2011 TWTA Winner: Madhumita Lahiri

Instructor: Prof. Madhumita Lahiri
Course: ENGL1761W: Modern South Asia: Literature and Theory

We examine how the Korean War was depicted in U.S. popular culture as it was taking place with a particular focus on how it catalyzed a wholesale transformation of both domestic and transnational narratives of race. In addition to looking at Hollywood film, newspaper and magazine coverage from the 1950, we also analyze how this event has been imagined by Asian American authors many years later.

What students said about the course:
“The most innovative facet of the digital platform was the interaction with other students in the class. My responses to other students comments, who either gleaned a different reading of a passage than I did, or else did the intellectual legwork to form connections, gave me both room to reflect on my hermeneutic schema and presuppositions, as well as the time to really think through comments that I would not have had the opportunity to digest in the faster paced discussion format of class.”

“It is nice to have a platform upon which one class can build upon another. The professor will use our annotated online copy of the book to teach the text with our ideas in mind next time she teaches that book and allows us to come out of a literature class feeling like we have contributed to the greater store and analysis of a particular work instead of just selfishly writing a paper that is read by only the professor. I will be interested to try more digital media platforms as literature evolves.”

Teaching with Technology Reviewers’ comments:
“Professor Lahiri’s use of a collaborative annotation tool is replicable in other courses and other subjects. It is also scalable – Brown could effectively adopt a campus solution for annotation. Professor Lahiri’s use of a collaborative annotation tool enabled students to participate in communal scholarship. The annotations brought the individual process of a close reading into a collaborative process that lead to more productive insights than those formed in isolation. The electronic medium also allowed students to link to supporting content.”

“Professor Lahiri used a new innovative new tool, digress.it to foster collaboration and discussion between students in the class. The collaborative annotation tool was the heart of the course and served as a lively and active discussion board too. Besides disgress.it, used OCRA and VFNow to cover all video, audio and reading requirements of the class.”



2010 TWTA Winner: Jane Sokolosky

Collaboration and Communication 2010

Instructor: Prof. Jane Sokolosky
Course: GRMN 0400: Intermediate German II

Description: An intermediate German course that stressed improvement of the four language skills: listening, writing, reading, and speaking. Some grammar review as needed. Frequent written assignments. Topics included German art and literature. Students read short stories, novels, and worked with iPods

A case study with Jane


2009 TWTA Winner: Kiri Miller

Collaboration and Communication Award 2009

Instructor: Prof. Kiri Miller
Course: MUSC 0062: Musical Youth Cultures

Description: A cross-cultural examination of music-oriented youth subcultures. Topics included youth-produced vs. youth-consumed music, club culture and associated media technologies, online communities, activist musical collectives, student organizations, and concepts of the mainstream vs. the underground. Students undertook ethnographic projects and used web-based multimedia to present their findings.

What students said about the course: Every week, the wiki contained a wealth of student-posted material to facilitate in-class discussion and a general understanding of the week’s topic. Once during the semester, each student had to serve as a discussion leader. However, this process was made very simple by the use of the wiki and the simplicity of linking youtube videos and other resources. On the whole, it made students personally responsible for their contributions to class.

Prof. Miller’s comments: Instructional technology tools allowed me to acknowledge and build on students’ experience with multimedia technology and social networking sites (a crucial aspect of their own musical lives). A central course wiki and individual research blogs for every student got us out of the blind alley of PowerPoint and onto the web in every class.