![]() With hacking in mind, the panelists-who hailed from disparate institutions, professional positions, and disciplines-engaged the following questions: When, where, and why do classrooms in higher ed need to be hacked? How might we hack them? And under what assumptions?Įach panelist provided particular examples of their own hacking practices as well as aspirations to hack the classroom at their respective institutions, while addressing some obstacles, enthusiasms, and curiosities encountered along the way (including the panelists' own skepticism about the current ubiquity of "hacking"). ![]() At the 2012 Computers and Writing conference, a panel of academics came together and embarked upon a series of lighting round talks, broadly focused on the topic, "Hacking the Classroom." The organizers, Virginia Kuhn and Jentery Sayers, chose this topic because it resonates with the growing practice of hacking academia by turning the critical gaze inward, rethinking institutional structures and practices, and revising them to foster new social relationships, pedagogies, and modes of inquiry. ![]()
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