I really dug the DIY Radio for Teaching and Learning session that Mikhail Gershovich organized last night at Baruch College. I’ve been following the evolution of the community that’s emerged around the digital storytelling courses (named ds106) begun at University of Mary Washington and joined by folks all over the world, and have watched with interest as that community has explored the integration of web radio over the past year. But I’ve refrained from jumping in for a number of reasons. First, I’m not much of a joiner. Second, I saw that ds106 radio seemed to have taken over the lives of many of the folks involved, and I simply don’t have time. Third, as a self-diagnosed enthusiasthmatic, I didn’t feel I have the stamina to participate in a movement whose mood generally puts the good vibes in the digital humanities community to shame. Fourth, when confronted with evangelism, which I often find boring, my instinct is to turn the other way. And fifth and by far the most important, I’m not particularly interested in punk, and ds106radio plays a lot of punk.
These reservations aside, I did know from the get that ds106 was on to something interesting and that radio is just a part of that, and last night’s presentation gave me a firmer sense of just what that is. I was reminded last night of the emergence of Found Magazine, which was created by Davy Rothbart, who I attended college (and played a lot of hoop) with. Found collects “found stuff: love letters, birthday cards, kids’ homework, to-do lists, ticket stubs, poetry on napkins, doodles– anything that gives a glimpse into someone else’s life. Anything goes.” Found’s finds reveal the poetry and humanity in the quotidian detritus of every day life. When my wife and I got our first issue of Found, it immediately changed the way we related to our lived environment. Random pieces of paper blowing across the sidewalk had real stories and real life behind. Binding them into a collection made a space for readers to creatively explore and imagine the voids left by the individual artifact’s isolation and abandonment.
I was similarly struck by the way ds106radio has altered the way that Grant Potter, GNA Garcia, Jim Groom, Michael Branson Smith and Mikhail – as well as several others – have integrated the possibilities of web radio into their interactions with the spaces around them. They seem absorbed by the experience of ds106radio, always imagining how to make use of it, constantly thinking of ways to bring what’s around them to the network, and doing so in deeply personalized ways. Grant is focused on creating, expanding, and simplifying the technical capabilities of the experience, drawing upon his ability as a technologist interested in telephony. GNA is an educational psychologist, and her interest in the space seems to revolve around mindfulness and nurturing a sense of community. Mikhail has embraced the role of deejay for its own sake, but has also shown the promise of the medium for capturing oral history and begun to imagine curricular integration around a set of tools like these. Michael has taken the first difficult stab at bringing the ds106 world into the curriculum of a CUNY college over at York, and while he’s made amazing artistic contributions (and to the ds106 ecosystem, he’s also made use of his connections to expand the set of tools ds106ers can draw upon in their audio production and brought #ows on air. And Jim, whose work with ds106 inspired this whole thing, has started to imagine the range of ways that a web radio station might be integrated across the curriculum at UMW.
As much as Jim might recoil in horror at the term, he’s an academic through and through, and in and only in the best sense of the word. After his presentation with Mike Neary and Joss Winn last week, I felt that the MOOCification of ds106 and the attention to the community beyond UWM embedded a implicit critique of the institutional limitations of the university. While I think these awesome projects suggest a dynamic about the nature of change and innovation within higher ed that we would benefit from teasing out better understanding, Jim’s presentations these past two weeks have reiterated to me yet again that more than anything he’s deeply committed to the idea of curricular innovation and evolution using free, open, powerful tools in a way that specifically and systematically fosters digital and networked literacies. Jim wants you to think he’s crazy and unpredictable and unbound, so he references heroin and porn in his presentations. But his work can’t help but reveal that he is in fact something much more radical and profound: an intensely committed educator. (Not that I ever doubted that. But I don’t think I’ve ever written it, and it’s only fair given the millions of keys he’s struck professing his love for me).
Rock on #ds106radio. I’ll likely call mic check at some point. And much more importantly, I’ll be rolling the possibilites of web radio into my thinking about ways educators can stretch, invigorate, and revolutionize the classroom.
If you missed it, here’s the presentation, which lays out with much more passion and clarity than I can what ds106 and ds106radio are: