Tag Archives: DIT Digital

DIT Born Digital – #DejaLockdown zine

Digital History, Subcultures, Teaching, , , , , , , , , , , ,

Get involved with our Born Digital DejaLockdown Zine.

Listen to our masterclasses, explore online archives and contribute to a zine built by us together.

Join in our collaboration between Post-Rave Britain, The Subcultures Network, and Intellectuals Unite Bookclub

The last official lockdown encouraged us to come together and find ways to build a sense of community, fill our time and make sense of the perpetually unprecedented. Whilst some of us have been shielding throughout for most of us returning to lockdown mark II is daunting, frustrating…. (fill in your own emotional responses here……)

It seems sensible to pick up some of the beautiful energy from #IOUBookclub, hosted on my personal instagram and inspired by Vivienne Westwood’s #IntellectualsUnite to try and help us help each other get through this next phase.

Last time we covered, Mill on the Floss, Northanger Abbey, Mme Bovary, Turn of the Screw, A Taste of Honey and Dr Zhivago

With contributions from Pam Thurschwell, Chris Warne, Charlotte Delaney, Jodie Prenger and Claire Langhamer.

We will have exciting announcements about the book club’s return soon but alongside that we wanted to get something new going too.

In the precedented world this would be the point in term when myself and Chris Warne would be gathering old magazines, ordering glue sticks and Tippex to run our (fan)zine making workshop with our third year Special Subject students on ‘Post-Rave Britain’.

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Plicker the Punk Rock Clicker : Quant into Qualt won’t go?

Digital History, Subcultures, Teaching, , , , , , , , , ,

Yesterday was the last seminar of this year’s Post-Punk Britain course that I teach with Chris Warne in the third year of our History degree. It is a funny sort of course; it is not really about Punk, and quite a lot of people might think it is not really about History either.  It is about what we can do with punk.  We do some history of subcultures stuff, but really it is about thinking of punk as a methodology, as an ethos and as a form of dissidence or resistance.  In practice that means it’s an ongoing pedagogical experiment. Each of the three years we’ve run the course has been totally different. This is partly because the students collaboratively set the agenda and choose what directions they want to go. It is partly because we’ve been funded through Technology Enhanced Learning and Excellence in Teaching to run a set of student led projects;  DIY Digital and DIT Digital.  These projects are scavenger history.  Students create open access educational resources inspired by the course using apps, social networks, and websites that were often designed with other purposes in mind.  Like a DIY zine, it is a way of taking what we can find and making it our own.

When I attended Sussex’s Annual and Teaching conference I was introduced to the idea of using Plickers (paper clickers) in teaching I knew this was something we could play with.

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The awkward pleasure of Doing it Together

Digital History, Subcultures, Teaching, The Eighties, , , , , , , , , , ,

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 Have you ever been on holiday with your students? Its got a lot of awkward potential.

 

This year Chris Warne and I were awarded an Innovation in Teaching Award to take a group of students to Margate and set up a digital pedagogy experiment. DIT Digital: Doing Subcultures Online involved tours and workshops with two of Margate’s significant heritage sites; The Turner Contemporary and Dreamland. Our Twitter hashtag is #DITDreamland

Last year we had run a less ambitious project DIY Digital: Doing Punk Online with students on our Post-Punk Britain module.  Students had created open access educational resources around topics from the module.  One of the key lessons from the project last year had been the importance of ‘being in the room’ to facilitate virtual interaction so a field trip offered a way of sharing a physical space together whilst doing digital work.  Furthermore last year’s MA mentors had been absolutely central to the success of the project and we now had a group of masters students who had been part of the original project as undergraduates who could act as mentors.

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