Blog Post

ACADEMIC COMMONS: New Media Scholarship and Pedagogy Issue

Dear Readers,

We're excited to announce the publication of our most recent issue of Academic Commons .

Dear Readers,

We're excited to announce the publication of our most recent issue of Academic Commons: http://www.academiccommons.org/commons/essay/introduction-issue

"New Media Technologies and the Scholarship of Teaching and Learning," edited by Randy Bass (with Bret Eynon and an editorial group at the Center for New Designs in Learning and Scholarship at Georgetown University) explores the intersection between new media, teaching and learning in higher education today. In addition to essays by Bass and Michael Wesch, Cathy Davidson talks about learning in the new humanities, and Eynon, Kathleen Yancey, Barbara Cambridge and Darren Cambridge discuss the state of our e-portfolios.

The issue also features "The Difference that Inquiry Makes," a collection of teaching-and-learning case studies from Bass and Eynon's Visible Knowledge Project, exploring work from twenty different institutions. If you haven't already discovered it on your own, take a look. It's a fascinating read and a font of provoking ideas, re-imagining the ways in which we teach and learn.

And the best part? There's more to come. Look for additional essays and case studies soon. You can find the full table of contents: http://www.academiccommons.org/issue/january-2009

We also want to announce that a HASTAC Scholars Discussion Forum , based on key ideas in this issue, will launch March 23. Details to follow.

Best wishes,

The Editors at Academic Commons

," edited by Randy Bass (with Bret Eynon and an editorial group at the Center for New Designs in Learning and Scholarship at Georgetown University) explores the intersection between new media, teaching and learning in higher education today. In addition to essays by Bass and Michael Wesch, Cathy Davidson talks about learning in the new humanities, and Eynon, Kathleen Yancey, Barbara Cambridge and Darren Cambridge discuss the state of our e-portfolios.

The issue also features "The Difference that Inquiry Makes," a collection of teaching-and-learning case studies from Bass and Eynon's Visible Knowledge Project, exploring work from twenty different institutions. If you haven't already discovered it on your own, take a look. It's a fascinating read and a font of provoking ideas, re-imagining the ways in which we teach and learn.

And the best part? There's more to come. Look for additional essays and case studies soon. You can find the full table of contents here .

We also want to announce that a HASTAC Scholars Discussion Forum , based on key ideas in this issue, will launch March 23. Details to follow.

Best wishes,

The Editors at Academic Commons

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1 comment

That theme of generative disruption runs
throughout all of these pieces in this issue, none more than in Cathy
Davidson

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