2012
Initial pool of money: $150,000
To read the Framing document for this grant, click here
Email for more information: httech@microsoft.com
We are also looking to identify scholars who are working in this space, including graduate students and postdocs and researchers whose work is not yet published. Even if you're not looking for grant money, please drop us a line if you're grappling with technology's role in human trafficking.
Employment Opportunity: Ithaca College
Ithaca College's Roy H. Park School of Communications invites applications for a full-time, tenure-eligible position in Screen Studies, beginning AY 2012-13.
In addition to teaching Screen Studies at the undergraduate level, the successful candidate will have the opportunity to develop and teach courses for the new integrated core curriculum at Ithaca College. Successful candidates will demonstrate an ability to teach and research in Screen Studies, which incorporates studies in film, television, new media, and emerging forms from interdisciplinary critical and theoretical perspectives with a narrative emphasis.
In addition, a candidate must demonstrate the ability to teach in at least two of the following areas: industry/production studies; international cinema, television, and/or new media; film and television theory and criticism; and gender/race/class studies. Courses associated with this position span introductory, intermediate and advanced levels as well interdisciplinary courses for the new integrated liberal education core curriculum at Ithaca College.
Qualifications : Teaching experience and publications required. PhD in Cinema, Television, Communications or related field required. ABDs with a 2012 defense date may also be considered.
Ithaca College continually strives to build an inclusive and welcoming community of individuals, with diverse talents and skills from a multitude of backgrounds, who are committed to civility, mutual respect, social justice, and the free and open exchange of ideas. Successful candidates will demonstrate an ability to teach in ways that value the varied learning needs and interests of a culturally diverse student population and that reflect a commitment to encouraging the success of all students. Ithaca College, a comprehensive residential campus community of 7,000 students, offers a learning experience that combines the best of the liberal arts and professional education.
Our new strategic plan IC 20/20 positions us to offer a truly distinct integrative learning experience that allows us to graduate students who are ready for the personal, professional, and global challenges of our age. We seek candidates who embrace integrative learning and want to be a part of this exciting time in Ithaca College history.
Nestled in the heart of New York State's scenic Finger Lakes region, Ithaca College sits atop South Hill overlooking picturesque Cayuga Lake and is just minutes away from the city center. Combining small town warmth and charm with the vibrancy of a college community, the thriving and culturally diverse city of Ithaca has been rated by Kiplinger's as one of the top 10 places to live in the U.S.
For more information, including application instructions, please click here.
In addition to teaching Screen Studies at the undergraduate level, the successful candidate will have the opportunity to develop and teach courses for the new integrated core curriculum at Ithaca College. Successful candidates will demonstrate an ability to teach and research in Screen Studies, which incorporates studies in film, television, new media, and emerging forms from interdisciplinary critical and theoretical perspectives with a narrative emphasis.
In addition, a candidate must demonstrate the ability to teach in at least two of the following areas: industry/production studies; international cinema, television, and/or new media; film and television theory and criticism; and gender/race/class studies. Courses associated with this position span introductory, intermediate and advanced levels as well interdisciplinary courses for the new integrated liberal education core curriculum at Ithaca College.
Qualifications : Teaching experience and publications required. PhD in Cinema, Television, Communications or related field required. ABDs with a 2012 defense date may also be considered.
Ithaca College continually strives to build an inclusive and welcoming community of individuals, with diverse talents and skills from a multitude of backgrounds, who are committed to civility, mutual respect, social justice, and the free and open exchange of ideas. Successful candidates will demonstrate an ability to teach in ways that value the varied learning needs and interests of a culturally diverse student population and that reflect a commitment to encouraging the success of all students. Ithaca College, a comprehensive residential campus community of 7,000 students, offers a learning experience that combines the best of the liberal arts and professional education.
Our new strategic plan IC 20/20 positions us to offer a truly distinct integrative learning experience that allows us to graduate students who are ready for the personal, professional, and global challenges of our age. We seek candidates who embrace integrative learning and want to be a part of this exciting time in Ithaca College history.
Nestled in the heart of New York State's scenic Finger Lakes region, Ithaca College sits atop South Hill overlooking picturesque Cayuga Lake and is just minutes away from the city center. Combining small town warmth and charm with the vibrancy of a college community, the thriving and culturally diverse city of Ithaca has been rated by Kiplinger's as one of the top 10 places to live in the U.S.
