Difference between revisions of "Social Practices COVID-19 Teaching Resources"

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<small> This is a list of resource persons in digital cultures who want to help peers deal with this transition. </small>
 
<small> This is a list of resource persons in digital cultures who want to help peers deal with this transition. </small>
  
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[https://docs.google.com/document/d/1ZWh9ErjIGjSlko827S-AdRpKyOQ0Pzl3XDzMToAaHV0/mobilebasic Carnegie Mellon Assignment/Team Prompts ]
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    [https://docs.google.com/document/d/1ZWh9ErjIGjSlko827S-AdRpKyOQ0Pzl3XDzMToAaHV0/mobilebasic Carnegie Mellon Assignment/Team Prompts]
  
  

Revision as of 14:56, 20 March 2020

WDKA Links

   WDKA Staff and Students Update

   WDKA COVID-19 Central Information Point (In Dutch Only)

   MYWDKA Distance Education 

   Etherpad hosted on Piet Zwart Institute Experimental Publishing server

They aren't any less private that regular etherpads on riseup or whatever, but they are hosted on an internal WdKA/PZI server. So in case you want to be strict-ish about HR regulations that we use only "official" HR software, this pad may be a workaround. Do not post private or sensitive information on these pads (student emails, phone numbers, etc...). They are not private, and also GDPR. 

   Education on a distance - Learning technologies from HR

Manifestos and Charters and the like

Foundational documents, demand-lobbying, organizational guidelines 

   DCW (Design and Cultural Workers Union). Open Letter: COVID-19 Statement from Designers + Cultural Workers

   Newsletter announcement DCW

   UVW (United Voices of the World). Open Letter: UVW response and demands of bosses and government  UVW is a members-led, campaigning trade union which supports and empowers the most vulnerable groups of precarious, low-paid and predominantly migrant workers in the UK. Founded in 2014, rapidly gaining media attention and popular support with a series of high-profile victories for workers at Sotheby's, Harrods, and the London School of Economics

   Dutch ZZP-er (Freelancer) Manifesto. Cultural Workers Shouldn't Pay for the COVID-19 Pandemic in NL  This is an anonymous open letter meant to address Dutch cultural organisations, institutions of education and research, and government bodies. Its goal is to raise concerns regarding freelance and remote work during the COVID-19 emergency. Feel free to circulate, appropriate and adapt this text. 

   Cancel everything, pay everyone!This is an open letter directed to gallery owners, curators, editors and directors, It's aim is to highlight concerns of precarious freelance work and how financial security will be impacted by cancellation of cultural events. 

   [ https://staythefuckhome.com/sfw/  #StayTheFuckHome. A Movement to Stop the COVID-19 Pandemic]


Education-Based Resources

   Teaching Design

Google Doc

  • Ideas for online teaching and learning design
  • (⇨ online bibliography) An in-progress + collaborative project
  • design as in: graphic, industrial, product, communication, media, visual, video, fashion, textile, web, interface, UX, animation, game, typeface …

Quite useful. And joyfully colourful 

   RESOURCES FOR ONLINE INSTRUCTION of VISUAL/STUDIO ARTS

   Teaching Effectively During Times of Disruption

Stanford University guide to teaching in times of COVID-19. Looks like they are subscribed to Google online VLE (Virtual Learning Environment) by the tools that they recommend using. Interesting section on synchronous vs asynchronous teaching. Extensive Zoom tutorial. 

   Italy's Ministero dell'Istruzione (Ministry of Education) official guide to teaching at a distance. 

   ArtEZ Arnhem: Emergency Online Readiness for Students

   University of Hong Kong: Teaching and Learning Arrangement (Updated February 10)

   Jason Coe (HK academic) ZOOM Meeting 

   Distance-Learning Tips for Gallatin Arts Workshops: Getting Started

Authors: Teachers at Arts Faculty, NYU Gallatin
Source: Crowdsourced Google Doc 

   Some working questions

Engage with the circumstances of the moment. What does it mean to teach art-making in the 21st century? What are the students noticing about institutional response to crisis? Industry response? What can this moment teach about the world we live in and the fields we work in?
How might these online formats stimulate ways to think about environments, space, and time? For example: what might be ways to “build environments for the screen” or think about the bounded screen as a kind of theatrical space?
How might students collaborate in this new space? For example: working in pairs or groups to create projects that are shared and built upon remotely? 

