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Subject: (Journal of Interactive Technology and Pedagogy (Public Group)) Blog Post - Introduction

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From: "Sarah Ruth Jacobs (CUNY Academic Commons)" <Commons@gc.cuny.edu>

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[Sarah Ruth Jacobs](https://commons.gc.cuny.edu/members/srujacobs/) wrote a=

 new blog post [Introduction](https://jitp.commons.gc.cuny.edu/introduction=

/) in the group [Journal of Interactive Technology and Pedagogy (Public Gro=

up)](https://commons.gc.cuny.edu/groups/journal-of-interactive-technology-a=

nd-pedagogy-public-group/)::

"We are pleased to introduce the first issue of The Journal of Interactive =

Technology and Pedagogy (JITP), an open access and peer-reviewed forum for =

interdisciplinary collaboration, pedagogic study, and innovative computatio=

nal research. In this, our inaugural issue, we wanted to describe for you t=

he origins of the journal, the content you are likely to find on our site, =

our peer review policies, and the editorial decisions we have made to make =

JITP a progressive model for alternative modes of scholarly communication.

About the Journal

JITP has its origins in the Interactive Technology and Pedagogy Certificate=

 Program at the Graduate Center of the City University of New York. Founded=

 in 2002 by Steve Brier, the program enables faculty and doctoral students =

from different disciplines to engage with questions of how the increased av=

ailability of interactive technologies is changing pedagogical and research=

 practice. By coupling the study of the history and theory of technology an=

d pedagogy with practical experimentation with new tools and methods, the p=

rogram has sought to promote and improve discourse surrounding teaching,lea=

rning, and scholarship in the digital age.

JITP launches under the ITP program=C3=A2=C2=80=C2=99s aegis and with the a=

dded awareness of the changing landscape of scholarly communication. The ce=

rtificate program has long been invested in the merits of open access schol=

arship and open source code, two important impetuses for change in contempo=

rary academia. Our journal will continue this critical engagement with open=

ness and hopes to follow the important strides made by open access scholarl=

y journals such as Kairos and Computational Culture, organizations such as =

HASTAC and the National Endowment for the Humanities=C3=A2=C2=80=C2=99 Offi=

ce of Digital Humanities, and creative academic movements such as THATCamps=

. As such all materials are available free of charge and submissions to the=

 journal will pass through an open peer review process where the names of b=

oth submitters and reviewers are transparent at all times.

Along with this drive toward openness, another important impetus behind man=

y of the recent changes in scholarly publication has been the desire by aca=

demics to consider new modes of scholarship and new forms of peer review in=

 the digital age. JITP was created with these questions very much in mind. =

As a result, we strive to redefine the traditional practices of scholarly j=

ournals. At the core of our practices is the =C3=A2=C2=80=C2=9CEditorial Co=

llective,=C3=A2=C2=80=C2=9D a fourteen-member interdisciplinary group of fa=

culty, staff, and students. The collective works together to do the daily t=

asks of maintaining and producing the journal, and through deliberation and=

 consensus-building, determines what types of content will be included and =

what shape and feel the journal will take. Furthermore, each issue is co-ed=

ited by a two-person team consisting of a faculty (or staff) member and a g=

raduate student. This structure mirrors the certificate program=C3=A2=C2=

=80=C2=99s co-taught classes, which encourage an interdisciplinary approach=

 to material, and provides the graduate students in the collective with a c=

hance to work on a journal in more than an administrative role.

