Antonio Martínez-Arboleda, Digitised Life Stories in OpenLIVES

School of somethingFACULTY OF OTHER

School of Modern Languages and CulturesFACULTY OF ARTS

Digitised Life Stories in OpenLIVES

Antonio Martínez-Arboleda

Principal Teaching Fellow in Spanish

Digital Learning Champion

JISC RSC Yorkshire and Humber Festival

Leeds Metropolitan University-12 June 2014

©University of Leeds

1. Academic work of Humanities students: the essay

2. The JISC-funded OpenLIVES project

3. OpenLIVES at the University of Leeds: the production of our students

4. Digital Humanities

5. OpenLIVES Leeds: a Critical Pedagogy?

6. Sources and knowledgements


Outline


What added social value can student production have?

Who do students write

for?

Do students deserve a better academic voice

and presence?


Can the internet and digital production be the solution?


OpenLIVES



OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

Alicia Pozo-Gutierrez, University of Southampton, “Tales of return: The memories and experiences of Spanish returnee migrants from France and Great Britain (1950s-1990s)”


Se rompía y todos los dátiles al suelo, con un polvo, te puedes imaginar el piso de polvo del puerto, grasa y polvo, pues los hombres venían con una escoba de esas que usan los barrenderos y hacían un montón lleno de porquería y nosotros… estábamos como tigres al acecho para caerle encima y yo una cosa, lo pensé después, esos hombres dejaban caer a propósito, sí, eso siempre me ha emocionado [se emociona, llora] Yo veía que de verdad no tenía por qué caerse la caja esa.A: La voluntad de ayudar a los niños.G: Eso iba muy bien pero no era suficiente.

Oral History in HumBox and OpenLIVES

[…] El mayor tendría catorce, Claudio, me acordaré toda la vida porque ese era un gánster. Niños españoles. Y nos pusimos a robar comida en el Puerto de Marsella [Francia], a robar, a robar comida y qué hacíamos, cuando estaban descargando los barcos que venían de Argelia, qué se yo, y traían naranjas, dátiles, eso era lo que nos gustaba más a nosotros, otra cosa no nos interesaba, pero de vez en cuando se caía una caja de esto, un guacal, una caja de esas de madera, que tenía dátiles, tremendo, ¡pok!


Students will acquire the necessary skills and attributes to build their own professional digital profile, to become responsible digital scholars and make tangible contributions to the Global Learning Community.

Some skills in the OpenLIVES module

a) Oral History interviewing and coding (Research Methods); b) Documentary scripting and production, including using the software audacity;c) OER Literacy, including Publishing and Licensing;d) Team Work and Project Management;e) Spanish Language for Specific Purposes


The module promotes critical and ethical understanding of all the social, epistemological and educational issues related to student research and production. This means that in the subject the following areas are covered:

OER and Open Practice from a social, educational and political point of view;

Economic migration in Spain in the 21st Century, mainly in comparison with 1960’s economic migration;

The economic, political and social situation in contemporary Spain;

Ethical protocols for research;

Oral History, from a social, scientific and ethical point of view;

The documentary genre and modes of expression.

OpenLIVES “contents”


OpenLIVES Leeds: Student production

21-31 January 2013

A series of brand-new life story interviews with Spanish economic migrants who live in Leeds.

These interviews are conducted in Spanish by the students (one interviewee per each three students).

They are meant to be digitised and shared as OER by the students themselves at the end of the course, although they are carried out half way through the course. These outputs are not formally assessed.


OpenLIVES Leeds: Student Production

April and May 2013

A 2,500 words (around 20 minutes) audio documentary in Spanish, one per student, to be submitted in its final version at the end of the course. The documentary incorporates soundtracks from the original OpenLIVES collection of interviews as well as from any brand new interviews conducted by the students themselves. Free student voice and mode of expression.

•The draft script of the documentary counts 40% towards the overall mark of the module (April) ;

•The second and final version, submitted in an audio file following feedback on the draft script, is submitted in an audio file and counts 30% (June).

30%.