For more information, including application instructions, please click here.
Employment Opportunity: University of British Columbia-Okanagan
Application Deadline: February 15, 2012.
The Department of Critical Studies at the University of British Columbia’s Okanagan campus invites applications for a tenure-track position within the Cultural Studies program. The appointment will be at the level of Assistant Professor and will begin on July 1, 2012.
Candidates must have a PhD in Cultural Studies or a related discipline, an active research profile, and evidence of teaching experience in the area of social activism in visual media and culture. This might include, but is not limited to the scholarship and practice of digital media, film, contemporary and street art. The position will include responsibility for the creation and or teaching of introductory, upper level undergraduate, and graduate-level Cultural Studies courses that may be cross-listed with courses in the Art History and Visual Culture program. Teacher-researchers whose scholarly focus is on issues of marginality (eg., gender, race, (dis)ability, and aboriginality) and who utilize intersectional critical approaches are especially encouraged to apply. The successful candidate will be expected to conduct and disseminate research in his/her area of specialization and to engage with the interdisciplinary nature of the Faculty of Creative and Critical Studies. Salary is competitive and commensurate with qualifications and experience.
The Cultural Studies program at UBC’s Okanagan campus is housed in the vibrant Faculty of Creative and Critical Studies.. The Cultural Studies program is organized around three thematic streams, and requires students to complete courses in each stream: Media and Popular Cultures; Global Cultural Studies; and Critical and Cultural Theory. The collegial learning environment of the Faculty of Creative and Critical Studies focuses on effective teaching, the integration of research, and a commitment to developing a locally involved and globally aware community. The Faculty offers both discipline-based and interdisciplinary programs at the undergraduate and graduate level, including programs in Art History and Visual Culture, Creative Writing, Cultural Studies, English, French, Interdisciplinary Performance, Spanish and Visual Arts, along with courses in Japanese, German, and Ancient Languages.
For more information, including application instructions, click here.
The Department of Critical Studies at the University of British Columbia’s Okanagan campus invites applications for a tenure-track position within the Cultural Studies program. The appointment will be at the level of Assistant Professor and will begin on July 1, 2012.
Candidates must have a PhD in Cultural Studies or a related discipline, an active research profile, and evidence of teaching experience in the area of social activism in visual media and culture. This might include, but is not limited to the scholarship and practice of digital media, film, contemporary and street art. The position will include responsibility for the creation and or teaching of introductory, upper level undergraduate, and graduate-level Cultural Studies courses that may be cross-listed with courses in the Art History and Visual Culture program. Teacher-researchers whose scholarly focus is on issues of marginality (eg., gender, race, (dis)ability, and aboriginality) and who utilize intersectional critical approaches are especially encouraged to apply. The successful candidate will be expected to conduct and disseminate research in his/her area of specialization and to engage with the interdisciplinary nature of the Faculty of Creative and Critical Studies. Salary is competitive and commensurate with qualifications and experience.
The Cultural Studies program at UBC’s Okanagan campus is housed in the vibrant Faculty of Creative and Critical Studies.. The Cultural Studies program is organized around three thematic streams, and requires students to complete courses in each stream: Media and Popular Cultures; Global Cultural Studies; and Critical and Cultural Theory. The collegial learning environment of the Faculty of Creative and Critical Studies focuses on effective teaching, the integration of research, and a commitment to developing a locally involved and globally aware community. The Faculty offers both discipline-based and interdisciplinary programs at the undergraduate and graduate level, including programs in Art History and Visual Culture, Creative Writing, Cultural Studies, English, French, Interdisciplinary Performance, Spanish and Visual Arts, along with courses in Japanese, German, and Ancient Languages.
For more information, including application instructions, click here.
Friday, December 9, 2011
Summer Teaching Opportunities
The Institute of Reading Development is seeking candidates for summer 2012 teaching positions. We seek applicants with an undergraduate degree or higher from any discipline. We provide a paid training program and comprehensive on-going support.
Summer teaching positions with the Institute offer the opportunity to:
•Earn more than $6,000 during the summer. Teachers typically earn between $500 and $700 per week while teaching.
•Gain over 300 hours of teacher-training and teaching experience with a variety of age groups.
•Help students of all ages develop their reading skills and ability to become imaginatively absorbed in books.
