The past few readings have discussed some interesting ideas about incorporating digital tools into academic classes. Several examples came from non-history fields like journalism and composition writing, but are helpful examples of how tools like Twitter, blogging, and wikis can be used in the classroom.* This one is an example used in a history class. (T. Mills Kelly, Teaching History in the Digital Age)
*Sidenote: Both of these essays are written for the Web Writing site, chiefly edited by Jack Dougherty. However, anyone reading the essays can comment on paragraphs to help the peer review process before the essays are published. This format in itself is a digital tool to help raise awareness about and critique academic writing. So they're essays about digital tools, being published using a digital tool.
I was especially struck by "Tweet Me a Story" by Leah Wright. She discusses her use of Twitter in a 200-level journalism class. The idea of challenging students to create a catchy lead in journalism is not surprising, but doing it on a public platform is. Although I have never taken a journalism class, I felt her requirement to live-tweet basketball games and a public lecture were beneficial for future journalists. Getting down quick, informative notes seems like it would be extremely beneficial practice for students of many disciplines.
How does this link to anything remotely concerning me, as a Museum Studies/ Public History student who has never created a Tweet in my life? Answer: Museum labels. Museum exhibition titles. The all-important Big Idea of an exhibit.
I am in the thick of creating labels, exhibition titles, and case titles and, let me tell you, it is HARD. Who knew creating an informative, somewhat catchy, short title would be difficult? Well, maybe most people. However, creating these with a group of people and having everyone agree is the hardest part. The pitfalls of group-work aside, giving group members the challenge to tweet these title ideas out in the public sphere and get (close to) instant feedback from group- and classmates sounds like an interesting way to collaborate. If each group had a Twitter handle and one for the class was also created, students could share ideas more conveniently than compiling a few, submitting them to the instructor, then waiting for the next class period or meeting to get feedback. If a few titles were decided upon, and the Milwaukee Public Museum was cooperative, the finalists could be tweeted out for MPM Twitter followers to give feedback.
Would this complicate the narrowing-down process? I don't know. Perhaps. However, I feel like it would be beneficial to try. This would challenge students and give a sneak peek at the up-coming student exhibition.
On a completely different note...an example of a history Pinterest site that I highlighted in class. (Check out the podcast on itunes, too!)
-B-