Through this framework JITP endeavors to better represent different voices =

from across the academic spectrum. The journal will publish a broad range o=

f multimedia formats, including videos, Prezis, and interactive media, whil=

e providing a number of different platforms for different written formats a=

nd lengths of contributions. Each issue of JITP features articles that have=

 passed through open peer review by one member of our editorial collective =

and one member of our review board. In addition, JITP will continuously pub=

lish submissions in our Book Reviews, Tool Tips, Teaching Fails, and Assign=

ments sections. Submissions to these categories are rapidly approved or rej=

ected by the category editors; if approved, minor corrections are suggested=

 and then the submissions are quickly published on the journal=C3=A2=C2=

=80=C2=99s site. Importantly, we still consider these submissions as being =

under the purview of peer review. But, instead of the double-blind review o=

f traditional journals or the open peer review that our issue articles go t=

hrough, these works will go through a post-publication peer review process.=

 This model makes materials available to the larger scholarly community fir=

st and then leaves the review process in the hands of our readers, who will=

 participate by providing feedback through comments in the journal=C3=A2=

=C2=80=C2=99s blog-style environment. This open dialogue will be important =

in developing healthy online discourse and encouraging revisions by submiss=

ion authors that take into consideration continually developing themes and =

trends. We believe strongly in the role of this post-publication peer revie=

w model in the future of scholarly communication and are enthusiastic about=

 the impact it will have on the quality of work published in our journal.

About the Issue

As we put together the inaugural issue of JITP, we were reminded that compu=

tational research, tool development, and pedagogy are emergent and continua=

lly expanding fields. The articles in this issue cover a broad range of dis=

ciplines, utilizing a wide range of methodological approaches. While all of=

 them share technology as a critical tool in their projects, each author ha=

s put that technology to use differently, revealing the breadth of work bei=

ng done to interrogate and innovate pedagogical theory and practice.

Throughout the editorial process it has been good to see that collaboration=

 is at the core of the work of our authors, and it is well represented in t=

he articles in this issue. All six articles describe projects that integrat=

e or require collaboration: one reports on collaborative research and writi=

ng projects in the undergraduate sociology classroom; another discusses the=

 results of a collaborative philosophy project; two describe tools and plat=

forms developed by pedagogues working with programmers; and the final two d=

escribe teachers collaborating on strategies that were developed and deploy=

ed across multiple courses. Collaboration, then, emerges as a source of str=

ength in the technology and pedagogy field, an important development as pro=

jects become more complicated, requiring a multiplicity of skill sets and k=

nowledge bases.

One of the main reasons for much of this collaboration is the challenge of =

developing new software that create new opportunities in learning environme=

nts. In =C3=A2=C2=80=C2=9CMyDante: An Online Environment for Collaborative =

and Contemplative Reading,=C3=A2=C2=80=C2=9D Frank Ambrosio, William Garr, =

Eddie Maloney, and Theresa Schlafly introduce their development of a collab=

orative reading platform, Ellipsis, that allows readers to annotate a text =

with their thoughts, scholarly references, or multimedia. They discuss earl=

y iterations of such a platform in supporting a philosophy course at George=

town University and review student feedback in planning for future use. Bri=

dget Draxler, Haowei Hsieh, Nikki Dudley, and Jon Winet=C3=A2=C2=80=C2=

=99s =C3=A2=C2=80=C2=9C=C3=A2=C2=80=C2=98City of Lit=C3=A2=C2=80=C2=99: Col=

laborative Research in Literature and New Media=C3=A2=C2=80=C2=9D examines =

the development of an interactive phone app and website at the University o=

f Iowa. Undergraduate students create and compile multimedia that engages u=

sers with Iowa City=C3=A2=C2=80=C2=99s rich literary history.

This issue also shows how pedagogues can come together to develop new exper=

iences for their students through the use of preexisting technologies. In =

=C3=A2=C2=80=C2=9CLet=C3=A2=C2=80=C2=99s Go Crazy: Lenz v. Universal,=C3=

=A2=C2=80=C2=9D xtine burrough and Emily Erickson review how they used YouT=

ube video responses to discuss the Lenz v. Universal copyright infringement=

 case and standards of fair use in a Media Law class and a Communications c=

lass. The article offers examples of fair use videos made by burrough=C3=

=A2=C2=80=C2=99s students in response to Stephanie Lenz=C3=A2=C2=80=C2=

=99s YouTube video of her child dancing to Prince=C3=A2=C2=80=C2=99s music.=

 The authors advocate for widespread education on copyright issues and alig=

n the fair use of media with the First Amendment right of free expression. =

In =C3=A2=C2=80=C2=9CTalking with Students through Screencasting: Experimen=

tations with Video Feedback to Improve Student Learning=C3=A2=C2=80=C2=

=9D Riki Thompson and Meredith J. Lee recommend the use of Jing screen capt=

ure software to create veedback=C3=A2=C2=80=C2=93that is, video feedback in=

 the form of screencasts of students=C3=A2=C2=80=C2=99 essays with added au=

dio of the professor=C3=A2=C2=80=C2=99s commentary. They argue that video f=

eedback can help personalize a professor=C3=A2=C2=80=C2=99s responses and s=

et an encouraging tone, especially in the teaching of online courses. Stude=

nt surveys are used to discuss ways in which veedback might be improved.

