Events
  • In conjunction with the current exhibition Patterns Bigger Than Any of Us: Jesse Fleming / Pat O'Neill in Ben Maltz Gallery, May 7 - August 12, 2017.

    In Conversation: Jesse Fleming and Pat O'Neill, moderated by LA-based idependent curator and historian Ciara Moloney

     

    Jesse Fleming (b. 1977) is part of an emerging group of artists and technologists that examine the convergence of media art and mindfulness. Recent solo exhibitions were held at Five Car Garage; 356 Mission; and Night Gallery, all in Los Angeles, CA; and the University of Texas in Austin, TX.

    Pat O’Neill’s (b. 1939) artistic and filmmaking career spans over 50 years, and he is highly-regarded for his experiments with film and optical printing. Recent solo exhibitions were held at Berkeley Art Museum and Pacific Film Archive in Berkeley, CA; Monitor in Rome, Italy; VeneKlasen/Werner in Berlin, Germany; Quinta do Quetzal in Vidigueira, Portugal; Mitchell-Innes & Nash in New York, NY; and Cherry and Martin in Los Angeles, CA.

    Ciara Moloney is an independent curator, editor, and writer based in Los Angeles. She was formerly Curator of Exhibitions and Projects at Modern Art Oxford where she curated exhibitions by Barbara Kruger, Josh Kline, Lynn Hershman Leeson, Christian Boltanski and Kiki Kogelnik.

  • Amelia Gray is the author of the short story collections AM/PM, Museum of the Weird, and Gutshot, as well as the novels Threats and, most recently, Isadora, published by Farrar, Straus and Giroux. Her fiction and essays have appeared in The New Yorker, the New York Times, the Wall Street Journal, Tin House, and VICE. She is winner of the New York Public Library Young Lions Award, of FC2's Ronald Sukenick Innovative Fiction Prize, and a finalist for the PEN/Faulkner Award. 

  • Luis J. Rodriguez was Los Angeles Poet Laureate from 2014-2016. The twenty-fifth edition of his first book, Poems Across the Pavement, won a 2015 Paterson Award for Sustained Literary Achievement. He has written fourteen other books of poetry, children’s literature, fiction, and nonfiction, including the best-selling memoir Always Running: La Vida Loca: Gang Days in L.A. Rodriguez is also founding editor of Tia Chucha Press and co-founder of Tia Chucha’s Centro Cultural & Bookstore in the San Fernando Valley. In 2016 Tia Chucha Press produced the largest anthology of L.A.-area poets, Coiled Serpent: Poets Arising from the Cultural Quakes & Shifts of Los Angeles. Rodriguez’s last memoir It Calls You Back: An Odyssey Through Love, Addiction, Revolutions, and Healing was a finalist for the 2012 National Book Critics Circle Award. His latest poetry collection Borrowed Bones appeared in 2016 from Curbstone Books/Northwestern University Press.

  • Raised in Philadelphia, with roots in South Africa and Trinidad, Zinzi Clemmons’ writing has appeared in Zoetrope: All-Story, Transition, The Paris Review Daily, and elsewhere. She has received fellowships and support from the MacDowell Colony, Bread Loaf, the Fine Arts Work Center in Provincetown, and the Kimbilio Center for African American Fiction. She is co-founder and former Publisher of Apogee Journal, and a Contributing Editor to LitHub. She teaches literature and creative writing at the Colburn Conservatory and Occidental College. Her debut novel, What We Lose, as well as a second title, are forthcoming from Viking.

  • Louise Sandhaus is a graphic designer and graphic design educator. She was previously Director of the Graphic Design Program at CalArts where she currently is faculty. Her recent book on California graphic design, Earthquakes, Mudslides, Fires and Riots: California and Graphic Design 1936-1986, co-published by Metropolis Books and Thames & Hudson, has received laudatory reviews from The New York Times, The Guardian, Eye, and Creative Review. The book received the Palm d’Argent for best art book at FILAF (International Festival of Art Books and Films on Art).

  • Photo Credit: Jesse Pniak

     

    F. Douglas Brown received the 2013 Cave Canem Poetry Prize (selected by Tracy K. Smith) for Zero to Three, published by the University of Georgia. He also co-authored the chapbook Begotten with Geffrey Davis as part of Upper Rubber Boot Book's Floodgate Poetry Series. Both a past Cave Canem and Kundiman Fellow, his poems have appeared in the Academy of American Poets, The Virginia Quarterly, Bat City Review, The Chicago Quarterly Review, The Southern Humanities Review, The Sugar House Review, Cura Magazine, and Muzzle Magazine. He is co-founder and curator of un::fade::able - The Requiem for Sandra Bland, a quarterly reading series examining restorative justice through poetry as a means to address racism. Brown currently teaches English at Loyola High School in Los Angeles.

