This microcollaboration aims to introduce students to the concept of the post-digital. Students should first become digitally active themselves and reflect on their activities, decisions and thoughts. Then they should try to manage without digital tools and reflect on this as well. The collaboration will be framed by an introduction to the concept of the post-digital and selected works on relevant concepts within the research field.
The assessment asks you to form a group, minimum 3 people max 7 to investigate and critically review an area of digital activity within a defined context. This builds on your individual activity by investigating how different groups might engage with the digital. This can be an area of your choosing – education – politics – health and be related to a particular group/identity or demographic. Together your group will develop, produce and present a resource of publishable quality in any digital format within any digital public space. Your resource will be suitably referenced with a rationale for its significance and importance that evidences critical thinking. There will be an opportunity for feedback and review and representation before final assessment.
The collaboration can be conducted in two or three sessions. Ideally, students work together online in small groups (or even in pairs).
This session introduces the notion of the post digital and invites students to try two different things: a) act digitally and b) try to avoid technology. They are then asked to reflect on their experience
Introduction:
- Show (one of the) presentation(s)
Tasks in-class:
Tasks at home:
- Live without technology for the seminar week 2
- Research post digital
- Research the notion of technology
Competences:
The modules introduces research on the post digital to answer the question “What is post digital?” by referring to existing discussions. Subquestion refer to the notions of technology, digital environments and networked publics.
Task in-class:
- Find a video on YouTube on post digital definitions
- what it means to you
- Watch the video about the course
Discussion:
- What have you discovered?
- What do you think about it?
- How has it informed your thinking?
- Questions and answers on the notion of post digital (with the teacher)
Task at home:
Competences:
Assigment with the task to design a research project.
- a template
- detailed information on research design
- a sample solution
MC kit “Research methods” includes the following elements:
Research Project design (60 minutes + 15 days supervised homework):
Professor will ask students to create their own international research plans. For that purpose, students will be provided with the following guidelines:
- Deciding the topic to research
- finding common topics of interest for students in different European countries.
- Students will have to plan a research connecting the area of Language/Language teaching/Lingustics to selected topics from the Sustainable Development Goals of the United Nations.
- This way, students will have to find the social and development value of Linguistics in any of its research lines: Applied Linguistics, Language Teacher Training, etc.)
- Developing arguments to set personal interests, local interest, global interest, social needs, etc.
- Defining the research methodology:
- How?: research paradigm, instruments (interviews, questionnaires, focus groups, observation sheets,…)
- Where?: context (local and global)
- Who?: participants (researchers and participants or informants)
- When?: time of the year, longitudinal study?
A four-week collaboration between UC Louvain and HU Berlin. Since our summer semesters are very different in terms of time, we only had four weeks for the collaboration. We also had to somehow solve the problem that the collaboration took place at the beginning of the semester in Berlin and at the end of the semester in Louvain. Fortunately, we were able to schedule the seminars at the same time. We decided on an en-bloc version, where we both learned together in the course, but where students also worked in parallel in transnational teams. The focus was on the method of corpus-based construction analysis.
The kit has two core modules: One module offers a basic introduction into Construction Grammar. The second module introduces the method of corpus-based constructional analysis.
The two modules should be combined with an ice breaker module. It is designed for an en-bloc collaboration scenario, but other designs are possible, as well.