Our two single-authored articles highlight the fact that most successful ex=

ercises in computational research or pedagogy require a detailed considerat=

ion of the practice of technological implementation and its impact on the c=

onstruction of knowledge. In =C3=A2=C2=80=C2=9CSteps, Stumbles and Successe=

s: Reflections on Integrating Web 2.0 Technology for Collaborative Learning=

 in a Research Methods Course=C3=A2=C2=80=C2=9D Kate B. Pok-Carabalona reco=

unts a semester-long experiment in using online tools to enable collaborati=

ve research and writing in an introductory sociology classroom. Pok-Carabal=

ona self-critically explains her own methods in choosing each tool and addr=

esses in detail the implications and drawbacks of using such tools in socio=

logy classrooms. Chris Alen Sula=C3=A2=C2=80=C2=99s =C3=A2=C2=80=C2=9CPhilo=

sophy through the Macroscope: Technologies, Representations, and the Histor=

y of the Profession,=C3=A2=C2=80=C2=9D on the other hand, discusses the dev=

elopment of a tool that will enable a =C3=A2=C2=80=C2=9Cdistant=C3=A2=C2=

=80=C2=9D view of how the field of philosophy has been shaped over time. Su=

la=C3=A2=C2=80=C2=99s (and his partner David Morrow=C3=A2=C2=80=C2=99s) Phy=

lo project aims to remediate some of the weaknesses and biases apparent in =

a variety of classic representations of their academic field through visual=

izations that more inclusively and objectively represent how philosophical =

knowledge is constructed and disseminated.

In an era of such exhilarating, but sometimes overwhelming and exhausting, =

dynamism in both the academy and the realm of technology, change comes fast=

 and furiously and it often takes a village to accomplish goals and reach e=

xpectations. Like many of the projects presented in this issue, the initiat=

ion of an academic journal requires coordination and collaboration. As we m=

entioned above, the editorial collective worked together to accomplish task=

s such as copyediting, web design, site management, communications, and cit=

ation management, based on the backgrounds and expertise of its fourteen me=

mbers. We are also very thankful for the efforts and contributions of our E=

ditorial and Review Boards. To that end we look forward to the final piece =

of collaboration on this issue, online comments from our readers. We believ=

e you=C3=A2=C2=80=C2=99ll find the articles in this issue of JITP of intere=

st. When you do, please engage with those articles through your own comment=

ary. In this way the conversations can continue, and we can help the author=

s and one another find new and better ways of incorporating technology into=

 pedagogy.

Kimon Keramidas (Bard Graduate Center), Issue Editor

Sarah Ruth Jacobs (Baruch College/CUNY Graduate Center), Issue Editor

About the Authors

Kimon Keramidas is Assistant Director for the Digital Media Lab at the Bard=

 Graduate Center where he is responsible for the development and implementa=

tion of digital media practices across academic programs. His research focu=

ses on digital media through the lenses of political economy and sociology =

of culture, and he is currently working on a book project about contemporar=

y corporate theatrical production and a gallery project on the materiality =

of computer interface design. Kimon received his PhD in Theatre from the CU=

NY Graduate Center where he also completed the CUNY Graduate Center's Certi=

ficate in Interactive Technology and Pedagogy.

Sarah Ruth Jacobs is a doctoral student in American literature at the Gradu=

ate Center of the City University of New York, and an English Teaching Fulb=

right Grantee at Mohammed V University in Rabat, Morocco."

