Over the weekend, I added new pages under the Teaching menu option for the courses that I have taught, am teaching, and will teach. Each course page includes descriptions, syllabi, and assignments arranged chronologically by school:
If any of these materials might be useful to your course and assignment design, please feel free to adopt or modify as needed.
While assembling these pages, I discovered that some assignments and supporting materials were missing. Of course, it is best pedagogical practice to reflect and archive these kinds of materials for reference, improvement, and growth.
Before closing out the last class that I would teach at Georgia Tech as a Brittain Fellow, I brought a great big container of LEGO bricks to class for my students to explore and enjoy thinking about science fiction with haptics. As I had done last year, I invited my students to think of something from their experience of science fiction that emblematized what science fiction means to them. Put another way, I asked them to build a model of the thing that first comes to mind when they think of science fiction. It could be a robot, blaster, rocket, cyborg, computer, spaceship, etc. Whatever it was, I wanted them to use the available bricks to build an approximation of the thing, present their model to the class, and explain its provenance. I would add to each presentation of a LEGO MOC (my own creation) with additional SF examples and historical relevances.
The challenge to this assignment was that 2/3 of the class were taking the course remotely online. While I invited students to build something and share it on Twitter, few did or were able to do so before class that day. One online student joined us for the on-campus class, which added one more student to the mix and was much appreciated by me and his peers.
After giving instructions and discussing haptics, I gave the students about 25 minutes to find bricks and build their models.
Then, students were invited to come to the front of the class, place their model under the document camera for the benefit of online students, and tell us about their creation and its inspiration to them.
I was proud of the creations and connections that my students made during this end-of-semester exercise. Despite a number of same types of SF emblems (air/spacecraft), each student assumed a different approach and had different points of origin for their inspiration. Also, no two models were alike. Each one is a expression of the individual using a three-dimensional modeling art and design form–LEGO.
Besides drawing on different kinds and ways of thinking for this exercise, I know from students comments that they appreciated having a creative outlet in the class beyond their analytical final papers, which are creative in other ways (argumentation, research, prose writing, professional formatting/design, etc.).
Some of them choose to keep their models while others let me keep their models to show future students.
Finally, my Science Fiction class would not have been possible without the technical support of Ted Skirvin, who worked with me to use the affordances of the room with my teaching style while accommodating the needs of online students.
My Power Macintosh 8500 was in very good shape, but like many vintage computers with persistent clocks, it needed a new lithium battery.
I replaced the battery, installed Mac OS 7.5.5, a number of different software titles (including Apple’s Plaintalk Speech Recognition–I threw in a Plaintalk powered microphone, Project X/Hot Sauce, and Cyberdog). I discovered that the plastic inside the case did not age well. The PowerMac 8500 has a lot of plastic components that are held together with flexible tabs or clips. When I applied a small amoung of pressure on the tip of these clips to release them, most of them would break. Luckily, the case ties together very well, so I only had to piece some parts back together with clear tape (the power button/light assembly) and metal duct tape (one drive plate cover on the front of the case). To help dissipate heat, I added a rear slot fan made by Antec.
I made a video demoing the finalized system, which I’m including embedded below (I apologize for the flicker, but my digital camera doesn’t have enough adjustment features to match the refresh rate on the Apple 14″ Color Display).
In addition to the Power Macintosh 8500, I gave the Archives a box full of software and late-1990s/early-2000s video games for Macintosh. These might help facilitate more connections around campus (Computer Science, Media Studies, and Game Studies).
As I’m leaving soon for City Tech, I believe that we can do more together in our work with vintage computing. I floated the idea of a symposium, conference, or some other kind of connected project. Also, from what little I have learned so far, there’s a lot of investment and interest in computer technology in NYC (and Brooklyn in particular). I am looking forward to making new connections with others studying retrocomputing and New Media. I know that many opportunities await.
If you’re in the area tomorrow, you can catch my talk on teaching science fiction at Georgia Tech at the Atlanta Science Fiction Society meeting at the Sandy Springs Fulton County Library (395 Mount Vernon Hwy NE, Sandy Springs, GA). The meeting begins at 2:30PM, and my talk should begin around 3:30PM. I will bring copies of this handout to the meeting. My talk with focus on the history of teaching SF at Tech, my historical approach to teaching SF, and my emphasis on using SF as a way to develop student literacies in writing, new media, and haptics.
This is the sixty-second post in a series that I call, “Recovered Writing.” I am going through my personal archive of undergraduate and graduate school writing, recovering those essays I consider interesting but that I am unlikely to revise for traditional publication, and posting those essays as-is on my blog in the hope of engaging others with these ideas that played a formative role in my development as a scholar and teacher. Because this and the other essays in the Recovered Writing series are posted as-is and edited only for web-readability, I hope that readers will accept them for what they are–undergraduate and graduate school essays conveying varying degrees of argumentation, rigor, idea development, and research. Furthermore, I dislike the idea of these essays languishing in a digital tomb, so I offer them here to excite your curiosity and encourage your conversation.
In this Recovered Writing post, I am including two PDF files that I used in my presentation on “Writing the Brain: Using Twitter and Storify” for the 2 October 2013 CETL Brown Bag Workshop. The first is my PowerPoint presentation file and the second is my handwritten presentation notes. Normally, I type up a carefully written script for my presentations, but in this case, I wrote my speaking notes out by hand. While I was driven my a tight deadline imposed by several other responsibilities converging at the same time, I saw this as an opportunity to experiment with a way of presenting that I normally don’t do and I wasn’t completely comfortable doing. As I tell my students, we grow by challenging ourselves, doing new things, and experimenting with new approaches. This was one such attempt on my part.