   Amazing Educational Resources

Education Companies Offering Free Subscriptions due to School Closings (Updated) 

   Resources for Online Meetings, Classes, and Eventshttps

by Facilitators for Pandemic Response group and other collaborators 

   ACCESSIBLE TEACHING IN THE TIME OF COVID-19

   Design Education Resources and Considerations for dealing with COVID-19 (AIGA)

   Digital Cultures Resource Person Community List

This is a list of resource persons in digital cultures who want to help peers deal with this transition. 

   Carnegie Mellon Assignment/Team Prompts


Concrete ideas for classroom activities

   Spread-Sheet-Introduction*

(*inspired by the “Building Alternatives” spread sheet of Evening Class London) Found on teaching-net shared doc (See Education-Based Resources)

  • Set up a Google Sheet
  • In the first column write your name and style it
  • Chose an emoji as your course-signature paste it in the second column
  • In the third column write: What are you personally interested in or concerned about?
  • Find common themes and comment on your colleagues interest in the fourth column in your font-style

Sample picture here 

   POD MAPPING

Pod-mapping strategy for mutual aid Author: Rebel Sidney Black
facebook.com/rebelblack007
Source: Mutual Aid for Survival (See Community-Based Resources)
Pod Mapping is a tool for mutual aid developed by the Bay Area Transformative Justice Collective. The mapping tool focuses on the notion of the 'pod' as a microcosm of community. Using 'pod' as a microcosm of community makes it more concrete, easier to get organized, connect, make and follow through with a plan. Pod Mapping therefore relies on concrete names of people that can be called upon in times of need. The pod map starts with placing yourself in a circle; next step is to fill in dark circles around your circle names of people who you can count on for different services and aid. Some examples might be somebody who can take you to the doctor, provide childcare, purchase and deliver groceries, etc. The next layer, dotted circles, are people who might become part of the map. The most external layer are larger community groups, networks and resources. The map therefore moves from the most direct and concrete to less-defined, yet important, forms of support. The resulting map of mutual aid visualizes who you can call upon in times of need, and vice versa.

Neighborhood Pods How-To As things get harder, we show up for our neighbors. As a pod point person, you take on the responsibility of reaching out to your neighbors, checking in on what needs are arising on your block, coordinating a neighborhood group chat or phone tree, and staying in touch with the point people from other neighborhoods for resource pooling.

How to build your pod

  • Fill out the survey to volunteer as a pod point person (PPP)
  • Starting your pod
    Print (or write out!) copies of the following contact sheet and deliver to your neighbors. Ideally you’ll deliver 30+ fliers to the houses/apartments right around where you live. Ring the doorbell, knock, talk through the flyer with them, and if they aren’t home, leave a flyer. (Be safe about this!! Might be better to just leave the flyer on their porch)
    It is illegal to put things in other people’s mailboxes: try the crack of their door, between screen door and main door, etc.
    Safety advice: leave off your house number
    The flyers are to exchange contact info, in order to start a text thread (or whatsapp, signal, slack, facebook messenger, whatever!) or a phone tree.
    FLYER ASAP IN CASE RESTRICTIONS ON LEAVING HOME ARE PUT IN PLACE
  • Naming your pod
    Pick a fun name! My dad’s pod in California is “the Peralta Street Blockheads”
  • Building your pod
    Create a group chat (ex: Whatspp, Groupme, Slack) for your neighborhood and as people text you, add them to the group
    Troubleshoot as needed - help folks download any necessary apps and get set up if they need it, answer questions, ask neighbors to help bring more people in.
    Neighborhood Pods should have between 5 and 30 people. If there are more than 30 neighbors interested, figure out how to split up into two pods.
    Use the conversation guide below to get to know the people in your pod, and to get a sense of what support needs may come up in your pod.
  • Stay in touch with your pod members.
    Share wider-community resources, and keep up with how folks are doing. If your pod members are into individual check-ins, do those as often as feels right. (Right now, your pod might do check-ins every few days. If the pandemic escalates, your pod may choose to check in every day.) If you are PPP of a larger pod, consider establishing a phone tree for individual calls or texts.

found in COVID-19 Mutual Aid Resource Links)

  • Building care teams

There is an example of how to create a local community response team in an apartment building.