  • Emily Raboteau’s nonfiction work Searching for Zion was named a best book of 2013 by the Huffington Post and the San Francisco Chronicle, and was a finalist for the Hurston Wright Legacy Award, grand prize winner of the New York Book Festival, and a winner of a 2014 American Book Award. She is the author of a novel, The Professor’s Daughter, and her fiction and essays have been published and anthologized in Best American Short Stories, the New York Times, The New Yorker, Tin House, Buzzfeed, LitHub, The Guardian, Guernica, Virginia Quarterly, The Believer, and Salon. Other honors include a Pushcart Prize, the Chicago Tribune’s Nelson Algren Award, and fellowships from the NEA, the Lannan Foundation, and the MacDowell Colony. Raboteau teaches creative writing at City College in New York.

O-Tube

Engaging With Students

Tips, ideas, and resources about pedagogy and e-learning.

 

Blended Group Work

In this case study, Sarah Volkman discusses how she set up online student groups (5-7 people per group) to support learning in her courses. These smaller online environments help students build understanding of the core content, including individual and group work on clinical case scenarios.

Blogs

Digital Writing/Research Labs: Blogging Pedagogy

Edublog Insights: Blogs and Pedagogy
 

Flipped Classrooms

The term "flipped classroom" is increasingly being used to describe a particular type of blended course where the lectures are delivered online and the discussion and workshop activities are what happens in person. (Also, "inverted" is another way of describing it.)

Infographic: A new method of teaching is turning the traditional classroom on its head.

 

Student Success Strategies

 

Discussion Prompts

In his article on designing online discussions, Baker (2011) finds that instructors must determine the strategic purpose for including discussions, and must decide how the discussion fits into the overall course. Does the discussion clearly link to learning objectives? Addressing these issues will help an instructor test if they have selected the most effective prompt. Vonderwell and Zachariah (2005) note that there is more participation when the topic is strongly supported by the content in the course.

Dr. Linda Putchinski in UCF's College of Business Administration has three rules for creating discussions prompts:

  • Rule 1: Make the prompt relevant to your course content.
  • Rule 2: Make the prompt current, such as something recently in the news.
  • Rule 3: Add a twist like an ethical twist to the prompt.

 

Facilitating Online Discussions

In this case study, Sarah Haavind discusses how she uses generative discussion questions to create an environment in which students construct their own learning. She provides suggestions on best practices when creating online discussion questions and advice on how to respond to student postings.

 

Reflection

Reflection is a critical part of learning how to learn. Reflecting on how you learn is just the first stage; taking action to develop yourself, to make changes and improve your learning is, like learning itself, an ongoing process.

 

Challenge-Based Learning

CBL is similar to problem-based learning, but with CBL, students formulate the challenges they will address. Through a process of discussion and research, students identify a selection of questions that might be workable for their project, work on solutions, and publish those solutions online. In this way, CBL provides the satisfaction that comes from figuring out both the issue to be tackled and the solution to it, even though CBL requires a heavier time commitment than more traditional academic activities. Students gain meaningful skills through these projects, including how to share work, collaborate, organize, and express themselves more effectively.

 

New Learning Ecosystem

"The LMS was once the undisputed center of the digital learning ecosystem. But on many campuses, the situation has changed such that the campus online learning environment might be better viewed as a continuum, with the LMS at one end and a student’s own collection of applications, tools, and websites at the other. This proliferation of tools has created a more robust and varied teaching and learning environment, one that is frequently managed actively by students or by faculty who are seeking alternatives not offered by local IT. The value may extend beyond students’ relationship with technology, helping them become better organizers and more savvy consumers as they assume more responsibility for their own learning." - Educause

 

Video Projects

Provide students an opportunity to demonstrate their learning of course content through the creation of short video.

Below are some best practices if introducing such an assignment in your course:

  • consider the outcome you want - length of video and expectations of quality and content as will determine how much time students need to complete the task
  • assign students to work on projects in small groups to promote student-to-student interaction and build collaboration skills
  • provide training and support resources to help students learn multimedia tools and software they will need, know what resources are available on your campus
  • educate students about the resources and methods for acquiring digital assets, as well as the ethical and legal issues related to using these materials in their projects
  • address a real problem to increase motivation and to provide students with the opportunity to share their projects with an audience outside the course if applicable

 

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