Go to the discussion to reply or catch up on the conversation:

https://jitp.commons.gc.cuny.edu/introduction/

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=09=09=09=09=09=09=09=09=09<span style=3D"font-weight: bold; display:none; =

font-size: 20px" class=3D"welcome">Hi Matthew K. Gold,</span>

=09=09=09=09=09=09=09=09=09<hr style=3D"display:none;"color=3D"#f4f3f4">

=09=09=09=09=09=09=09=09=09<a style=3D"color: #2d7c9b;" href=3D"https://com=

mons.gc.cuny.edu/members/srujacobs/">Sarah Ruth Jacobs</a> wrote a new blog=

 post <a style=3D"color: #2d7c9b;" href=3D"https://jitp.commons.gc.cuny.edu=

/introduction/">Introduction</a> in the group <a style=3D"color: #2d7c9b;" =

href=3D"https://commons.gc.cuny.edu/groups/journal-of-interactive-technolog=

y-and-pedagogy-public-group/">Journal of Interactive Technology and Pedagog=

y (Public Group)</a>::<br />

<blockquote>We are pleased to introduce the first issue of The Journal of I=

nteractive Technology and Pedagogy (JITP), an open access and peer-reviewed=

 forum for interdisciplinary collaboration, pedagogic study, and innovative=

 computational research. In this, our inaugural issue, we wanted to describ=

e for you the origins of the journal, the content you are likely to find on=

 our site, our peer review policies, and the editorial decisions we have ma=

de to make JITP a progressive model for alternative modes of scholarly comm=

unication.<br />

<br />

About the Journal<br />

<br />

JITP has its origins in the Interactive Technology and Pedagogy Certificate=

 Program at the Graduate Center of the City University of New York. Founded=

 in 2002 by Steve Brier, the program enables faculty and doctoral students =

from different disciplines to engage with questions of how the increased av=

ailability of interactive technologies is changing pedagogical and research=

 practice. By coupling the study of the history and theory of technology an=

d pedagogy with practical experimentation with new tools and methods, the p=

rogram has sought to promote and improve discourse surrounding teaching,lea=

rning, and scholarship in the digital age.<br />

<br />

JITP launches under the ITP program=E2=80=99s aegis and with the added awar=

eness of the changing landscape of scholarly communication. The certificate=

 program has long been invested in the merits of open access scholarship an=

d open source code, two important impetuses for change in contemporary acad=

emia. Our journal will continue this critical engagement with openness and =

hopes to follow the important strides made by open access scholarly journal=

s such as Kairos and Computational Culture, organizations such as HASTAC an=

d the National Endowment for the Humanities=E2=80=99 Office of Digital Huma=

nities, and creative academic movements such as THATCamps. As such all mate=

rials are available free of charge and submissions to the journal will pass=

 through an open peer review process where the names of both submitters and=

 reviewers are transparent at all times.<br />

<br />

Along with this drive toward openness, another important impetus behind man=

y of the recent changes in scholarly publication has been the desire by aca=

demics to consider new modes of scholarship and new forms of peer review in=

 the digital age. JITP was created with these questions very much in mind. =

As a result, we strive to redefine the traditional practices of scholarly j=

ournals. At the core of our practices is the =E2=80=9CEditorial Collective,=

=E2=80=9D a fourteen-member interdisciplinary group of faculty, staff, and =

students. The collective works together to do the daily tasks of maintainin=

g and producing the journal, and through deliberation and consensus-buildin=

g, determines what types of content will be included and what shape and fee=

l the journal will take. Furthermore, each issue is co-edited by a two-pers=

on team consisting of a faculty (or staff) member and a graduate student. T=

his structure mirrors the certificate program=E2=80=99s co-taught classes, =

which encourage an interdisciplinary approach to material, and provides the=

 graduate students in the collective with a chance to work on a journal in =

more than an administrative role.<br />

<br />

Through this framework JITP endeavors to better represent different voices =

from across the academic spectrum. The journal will publish a broad range o=

f multimedia formats, including videos, Prezis, and interactive media, whil=

e providing a number of different platforms for different written formats a=

nd lengths of contributions. Each issue of JITP features articles that have=

 passed through open peer review by one member of our editorial collective =