The Institute is an educational service provider that teaches developmental reading programs in partnership with the continuing education departments of more than 100 colleges and universities across the United States. Our classes for students of all ages improve their reading skills and teach them to experience absorption in literature.
We hire people who:
•Have strong reading skills and read for pleasure
•Have a Bachelor's Degree in any discipline
•Are responsible and hard working
•Have good communication and organizational skills
•Will be patient and supportive with students
•Have regular access to a reliable car
We invite you to submit an online application and learn more about teaching for the Institute at our website:
http://instituteofreadingdevelopmentteachingjobs.com/
If this link does not work, please copy and paste it into your browser.
Summer teaching positions with the Institute offer the opportunity to:
•Earn more than $6,000 during the summer. Teachers typically earn between $500 and $700 per week while teaching.
•Gain over 300 hours of teacher-training and teaching experience with a variety of age groups.
•Help students of all ages develop their reading skills and ability to become imaginatively absorbed in books.
The Institute is an educational service provider that teaches developmental reading programs in partnership with the continuing education departments of more than 100 colleges and universities across the United States. Our classes for students of all ages improve their reading skills and teach them to experience absorption in literature.
We hire people who:
•Have strong reading skills and read for pleasure
•Have a Bachelor's Degree in any discipline
•Are responsible and hard working
•Have good communication and organizational skills
•Will be patient and supportive with students
•Have regular access to a reliable car
We invite you to submit an online application and learn more about teaching for the Institute at our website:
http://instituteofreadingdevelopmentteachingjobs.com/
If this link does not work, please copy and paste it into your browser.
Tuesday, December 6, 2011
Postdoc Position: Microsoft Research in Social Media
The Social Media Collective at Microsoft Research New England (MSRNE) is looking for a social media postdoctoral researcher for next year. This position is an ideal opportunity for a scholar whose work touches on social media, internet studies, technology policy, and/or science and technology studies.
Application deadline: December 12, 2011.
http://research.microsoft.com/en-us/jobs/fulltime/postdoc.aspx
Microsoft Research provides a vibrant multidisciplinary research environment with an open publications policy and with close links to top academic institutions around the world. Postdoc researcher positions provide an opportunity to develop your research career and to interact with some of the top minds in the research community, with the potential to have your research realized in products and services that will be used world-wide. Postdoc researchers are invited to define their own research agenda and demonstrate their ability to drive forward an effective program of research. Successful candidates will have a well-established research track record as demonstrated by journal publications and conference papers, as well as participation on program committees, editorial boards, and advisory panels.
Postdoc researchers receive a competitive salary and benefits package, and are eligible for relocation expenses. Postdoc researchers are hired for a one- or two-year fixed term appointment following the academic calendar, starting in July 2012. Applicants must have completed the requirements for a PhD, including submission of their dissertation, prior to joining Microsoft Research.
For further information, including applicaiotn instructions, please click here.
Application deadline: December 12, 2011.
http://research.microsoft.com/en-us/jobs/fulltime/postdoc.aspx
Microsoft Research provides a vibrant multidisciplinary research environment with an open publications policy and with close links to top academic institutions around the world. Postdoc researcher positions provide an opportunity to develop your research career and to interact with some of the top minds in the research community, with the potential to have your research realized in products and services that will be used world-wide. Postdoc researchers are invited to define their own research agenda and demonstrate their ability to drive forward an effective program of research. Successful candidates will have a well-established research track record as demonstrated by journal publications and conference papers, as well as participation on program committees, editorial boards, and advisory panels.
Postdoc researchers receive a competitive salary and benefits package, and are eligible for relocation expenses. Postdoc researchers are hired for a one- or two-year fixed term appointment following the academic calendar, starting in July 2012. Applicants must have completed the requirements for a PhD, including submission of their dissertation, prior to joining Microsoft Research.
For further information, including applicaiotn instructions, please click here.
Thursday, December 1, 2011
Rob Kling Center for Social Informatics Fall 2011 Speaker Series
PUTTING ACTIVITY BACK INTO OUR TOOLS
Please join us for the fourth in the fall semester series of talks sponsored by the Rob Kling Center for Social Informatics.
Speaker: Joshua Danish, Learning Sciences, School of Education, Indiana University
Topic: Putting Activity Back into Our Tools
Date: Friday, December 2, 2011
Time: 1:45pm-3:00pm
Place: Rm. 001, Wells Library (SLIS side)
Talk preceded by an informal gathering with cookies, tea, and coffee, available after 1:35pm. There will be an informal meeting with graduate students following the talk.
