Comments for THATCamp SHOT 2016 Just another THATCamp site Mon, 20 Jun 2016 02:25:56 +0000 hourly 1 Comment on Wikipedia editing by Catelijne Coopmans Mon, 20 Jun 2016 02:25:56 +0000 I have wanted to try this for a while, but I never have, so the prospect of getting some exposure sounds really good to me.

Comment on Try out classroom exercises by Catelijne Coopmans Mon, 20 Jun 2016 02:22:09 +0000 Hi Eric, that sounds great and I think would help me think through the exercise of getting students to examine a ‘possibly counterfeit’ designer bag.

Comment on Try out classroom exercises by Eric Kerr Sun, 19 Jun 2016 03:10:54 +0000 Hi Catelijne,

I’ve done a similar experiment with students using ‘unfamiliar’ objects. The purpose of that task is to identify the function of the object through what Dennett calls artefact hermeneutics; in the class, a kind of amateur archaeology. I’d be happy to explain it as part of your session if you like.

Comment on Teaching with “Non-Technological” Technologies by Eric Kerr Sun, 19 Jun 2016 03:05:07 +0000 Hi Catelijne,

Thank you for your comments. I was also thinking of Christian Greiffenhagen, who visited Tembusu earlier this year. His ethnography of doctoral students in mathematics showed the prominence of the blackboard which student and supervisor were always reaching for and returning to. See here, e.g.

In a kind of nominal skeumorphism some of us use the Blackboard app more often than the physical thing. How do students today, who might have only seen them in photographs, think about blackboards and their value?

Your questions are very helpful in thinking about how we could discuss this value in constrast to whiteboards. I’d be keen to include that discussion.

Comment on Computer models and simulations in higher education by clarissaailinglee Fri, 17 Jun 2016 00:08:00 +0000 I wonder if the is a way to work this outside of a conputer-centered method?

Comment on Wikipedia editing by clarissaailinglee Fri, 17 Jun 2016 00:05:08 +0000 I have done wiki editing in the classroom before but not in the actual use of Wikipedia – more of about teaching students collaborative learning. Students are encourage to collaborate and improve on each other’ sentries, though one will have to adapt this to different classroom cultures, since students will interpret what wiki entry means (so would think that it is about reproducing facts rather than synthesis, despite your best effort to encourage the latter).
Here are the tools I saw. Also, fembot does wiki edit-a-thon every year

Comment on Decolonial Pedagogy in STS by Ron Eglash Thu, 16 Jun 2016 11:22:03 +0000 Great topic. Decolonizing either metaphorically, as in the way large corporations continue to colonize our daily lives, or literally, as in the colonial legacies still impacting us, does indeed require the synthesis of theory and practice you quote from Freire. But the hot spots for that intersection are mostly limited to the relatively small “social construction of ignorance” literature: how the pseudoscience showing the safety of pesticides, the racist myth of white superiority, the security of nuclear technology, etc. was promoted. STS more generally offers too little for distinctions between science and pseudoscience; let alone a positive vision for counter-hegemonic science. A decolonizing approach needs to take that issue head-on; re-imagining what STS could be, and refusing to be ghettoized to a paltry corner of “relevant examples”.

Comment on Teaching with “Non-Technological” Technologies by Catelijne Coopmans Wed, 15 Jun 2016 04:36:19 +0000 Hi Eric!

Like you, I am keen to reflect on the materiality of the classroom and of teaching. The picture above reminds me of a chapter by Michael Barany and Donald MacKenzie on chalk, blackboards and other low-tech materials in the production of ideas for mathematics research. ( – if anyone wants a pdf copy of it I can easily send it to you.

The blackboard’s pedagogical history dates back to the turn of the 19th century. In Barany and MacKenzie’s ethnographic study on mathematical research practices, blackboards in use are described as “big and available”, “slow and loud” as well as “ostentatious” (p.114). These “topical surfaces of potential inscription,” they write, “presage the seminar’s rhythm, its steady alternation of marking, talking, moving, and erasing.” (p.113-4)

Evocative for thinking about the whiteboards that line the walls of many ‘modern’ classrooms?

I could imagine a discussion about classroom whiteboards and the way we enact teaching and learning through their use. E.g. who has access to the board(s) and when, how are tables and chairs positioned relative to the board(s), etc. What are ‘standard’ practices invited or assumed by the setup? What alternatives might we think of?

Comment on #SHOT2016 Singapore by Catelijne Coopmans Mon, 02 May 2016 09:57:02 +0000 Some additional pointers on how to upload a proposal:

The first step is to create an account with, so that you can log in to the website.

This you can do here:
To begin using the site you will need to activate your account via the email sent to your email address. Please note: this may take a while (up to a day!) and it may end up in your spam or junk mail folder…

To gain access to ‘our’ SHOT 2016 THATCamp website, you then need to register here:

Once your registration is approved by one of us administrators, go to ‘dashboard’, ‘posts’, ‘add new’. To indicate that your post is a new proposal, please select, on the sidebar on the right, the category ‘session proposals’ – plus a subcategory indicating whether you want to make, play, talk or teach. It’s possible to tick more than one box.

Any problems please let us know!