Digital Autoethnography & Connected Intelligence: Two Qualitative Practice-Based Teaching Methods for the Digital Humanities
In higher education we witness a unique conjuncture: on the one hand, students who attend academic courses are the first generation to have fully grown in a digitalized world; on the other hand, teachers, while having grown and studied in a still largely analogue world, have witnessed the evolution...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of Bologna
2020-05-01
|
| Series: | Umanistica Digitale |
| Subjects: | |
| Online Access: | https://umanisticadigitale.unibo.it/article/view/9881 |
| _version_ | 1818851538520506368 |
|---|---|
| author | Stefano Calzati |
| author_facet | Stefano Calzati |
| author_sort | Stefano Calzati |
| collection | DOAJ |
| description | In higher education we witness a unique conjuncture: on the one hand, students who attend academic courses are the first generation to have fully grown in a digitalized world; on the other hand, teachers, while having grown and studied in a still largely analogue world, have witnessed the evolution of today’s techno-society since its infancy. By connecting the field of the Digital Humanities with education, this article discusses the conception, design and results of two practice-based teaching experiences which were aimed at exploring the tensions embedded in our daily use of digital technologies, as well as in today’s techno-society as a whole. The first one is a “digital autoethnography” developed at the City University of Hong Kong; the second one refers to the course “Anthropology of Communication” – co-delivered at Politecnico of Milan – which adopted a “connected intelligence” approach to urge students to reflect on tomorrow’s techno-society in a collaborative way. While the first experience was chiefly a self-reflexive study on the impact of social media on the individual, the second one mapped the main criticalities of techno-society as a whole, according to seven macro-themes, and asked students to elaborate possible solutions. Both courses considered students as active learners/users, insofar as they at the forefront of today digital revolution, but also the subjects most in need of critical tools to face it. |
| first_indexed | 2024-12-19T07:06:37Z |
| format | Article |
| id | doaj.art-02482f173cc445e885a1732fb185d4bf |
| institution | Directory Open Access Journal |
| issn | 2532-8816 |
| language | English |
| last_indexed | 2024-12-19T07:06:37Z |
| publishDate | 2020-05-01 |
| publisher | University of Bologna |
| record_format | Article |
| series | Umanistica Digitale |
| spelling | doaj.art-02482f173cc445e885a1732fb185d4bf2022-12-21T20:31:15ZengUniversity of BolognaUmanistica Digitale2532-88162020-05-014810.6092/issn.2532-8816/98818905Digital Autoethnography & Connected Intelligence: Two Qualitative Practice-Based Teaching Methods for the Digital HumanitiesStefano Calzati0Nurkse Department, Tallinn University of TechnologyIn higher education we witness a unique conjuncture: on the one hand, students who attend academic courses are the first generation to have fully grown in a digitalized world; on the other hand, teachers, while having grown and studied in a still largely analogue world, have witnessed the evolution of today’s techno-society since its infancy. By connecting the field of the Digital Humanities with education, this article discusses the conception, design and results of two practice-based teaching experiences which were aimed at exploring the tensions embedded in our daily use of digital technologies, as well as in today’s techno-society as a whole. The first one is a “digital autoethnography” developed at the City University of Hong Kong; the second one refers to the course “Anthropology of Communication” – co-delivered at Politecnico of Milan – which adopted a “connected intelligence” approach to urge students to reflect on tomorrow’s techno-society in a collaborative way. While the first experience was chiefly a self-reflexive study on the impact of social media on the individual, the second one mapped the main criticalities of techno-society as a whole, according to seven macro-themes, and asked students to elaborate possible solutions. Both courses considered students as active learners/users, insofar as they at the forefront of today digital revolution, but also the subjects most in need of critical tools to face it.https://umanisticadigitale.unibo.it/article/view/9881teachingeducationautoethnographyconnected intelligencesocial networkstechno-society |
| spellingShingle | Stefano Calzati Digital Autoethnography & Connected Intelligence: Two Qualitative Practice-Based Teaching Methods for the Digital Humanities Umanistica Digitale teaching education autoethnography connected intelligence social networks techno-society |
| title | Digital Autoethnography & Connected Intelligence: Two Qualitative Practice-Based Teaching Methods for the Digital Humanities |
| title_full | Digital Autoethnography & Connected Intelligence: Two Qualitative Practice-Based Teaching Methods for the Digital Humanities |
| title_fullStr | Digital Autoethnography & Connected Intelligence: Two Qualitative Practice-Based Teaching Methods for the Digital Humanities |
| title_full_unstemmed | Digital Autoethnography & Connected Intelligence: Two Qualitative Practice-Based Teaching Methods for the Digital Humanities |
| title_short | Digital Autoethnography & Connected Intelligence: Two Qualitative Practice-Based Teaching Methods for the Digital Humanities |
| title_sort | digital autoethnography connected intelligence two qualitative practice based teaching methods for the digital humanities |
| topic | teaching education autoethnography connected intelligence social networks techno-society |
| url | https://umanisticadigitale.unibo.it/article/view/9881 |
| work_keys_str_mv | AT stefanocalzati digitalautoethnographyconnectedintelligencetwoqualitativepracticebasedteachingmethodsforthedigitalhumanities |