Abstract
When exploring the success or failure of technologies designed for learning (or any other goal), it is all too easy to focus exclusively on the design of the tool itself, or on a thriving ecosystem in which a tool is one simple element. In this talk, I suggest that we re-focus on the role of activity in shaping the impact of tools in learning environments. I will briefly summarize Cultural Historical Activity Theory as a framework for exploring the role that technological tools play in activity systems. Then, I draw upon examples from my own research and teaching with technology to suggest three ways of expanding our thinking: beyond the tool, beyond the screen, and beyond the culture. To move beyond the tool, I highlight the importance of social structures, peers, and teachers in shaping one’s experiences with educational software. To move beyond the computer, I focus on alternative interfaces outside of the traditional desktop environment, such as augmented reality or ePuppet. Finally, I end with a consideration of the kinds of assumptions we make regarding the cultures of our users, and describe work in Culturally Relevant Pedagogy as a way of moving beyond traditional framing to support more diverse populations of users.
Biographical Sketch
Joshua Danish is an assistant professor in the Learning Sciences program in the School of Education at Indiana University. To explore learning in activity systems, he experiments with computer simulations, augmented reality, programming languages, and other technologies in and out of the classroom and combines play, technology, and active learning. In 2010, he received a Sakai Foundation “Teaching with Sakai Innovation Award” honorable mention for his submission “Computational Technologies in Educational Ecosystems.” Prior to his academic career, he spent seven years as a software engineer, designer, and producer in the educational software industry. For more about his research and examples of recent software, see his website at: http://www.joshuadanish.com.
This series is designed to introduce faculty, students, and staff across the university to current research in social informatics conducted at IU and around the world. The Center is jointly sponsored by the IU Schools of Informatics and Library & Information Science, and the Kelley School of Business. For more information about the Center, please visit http://rkcsi.indiana.edu
Please join us for the fourth in the fall semester series of talks sponsored by the Rob Kling Center for Social Informatics.
Speaker: Joshua Danish, Learning Sciences, School of Education, Indiana University
Topic: Putting Activity Back into Our Tools
Date: Friday, December 2, 2011
Time: 1:45pm-3:00pm
Place: Rm. 001, Wells Library (SLIS side)
Talk preceded by an informal gathering with cookies, tea, and coffee, available after 1:35pm. There will be an informal meeting with graduate students following the talk.
Abstract
When exploring the success or failure of technologies designed for learning (or any other goal), it is all too easy to focus exclusively on the design of the tool itself, or on a thriving ecosystem in which a tool is one simple element. In this talk, I suggest that we re-focus on the role of activity in shaping the impact of tools in learning environments. I will briefly summarize Cultural Historical Activity Theory as a framework for exploring the role that technological tools play in activity systems. Then, I draw upon examples from my own research and teaching with technology to suggest three ways of expanding our thinking: beyond the tool, beyond the screen, and beyond the culture. To move beyond the tool, I highlight the importance of social structures, peers, and teachers in shaping one’s experiences with educational software. To move beyond the computer, I focus on alternative interfaces outside of the traditional desktop environment, such as augmented reality or ePuppet. Finally, I end with a consideration of the kinds of assumptions we make regarding the cultures of our users, and describe work in Culturally Relevant Pedagogy as a way of moving beyond traditional framing to support more diverse populations of users.
Biographical Sketch
Joshua Danish is an assistant professor in the Learning Sciences program in the School of Education at Indiana University. To explore learning in activity systems, he experiments with computer simulations, augmented reality, programming languages, and other technologies in and out of the classroom and combines play, technology, and active learning. In 2010, he received a Sakai Foundation “Teaching with Sakai Innovation Award” honorable mention for his submission “Computational Technologies in Educational Ecosystems.” Prior to his academic career, he spent seven years as a software engineer, designer, and producer in the educational software industry. For more about his research and examples of recent software, see his website at: http://www.joshuadanish.com.
This series is designed to introduce faculty, students, and staff across the university to current research in social informatics conducted at IU and around the world. The Center is jointly sponsored by the IU Schools of Informatics and Library & Information Science, and the Kelley School of Business. For more information about the Center, please visit http://rkcsi.indiana.edu
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