I’m currently teaching “Sonic Ecology”, an Honors course that I first taught in 2015. I taught it again in 2019 — reusing many of the materials that I gathered in 2015. In 2021 (now in my third time through the class), many of these reused materials are getting threadbare or “stale” — YouTube links that I once shared are now dead, PDFs that I pulled from journal articles are now out of date, etc. Many of the creative/artistic examples that were exciting and new in 2015 now seem “old”, and I think students might be engaged to see “Sonic Ecology” art-making as a vital continuing practice, rather than something people did back in 2009 or 2012 or whatever.
I’d love to have open pedagogy knowledge that would allow me put the task of “updating” the course in the hands of students. Rather than endlessly chasing down ‘new’ or ‘fresh’ examples every time I teach the course — perhaps I could shift my focus to teaching CONCEPTS rather than CONTENT? And task students with uncovering content that represented the concepts? I’m not totally sure how I would do this in practice — I’m worried that students’ examples wouldn’t be as good as my older examples, not sure how the execution of this idea would function.
(This course is also fully remote and mostly asynchronous, so that also impacts my ability to give timely feedback to examples that students share with each other — in a classroom, we could quickly engage with each others’ examples and judge their merit.)