OpenLIVES Leeds

HumBox OpenLIVES Original Interviews

(OCT-NOV 12) used for teaching

Academic Research Report

(DEC 12)New Interviews by Students

(JAN 13)

Documentary Script (APR 13)

Student Documentary

Audio File (MAY 13)

Oral Research Presentation

(FEB 13)

WORLD


Humanities question, discover and make sense, through critical analysis, of human beings and the worlds of ideas and work that we have built together. In Digital Humanities, those processes of knowledge construction are carried out digitally. That makes DH radically different.

There is not such a thing as a cyberspace, a distant location where we travel in order to scape or discover. Now digital things are spilling into our physical world and transforming our existence.

Pedagogía Crítica


…to acquire consciousness about the practices whereby hegemonic culture is supported and justified,

in order to achieve a greater degree of personal and social emancipation through a liberating praxis of critical thinking and action

A way of learning that empowers individuals to improve their lives and the lives of others’ around them, making them more dignified and fulfilling.

Critical pedagogy: Theory and educational methodology aimed at helping students …

…to understand their own reality and the reality of other people as members of a social group and culture


Connexions Collaboration

Sharing

Generosity

Transforming

Open Practice


Academic responses to HE marketisation

Molesworth, M., Scullion, R., and Nixon, E. (eds) (2011). The Marketisation of Higher Education and Student-as-a-consumer. Routledge. London and New York.


Criticality: Research and Dissemination Ethics


With the reproduction and digital dissemination of digital work we can reinforce and accelerate its ‘transformativeness’

Benjamin, W. (1936). The Work of Art in the Age of Mechanical Reproduction. http://www.marxists.org/reference/subject/philosophy/works/ge/benjamin.htm [cited 23 January 2013]

“the instant the criterion of authenticity ceases to be applicable to artistic production, the total function of art is reversed. Instead of being based on ritual, it begins to be based on another practice – politics” Benjamin, W. (1936)

Criticality is not just about the message, but the genre, mode of expression, audience and platform for the academic work.


Benjamin, W. (1934). ‘The author as producer’ in New Left Review I/62, July-August 1970. http://www2.warwick.ac.uk/fac/arts/theatre_s/postgraduate/maipr/currentstudents/teaching_1112/warwick/st2/kobialka_reading_-_benjamin_w_-_the_author_as_producer.pdf [cited 23 January 2013]

The “bourgeois apparatus of production and publication can assimilate an astonishing number of revolutionary themes, and can even propagate them without seriously placing its own existence or the existence of the class that possesses them into question” Benjamin, W. (1934)


Student as a receiver of education

Student as consumer

Activate and understand

Associate ideas

Reflect

Collaborate

Create

Disseminate

Transform


Pictures from Flicker.com CC BY-NC-SA

-Henna Lion (vegetables)

-AndyRobertsPhotos (vegbox)

-DoraExplorer (crystal ball man)

-Alaska_Dude (people in streetshow)

-Chris Willis (Close-up Bees) – 2 pictures

-Christof Bodzin (Horse)

-Sergi MD (young people demo)

-David Masters (suitcase)

-Vancouver film school (boy headphones)

-xpgomes2 (food stall)

-Jonathasmello Logo Recursos Educacionais Abiertos (REA)

-Alvy Alvaro Ibáñez (Madrid city)

-Fancydiamondsnet, (Diamond)

-Photo Phoenix (Woman choosing)

-marsmettn tallahassee (moral compas)

-enokson (student with laptop)

-John (Arts and Computers, artist laptop)

-Doyle Saylor (Walter Benjamin)


Pictures, screen captures, audio and text from HumBox.ac.uk CC BY-NC-SA Interview to Germinal Luis: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

Pictures from Flickr.com CC BY-NC-ND-Terence cloth (Bryn Mawr Mural South 01 and 7) -La Mindi (5 petals iris) - raoultrifan (cat reading online news) - tim riley (essay time: my desktop) - joshua aguilar (high school all over champion academic competition) - sheham peruma (18 365 day) - phillipe leroyer (student demo in france)

Pictures from Flicker.com CC BY-NC-SA

-Dan mason (Ethics)

-Luis Pérez (Colibri bird)

-Thompson Rivers University (Sustainable Beef Lunch and Learn, students poster)

-monika (first rows empty)

- liquidbones (redbook note 2009 p.20)

- cerfon (papierverwerking)

- wonderline (reading)

-Stop that pigeon Studious spider

-ChirsL_KA (people hands together)