Since I will be out of town on business during Wednesday’s class, I made this lecture video for my on-campus and off-campus students. It is available as an MP4 on T-Square > Resources, too.
Besides covering proto-SF, Voyages Extraordinaires, and Scientific Romances, we are reading H.G. Wells’ “The Star” and E.M. Forster’s “The Machine Stops.” I am looking forward to reading what everyone has to say on Twitter using the #lmc3214 hashtag!
Next week, we begin discussing the Hugo Gernsback and the SF Pulps!
During today’s LMC 3214 Science Fiction class, I continued my lecture on the importance of the Biology of Mind to Frankenstein specifically and Science Fiction generally.
In the last lecture, I ended on a discussion of the empiricist vs. rationalist debates. Then, I turned to the questions, “How and why do we enjoy literature?” I discussed solving puzzles (finding solutions), feeding our imagination (the novum), deploying our theory of mind and observing theory of mind at play in the novel, recognizing how the brain is a virtual reality simulator (it simulates our experience of the world and our experience of imagined worlds in fiction–in both cases there is a divide between us and the world itself–even more so in the case of the epistolary novel form), and finally, understanding that each person’s experience of the novel will be different based on wiring, hormonal production/reception, memories, and associations (we discussed how we observe this in the novel and how it is important to Romanticism).
I ended the lecture on an etymology of hubris and nemesis and a discussion about how the novel is a critique of the Age of Enlightenment.
In the last half of class, I asked the on-campus students to lead the discussion and raise those points, passages, or questions that they were most interested in concerning the novel. Our discussion ranged from Jurassic Park connections to women’s biological rights to the Creature’s missed potential due to his undutiful creator.
There’s no class on Monday for Memorial Day or Wednesday due to a professional trip. Our class lecture for Wednesday (LS and QUP sections) will be available on T-Square under Resources as an MP4 video. In that lecture, I will discuss proto-SF, Voyages Extraordinaires, and Scientific Romances.We will continue our conversations on Twitter through this weekend and next week. We will resume normal classroom meetings and lecture recording on June 2.
Today, my LMC 3214 students and I shifted our attention away from contemporary science fiction as represented by Ted Chiang’s “The Truth of Fact, the Truth of Feeling” towards the beginning of the genre.
My goal was to shift my students’ thinking about Frankenstein away from the popular conception (photo above) to the novel’s original depiction of these important characters in science fiction and English literature (photo to the right, below). When time and materials permit, I will bring in other Lego models to illustrate some of my larger points in class.
During today’s class, I lectured on precursors of the genre beginning with the Epic of Gilgamesh (connecting each of these earlier works to either Chiang’s story or Frankenstein to illustrate how the themes in SF influences still remain today) and moved forward to modernity. I glossed the Age of Enlightenment, the Scientific Revolution, the Industrial Revolution, Romanticism, and the Gothic.
With that groundwork established, we began discussing Mary Shelley’s Frankenstein (1818). I lectured on her biography and significant themes in the novel (science saturated novel, all three protagonists are scientists–Walton, Victor, and the Creature, and the biology of mind). The latter theme of mind (empiricism vs. rationalism) was what I rounded out the lecture with by discussing how the rationalists via Noam Chomsky eventually won out over the empiricists (the tabula rasa/the blank slate).
My students are building their discussions on Twitter using the hashtag #lmc3214. Please join in and participate in the conversation!
During Wednesday’s class, we will continue laying groundwork for our work in Science Fiction, LMC 3214 this summer. First, we will discuss the assigned reading: Ted Chiang’s “The Truth of Fact, the Truth of Feeling.” Then, while exploring the list of SF definitions that I assembled for us, we will test Chiang’s novella against those definitions. These definitions will also be a continuing part of our discussions in the weeks ahead.
Next week, we will turn away from contemporary SF and go back to its beginning, which I will argue (as others have done before me) is Mary Shelley’s Frankenstein (1818, NB: we will be reading the 1831 edition).
Beginning tomorrow, I will lead a new kind of Science Fiction LMC3214 class at Georgia Tech for 35 students.
As part of the Summer Online Undergraduate Program, I will teach about 10 on-campus students with face-to-face lecture, discussion, and exercises. Our weekly class meetings will be recorded in a Distance Learning classroom and made available to my 25 other students in the class who are off-campus and online.
Each section of students will receive the same lecture material and be required to complete the same assignments, but the online students will not have the benefit of realtime interaction with me and the other students. At least, they won’t be required to be. My intent is to test a way of facilitating simultaneous and asynchronous discussion with the help of Twitter. On-campus and off-campus students will use Twitter to facilitate discussion, ask questions, and share relevant material. They will also be asked to respond to one another’s sharing and questions. In the beginning, I will act as a mediator to connect students together and help build our initial discussions. It will be up to the students to sustain the conversations as a component of their participation grade. You will be able to follow along with the discussion (and contribute, too!) by following the hashtag: #lmc3214.
I have some new ideas and material that I am going to try out in this summer’s Science Fiction class. Last summer, my Science Fiction class was held during the short summer session, which made it difficult to cover more material and challenging for students to learn the material in such a compressed period of time. This summer’s class covers the full Summer semester, so I think that we can space things out, look at more examples, and help one another understand Science Fiction’s significances better.
I’m looking forward to this new class and meeting my new students–on-campus and off-campus alike.