Co-Writing an Article & Yay! It's Published!
Estimated Reading Time: 3 minutes
Two years ago, I participated in a program called ID2ID. It was a program that started at Penn State University and eventually became a collaboration between PSU and Educause. It's a fun program that I hope they will continue to do (it looks like it is on hiatus this year and I would imagine that has much to do with COVID-19 and the significant demand on instructional designers everywhere).
The purpose of the program was to create more connections among instructional designers like myself. You could sign up to find a new colleague to do a project with or to be mentor/be mentored by someone. I had the great fortune to be paired with Alex Rockey, a fellow doctoral student (although she is now Dr. Rockey!). We had some great initial conversations learning about one another and circling in on a project we could work on together. We both had strong interests in constructivism as part of the learning experience and a deep appreciation for community colleges. Eventually, we got talking about my course in popular culture that I teach online at a community college and decided it might be useful to talk about the ways that you can use constructivism in an online course. The result was this article that we published in Dialogue: An Interdisciplinary Journal of Popular Culture and Pedagogy.
It was really fun and useful to write an article with someone else. It's definitely not the first time I have done it and am currently working on one with a colleague on another subject. I find that working with another person allows for each of us to help one another move past certain mental blocks or to spitball ideas and directions. The end result is always something that is so much better than what I could have done one my own (and I hope my colleagues can always say the same when working with me!).
For those that know me, this is right up my alley on so many levels--but in particularly, the journal is open access, which is something that I strongly believe in. So if you want to take a look at the article, here is the abstract.
Triple Threat or Triple Opportunity: When a Pop Culture Course Goes Online at a Community College by Lance Eaton & Alex Rockey
Teaching popular culture comes with many opportunities and challenges in a traditional classroom, but equally interesting and valuable are the possibilities that teaching such a course online can provide. This article explores how “Popular Culture in the US,” an online course at a community college, embraces some key attributes of the digital world such as multimodal communication and Web 2.0 interactivity. Evolved from a face-to-face community college course, the online version has increasingly developed to move from an instructor-centered to a student-centered approach that relies upon various engagement strategies. By using student choice, OER-enabled pedagogy, and constructivist approaches, the instructor engages students by leveraging the Internet to educate students, empower them as creators of content, and support critical participation in popular culture. The article illustrates how teaching within the online space can enhance teaching and learning, particularly for courses that have a disciplinary focus on popular culture and media.
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