and one member of our review board. In addition, JITP will continuously pub=

lish submissions in our Book Reviews, Tool Tips, Teaching Fails, and Assign=

ments sections. Submissions to these categories are rapidly approved or rej=

ected by the category editors; if approved, minor corrections are suggested=

 and then the submissions are quickly published on the journal=E2=80=99s si=

te. Importantly, we still consider these submissions as being under the pur=

view of peer review. But, instead of the double-blind review of traditional=

 journals or the open peer review that our issue articles go through, these=

 works will go through a post-publication peer review process. This model m=

akes materials available to the larger scholarly community first and then l=

eaves the review process in the hands of our readers, who will participate =

by providing feedback through comments in the journal=E2=80=99s blog-style =

environment. This open dialogue will be important in developing healthy onl=

ine discourse and encouraging revisions by submission authors that take int=

o consideration continually developing themes and trends. We believe strong=

ly in the role of this post-publication peer review model in the future of =

scholarly communication and are enthusiastic about the impact it will have =

on the quality of work published in our journal.<br />

<br />

About the Issue<br />

<br />

As we put together the inaugural issue of JITP, we were reminded that compu=

tational research, tool development, and pedagogy are emergent and continua=

lly expanding fields. The articles in this issue cover a broad range of dis=

ciplines, utilizing a wide range of methodological approaches. While all of=

 them share technology as a critical tool in their projects, each author ha=

s put that technology to use differently, revealing the breadth of work bei=

ng done to interrogate and innovate pedagogical theory and practice.<br />

<br />

Throughout the editorial process it has been good to see that collaboration=

 is at the core of the work of our authors, and it is well represented in t=

he articles in this issue. All six articles describe projects that integrat=

e or require collaboration: one reports on collaborative research and writi=

ng projects in the undergraduate sociology classroom; another discusses the=

 results of a collaborative philosophy project; two describe tools and plat=

forms developed by pedagogues working with programmers; and the final two d=

escribe teachers collaborating on strategies that were developed and deploy=

ed across multiple courses. Collaboration, then, emerges as a source of str=

ength in the technology and pedagogy field, an important development as pro=

jects become more complicated, requiring a multiplicity of skill sets and k=

nowledge bases.<br />

<br />

One of the main reasons for much of this collaboration is the challenge of =

developing new software that create new opportunities in learning environme=

nts. In =E2=80=9CMyDante: An Online Environment for Collaborative and Conte=

mplative Reading,=E2=80=9D Frank Ambrosio, William Garr, Eddie Maloney, and=

 Theresa Schlafly introduce their development of a collaborative reading pl=

atform, Ellipsis, that allows readers to annotate a text with their thought=

s, scholarly references, or multimedia. They discuss early iterations of su=

ch a platform in supporting a philosophy course at Georgetown University an=

d review student feedback in planning for future use. Bridget Draxler, Haow=

ei Hsieh, Nikki Dudley, and Jon Winet=E2=80=99s =E2=80=9C=E2=80=98City of L=

it=E2=80=99: =C2=A0Collaborative Research in Literature and New Media=

=E2=80=9D examines the development of an interactive phone app and website =

at the University of Iowa. Undergraduate students create and compile multim=

edia that engages users with Iowa City=E2=80=99s rich literary history.<br =

/>

<br />

This issue also shows how pedagogues can come together to develop new exper=

iences for their students through the use of preexisting technologies. In =

=E2=80=9CLet=E2=80=99s Go Crazy: =C2=A0Lenz v. Universal,=E2=80=9D xtine bu=

rrough and Emily Erickson review how they used YouTube video responses to d=

iscuss the Lenz v. Universal copyright infringement case and standards of f=

air use in a Media Law class and a Communications class. The article offers=

 examples of fair use videos made by burrough=E2=80=99s students in respons=

e to Stephanie Lenz=E2=80=99s YouTube video of her child dancing to Prince=

=E2=80=99s music. The authors advocate for widespread education on copyrigh=

t issues and align the fair use of media with the First Amendment right of =

free expression. In =E2=80=9CTalking with Students through Screencasting: =

