Liz Losh lecture on 4/18

Our final lecture event of the semester is coming up next week. Liz Losh is an Associate Professor at William & Mary, and the former director of UCSD’s Culture, Art & Technology program. She’s also the co-winner of last year’s McGannon Book Award. We’re delighted to have her here at Fordham and urge everyone to come to the talk!

Liz Losh Picture

Digital Universalism and the Posthuman University: Experiments in Scale and Access in Higher Education

Walsh Library 432, O’Hare Special Collections Room

Fordham College Rose Hill, 441 E. Fordham Road, Bronx, NY

2012 was declared to be “the year of the MOOC” by no less than the New York Times, but stories of failure abounded about Massive Open Online Courses in the years that followed. This talk argues that MOOCs themselves might have been remarkably uniform as vehicles for content delivery, but they spurred a valuable diversity of pedagogical reactions among faculty to their particular format for free large-scale distance learning. Public debate and discussion about MOOCs has spurred a variety of innovative pedagogical experiments in higher education: SPOCs (Small Personalized Online Courses), DOCCs (Distributed Open Collaborative Courses), POOCs (Public Open Online Courses), and many other new variants of online teaching.  By attending to the messy, material, embodied, affective, labor-intensive, and situated character of digital learning, this talk posits some possible best practices for faculty, students, and administrators.

Elizabeth Losh is an associate professor of English and American studies at William and Mary with a specialization in new media ecologies. Before joining William and Mary, she directed the Culture, Art, and Technology Program at the University of California, San Diego. She is a core member and former co-facilitator of the feminist technology collective FemTechNet, a founding member of the Center for Solutions to Online Violence, and a member of the HASTAC Steering Committee.

Co-Sponsored by the Fordham Digital Humanities Working Group and the Department of Communication & Media Studies