For me it seems like the Internet Archive gives the possibility to participate to everybody - so if you think this webpage should be archived, you can just do it by yourself, everybody who has a free account on the internet archive, can add something to the archive - but besides this, they are having a lot of partnerships with libraries and other institutions to be always behind important web pages that should be archived.
The most interesting part of this archive (which helped me to find information about the chemical accident that happened 1993 in Höchst AG) was the wayback machine: The “internet archived” saves a very huge amount of webpages (475 billion web pages) in different moments in time, so that even if information are not available on websites anymore or the websites/ companies do not exist anymore, in the archive they can still be found. Extending the idea of “archiving the internet itself” from 1996, the “internet archive” also started to build up a library, where books, audios and videos which are running on free licenses can be found.
It is not designed to remember data related to a certain topic, but more generally an archive where especially websites of different institutions, NGOs, companies etc. are saved (“Wayback Machine”). It is strongly related to a question of archiving digital text-data, for example websites.
This news article focuses on the 140 "foreign schools" that the German state runs in different countries. However, only 30% of the schools' funding comes from the German government, while the rest is raised through fees paid by parents. The article reports that due to school closures, funding has dwindled rapidly and according to self-evaluations, 64% of schools face bankruptcy unless the German state offers emergency support. The article reports that back in November, the German government decided to foster the schools as a means of cultural and educational foreign politics. A web conference to discuss the issue is planned for next week.
Our project could keep tabs on how foreign schools as spaces of transnationalism become reshaped during COVID-19.
I filled out a TA multiple choice questionaire recently about teaching during pandemic. Did I feel supported in access to remote teaching tools? Did I need workshops on how to run an online discussion, test prep,? etc.
What was unasked and therefore unstated is the trauma students are facing amid an administrative effort to carry on, do our best, and talks about our "Fill-in-the-Mascot" Family. In my class we hear stories of students forced to leave campus and return to unsafe family home environments. Many students lost their on-campus jobs, yet are still stuck in rental contracts, with full tuition fees, and reduced campus services. Many students discovered they were on-call "essential" workers which has played havoc with their health concerns and class engagement. We also have students with COVID19 trying to stay on top of their course workload because they are supposed to graduate this Spring.
Meanwhile as I talk to students I hear that most of their classes are recorded lectures taught asynchronously. They tell us that they often binge listen to these at 1.5x speed just to get through them. --This is the mode of online learning that Robert Post in his NCA post describes as "effective and efficient" for the "tramission of information." I wonder who isn't he talking about.
In trying to teaching using zoom during the pandemic, Sharon Traweek and I have held synchronous online class discussions. Many students have told us this is their only synchronous class this quarter. We have tried to teach students to think critically in/of zoom as a built environment. To ask what assumptions, hierarchies, epistemologies are built into our online classrooms. We have struggled to find ways to disrupt those pathways with alternative strategies.
In answer to the question what is being foregrounded and obscured? I think in all the reflection about the future of residential and online learning and about the multiple crisis Universities, as well as the rest of us, are facing; what gets obscured is how important and how difficult it is to teach to students that they must think critically with and about the tools they are given and expected to learn.
Backchannels Addition to this question:
A SLOW CONVERSATION ON COVID-19 BY MASCHA GUGGANIG AND NINA KLIMBURG-WITJES.
04 May, 2020
See: https://www.4sonline.org/blog/post/a_slow_conversation_on_covid_
After reading the essays attached to this question, I was left overwhelmed. I had to walk away before finishing them as it was just way too much... Returning to any sense of a “normal” state of affairs is undesirable. And, to remain in the present, I would convey that there is a greater need for mentorship and encouragement of independent thinking/doing.
There are further challenges more specifically related to appropriate ways of guiding and enabling kinaesthetic learning. Those teaching practical subjects usually taught out of a studio will face tactile challenges and many more.
In relation to the online educational spaces, it's really hard to read the micro-expressions of either solidarity or dissent in online interactions. It’s more than just exploring the literacy of online asynchronous online pedagogy, it’s about understanding the limitations of the tools, be that Zoom or Skype or another tool like Slack, Micro, Trello, etc.
The system was built to serve organizations and individuals with humanitarian goals. The system gathers data from report, reviews, and users and compiles it into comprehensible information to help inform decision-making for humanitarian concerns. Portions of the app also focus on education and technical support for field researchers looking to collect large quantities of data.
The system is primarily used by researchers, scholars, and organizations with humanitarian interests. The app also has functions which would attract users that are beginning research and do not have established connections within the field as the app provides a support system.