  • Set up a mutual aid fund

A crowdfunded solidarity funding pool that can be distributed out to those experiencing financial difficulties.

  • Actions you can take right now: Do a self-inventory. What do you have? How will you support yourself? What can you share?
    Your inventory can include your skills: making creative recipes with canned food, talking to friends who are in panic, making plans, making spreadsheets, getting organized.
    Maybe you have class privilege. Consider giving money directly to others. This can be sick and disabled folks who can’t work, artists who are having gigs canceled, students who don’t have access to other resources, funding an herbalist to make plant medicine & immunity boosters for others.
    Offer housing for students whose campuses are getting shut down.
  • Offer assistance to others.
    Check in with sick and disabled friends, especially those who already have to self-isolate in non-pandemic times. Resource hoarding has also impacted people who need wipes, masks, and hand sanitizers for daily survival. Share.
    Drop off groceries for elders and immunocompromised .
    Cook extra meals and share them with neighbors, housed and unhoused.

News Articles_Blog Posts on Assorted Tactics

   Accessible teaching in the Time of COVID-19

Author: Aimi Hamraie Source: Mapping Access "Disabled people have long used remote access as a method for organizing pleasure and kinship." "All of the below suggestions come from disability culture and community. Disabled people have been using online spaces to teach, organize, and disseminate knowledge since the internet was invented. Disabled people are leading survival praxis in apocalyptic times. Please recognize that the very types of remote access that universities now mandate for classrooms and conferences have been denied to disabled people. Please also recognize that disabled people have long engaged in refining methods for remote access to protests, classrooms, doctor’s offices, public meetings, and other events. Mention this in your classes so that students know they are benefitting from crip technology and praxis. Commit to accessible teaching because it is crip technoscience and disabled ingenuity that has made remote participation possible." 

   Transcript: Yan Lianke, What Happens After Coronavirus?

Elaine W Ho writes: Also this most beautiful and moving e-lecture from a professor at HKUST, to be moved to tears via wi-fi... On February 21, Yan Lianke, IAS Sin Wai Kin professor of Chinese Culture and chair professor at The Hong Kong University of Science and Technology, gave an e-lecture to his class of graduate students on coronavirus, community memory, and how storytellers will one day address the outbreak. Below is a translation of that lecture, published first in ThinkChina and translated by Grace Chong. 

   Mutual Aid for the End of the World

Author: Kelly Rose Pflug-Back
Source: Briarpatch Magazine

GOAT is rooted in principles of mutual aid and collaboration, with a focus on marginalized identities – centring the people who mainstream disaster narratives often paint out of the picture, portray as a threat, or assume would succumb to the Darwinian logic of “survival of the fittest.”

“I identify as ‘multiply marginalized,’ which is a simple way to say a very complicated thing,” Aus explains to me. “I’m PoC [a person of colour], I’m mixed-Black, I’m from a low-income family. I have mobility issues and chronic pain, as well as obsessive-compulsive and anxiety disorders.” By virtue of these things, they explain, even the decision to leave the house involves risks ranging from physically inaccessible infrastructure to harassment from police.

GOAT discussions can range from how to make homemade insulin if pharmacies shut down, to how to evacuate from Toronto if roads are closed, to how to navigate interpersonal conflicts when the survival of a group is at stake. Aus explains, “The first thing I say [when I teach] is that literally no one is able to survive day to day without relying on someone else – why do we assume we can do this when everything is falling apart?” 

   Studio culture goes online at Taubman College

Author: Antonio Pacheco
Source: Archinet

"Remote and alternative design studio setups have been an ongoing interest for Taubman Assistant Professor of Architecture Cyrus Peñarroyo, who is teaching a thesis section this semester that falls at the intersection of architecture and media culture. In the studio, Peñarroyo and his students are exploring a variety of approaches for handling design critiques and reviews remotely, including distance learning and shared work sessions. Utilizing the power of conferencing platforms like BlueJeans and Google Drive, Peñarroyo and his students are exploring ways of decoupling design feedback from the physical confines of the studio space. [...] Working with two students at time, Peñarroyo was able to offer feedback on design work through a mix of digital platforms. Peñarroyo explains, 'I can see their faces on BlueJeans, and they can share their screens with me via their computers. So the person presenting shares an in-process Rhino model, for example, or they share PDFs or slideshows they have produced.' [...] For the course, students are leaving comments on one another's work via a shared Google Drive, while plans for conferencing in outside critics for the final reviews are in the works. The approach is actually preferable for some students, Peñarroyo explains, as it can take some of the stress of the review performance itself off of these budding designers. Alternative critique and review approaches create 'multiple spaces for interaction' Peñarroyo adds, 'It provides a different level of engagement and can feel more direct and less performative. It also means that students have flexibility and more than one space to engage in design with.' ” 

   CHALLENGES & SOLUTIONS FOR HAVING TO ABRUPTLY TEACH ONLINE

Author: Jaap Grolleman Source: Personal Blog 

   How to turn an offline course into an online one

Quick suggestions, self-explanatory, by a sociology teacher 

   Please do a bad job of putting your courses online

Author: Rebecca Barrett-Fox
Source: Personal Blog

An article that takes in account mental wellbeing and care of both teaching staff and students. i.e. this is a special situation and to please be aware of the extra demands. In other words, don't be a heroine. This text has been recommended in several forums and chats, multiple times in some cases. Seems to resonate. 

   Remote Teaching Resources for Business Continuity

   DIY Masks making tactics

Tactic 1

Tactic 2

> Tactic 3 

   Workers' rights in the Netherlands in the COVID-19 crisis

   How to hide your messy room for a Zoom video conference

Author: Barbara Krasnoff
Source: The Verge

Software Review

Header text Header text Header text
Example Example Example
Example Example Example
Example Example Example 
General info on FLOSS alternatives

Collective text editing

FLOSS 

Online Classrooms

FLOSS


Proprietary 

Online conferences

FLOSS


Proprietary 

Chat messaging

Proprietary 

Screen recording

FLOSS


Proprietary 

Drawing/mapping

FLOSS


Proprietary 

Process diary/web design

FLOSS 


File sharing

FLOSS


Proprietary 

Audio transcription software

Proprietary 

Audio streaming

FLOSS


Proprietary 

Video streaming

Proprietary 

Game/interaction design tools

FLOSS List of resources


Social Media

Useful groups


Twitter Hashtags

  • #onlineteaching

Online Archives & Libraries

Virtual museum/gallery tours


Online libraries


Other recources

Inspirational Films Art and Literature

Header text Header text Header text
Example Example Example
Example Example Example
Example Example Example 
Quarantine Film Club (Compiled by Sheffield Transformed) List of films to watch, with synopses/descriptions and links.

Films shot from one's home/ bedroom

  • THIS IS NOT A FILM, Jafar Panahi and Mojtaba Mirtahmasb, 2011
  • Rear Window, Alfred Hitchcock, 1954
  • Hush! Viktor Kossakovsky, 2002
  • UNREST, Jennifer Brea 2017 (now streaming on Netflix!)
  • Je, tu, il, elle, Chantal Akerman, 1974
  • La chamber, Chantal Akerman, 1972
  • Portrait d'une Paresseuse, Chantal Akerman, 1986
  • Searching, Aneesh Chaganty, 2018
  • Noah, Walter Woodman, 2013
  • Hotel Diaries, John Smith, 2001-2007
Literature in the time of coronavirus: a reading list

Other works