encourage students to attend to the embodied experience of using a wearable fitness tracker.The primary goals of the writing assignment were as follows: Coupled with a lecture and discussion of the phenomenological method, students completed a description of an experience using the device (full assignment instructions can be found in the appendix). ![]() The phenomenological description assignment was designed to help students reflect on the impact of the Fitbit on their bodies and day-to-day lives. This article focuses on the phenomenological description assignment and provides reflections from students that assess its learning outcomes. Students used these devices over the course of fifteen weeks to complete a series of assignments on topics ranging from data privacy to technology and embodiment. In the spring of 2019, with the support of the Film Studies program at Michigan State University, students in my “Ordinary Media” course received a Fitbit to use throughout the semester. ![]() How do you close read a #hashtag? How do you perform visual analysis on YouTube’s auto-play feature? While the sheer variety and speed of emerging technologies necessitate continued adaptation for instructors, this article offers an example of how phenomenological description can be used to ground classroom discussions of ephemeral media. Pinning down the “text” of these micro-encounters and interactions is particularly difficult in the space of the humanities classroom. ![]() From the fleeting Snapchat and Instagram “stories” that disappear in twenty-four hours, to swiping, sorting, and “liking” the endless stream of content on social media, new media platforms and technologies cannot be divorced from the experiences they generate. One of the greatest challenges in teaching media today is the emphasis on ephemeral, individual, and increasingly haptic experiences with emerging technologies.
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