=C2=A0Experimentations with Video Feedback to Improve Student Learning=

=E2=80=9D Riki Thompson and Meredith J. Lee recommend the use of Jing scree=

n capture software to create veedback=E2=80=93that is, video feedback in th=

e form of screencasts of students=E2=80=99 essays with added audio of the p=

rofessor=E2=80=99s commentary. They argue that video feedback can help pers=

onalize a professor=E2=80=99s responses and set an encouraging tone, especi=

ally in the teaching of online courses. Student surveys are used to discuss=

 ways in which veedback might be improved.<br />

<br />

Our two single-authored articles highlight the fact that most successful ex=

ercises in computational research or pedagogy require a detailed considerat=

ion of the practice of technological implementation and its impact on the c=

onstruction of knowledge. In =E2=80=9CSteps, Stumbles and Successes: Reflec=

tions on Integrating Web 2.0 Technology for Collaborative Learning in a Res=

earch Methods Course=E2=80=9D Kate B. Pok-Carabalona recounts a semester-lo=

ng experiment in using online tools to enable collaborative research and wr=

iting in an introductory sociology classroom. Pok-Carabalona self-criticall=

y explains her own methods in choosing each tool and addresses in detail th=

e implications and drawbacks of using such tools in sociology classrooms. C=

hris Alen Sula=E2=80=99s =E2=80=9CPhilosophy through the Macroscope: =C2=

=A0Technologies, Representations, and the History of the Profession,=

=E2=80=9D on the other hand, discusses the development of a tool that will =

enable a =E2=80=9Cdistant=E2=80=9D view of how the field of philosophy has =

been shaped over time. Sula=E2=80=99s (and his partner David Morrow=

=E2=80=99s) Phylo project aims to remediate some of the weaknesses and bias=

es apparent in a variety of classic representations of their academic field=

 through visualizations that more inclusively and objectively represent how=

 philosophical knowledge is constructed and disseminated.<br />

<br />

In an era of such exhilarating, but sometimes overwhelming and exhausting, =

dynamism in both the academy and the realm of technology, change comes fast=

 and furiously and it often takes a village to accomplish goals and reach e=

xpectations. Like many of the projects presented in this issue, the initiat=

ion of an academic journal requires coordination and collaboration. As we m=

entioned above, the editorial collective worked together to accomplish task=

s such as copyediting, web design, site management, communications, and cit=

ation management, based on the backgrounds and expertise of its fourteen me=

mbers. We are also very thankful for the efforts and contributions of our E=

ditorial and Review Boards. To that end we look forward to the final piece =

of collaboration on this issue, online comments from our readers. We believ=

e you=E2=80=99ll find the articles in this issue of JITP of interest. When =

you do, please engage with those articles through your own commentary. In t=

his way the conversations can continue, and we can help the authors and one=

 another find new and better ways of incorporating technology into pedagogy=

.<br />

<br />

=C2=A0=C2=A0=C2=A0=C2=A0=C2=A0=C2=A0=C2=A0=C2=A0=C2=A0 Kimon Keramidas (Bar=

d Graduate Center), Issue Editor<br />

<br />

=C2=A0=C2=A0=C2=A0=C2=A0=C2=A0=C2=A0=C2=A0=C2=A0 Sarah Ruth Jacobs (Baruch =

College/CUNY Graduate Center), Issue Editor<br />

<br />

<br />

About the Authors<br />

Kimon Keramidas is Assistant Director for the Digital Media Lab at the Bard=

 Graduate Center where he is responsible for the development and implementa=

tion of digital media practices across academic programs. His research focu=

ses on digital media through the lenses of political economy and sociology =

of culture, and he is currently working on a book project about contemporar=

y corporate theatrical production and a gallery project on the materiality =

of computer interface design. Kimon received his PhD in Theatre from the CU=

NY Graduate Center where he also completed the CUNY Graduate Center's Certi=

ficate in Interactive Technology and Pedagogy.<br />

<br />

Sarah Ruth Jacobs is=C2=A0a doctoral student in American literature at the =

Graduate Center of the City University of New York, and an English Teaching=

 Fulbright Grantee at Mohammed V University in Rabat, Morocco.</blockquote>

=E2=80=93<br />

<a style=3D"color: #2d7c9b;" href=3D"https://jitp.commons.gc.cuny.edu/intro=

duction/">Go to the discussion</a> to reply or catch up on the conversation=

.<br />

Your email setting for this group is: <strong> All Email</strong>

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