Collection of Teaching materials and student produced documentaries and interviews at www.humbox.ac.uk

Hybrid Pedagogy http://www.hybridpedagogy.com/articles/journal/critical-pedagogy/

Benckler, Y, (2011).The Penguin and the Leviathan: How Cooperation Triumphs over Self-Interest. Crown Business. New York

Benjamin, W. (1934). ‘The author as producer’ in New Left Review I/62, July-August 1970. http://www2.warwick.ac.uk/fac/arts/theatre_s/postgraduate/maipr/currentstudents/teaching_1112/warwick/st2/kobialka_reading_-_benjamin_w_-_the_author_as_producer.pdf [cited 23 January 2013]

Benckler, Yochai. (2006). The Wealth of Networks, How Social Production Transforms Markets and Freedom. London: Yale University Press.

Benckler, Yochai, (2011). The Penguin and the Leviathan: How Cooperation Triumphs over Self-Interest. New York: Crown Business.

Benjamin, W. (1934). ‘The author as producer’. New Left Review I/62, July-August 1970. <http://www2.warwick.ac.uk/fac/arts/theatre_s/postgraduate/maipr/currentstudents/teaching_1112/warwick/st2/kobialka_reading_-_benjamin_w_-_the_author_as_producer.pdf> (21-4-2013)

Buttigieg, Joseph (2011). “Liberation begins with critical thinking”. Zuckert, Catherine H. (ed.) Political Philosophy in the Twentieth Century: Authors and Arguments. Cambridge: Cambridge University Press. pp.

Gramsci, Antonio (2007) Buttigieg, Joseph (ed.) Antonio Gramsci: Prison Notebooks. Chichester: Columbia University Press.

Chandler, Daniel (1997). “An Introduction to Genre Theory” <http://www.aber.ac.uk/media/Documents/intgenre/chandler_genre_theory.pdf> (21-4-2013).

Giroux, Henry A. (1998). “Literacy and the Pedagogy of Voice and Political Empowerment.” Educational Theory 38. Winter 1988, No 1: pp. 61-75.

Haug, Wolfgang Fritz (2011) “From Marx to Gramsci, from Gramsci to Marx: Historical materialism and the philosophy of praxis”. Green, Marcus E. (Ed) Rethinking Gramsci. London: Routledge. pp. 205-216.

Kotz, David M. (2009), “The Financial and Economic Crisis of 2008: A Systemic Crisis of Neoliberal Capitalism”. Review of Radical Political Economics. 2009 41: pp. 305-317. Rrp.saegepub.com <http://rrp.sagepub.com/content/41/3/305.full.pdf+html> (21-4-2013)

Martínez-Arboleda, Antonio (2013). “Liberation in OpenLIVES Critical Pedagogy: Empowerability and Critical Action”. Caracteres. Estudios culturales y críticos de la esfera digital vol. 2 (1) (21-5-2013) Pp. 112-127.http://revistacaracteres.net/revista/vol2n1mayo2013/liberation-in-openlives-critical-pedagogy-empowerability-and-critical-action/

McDonough, Terrence (2006). ‘Social Structures of Accumulation: An excerpt from the Introduction of his book, Social Structures of Accumulation: The Political Economy of Growth and Crisis. Edited by David M. Kotz, Terrence McDonough, and Michael Reich, Cambridge University Press, 1994’. Longwavepress.com. <http://www.longwavepress.com/longwave_social_cycles/schssa.htm> (21-4-2013)

Molesworth, M., Scullion, R., and Nixon, E. (eds) (2011). The Marketisation of Higher Education and Student-as-a-consumer. Routledge. London and New York.

Neary, Mike & Winn, Joss (2009). “The student as producer: reinventing the student experience in higher education”. Ed. Bell, Leslie, Stevenson, Howard & Neary, Mike. The future of higher education: policy, pedagogy and the student experience. London: Continuum. pp. 192-210.

Neary, Mike (2012). “Teaching Politically: Policy, Pedagogy and the New European University”. Journal for Critical Education Policy Studies (JCEPS). Volume 10, Number 2:

Student as Producer (2010). studentasporducer.lincoln.ac.uk <http://studentasproducer.lincoln.ac.uk/> (21-4-2013).

Antonio Martínez-Arboleda, Digitised Life Stories in OpenLIVES

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