Papers by Virginia Spivey
This collaboratively written article explores the pedagogical role of MOOCs today through analysi... more This collaboratively written article explores the pedagogical role of MOOCs today through analysis of a MOOC on contemporary art and feminism, created by Katy Deepwell, editor of the international feminist art journal n.paradoxa. Parme Giuntini offers an updated overview of MOOCs and their increasing value as OERs for faculty and students. Feminist art historians Anne Swartz and Kathleen Wentrack investigate the n.paradoxa MOOC from different, but complimentary perspectives. Wentrack explores the structure, documents, and interactivity of the MOOC as a rich source of feminist material useful to both students and scholars. Swartz addresses Deepwell's international treatment of transnational feminism at a moment when feminIsm is under worldwide siege.
Editors' Notes: Critique of the Canon and Pedagogy in Art History
Visual Resources, 2019
This paper explores the potential for rigorous pedagogical scholarship to complement developments... more This paper explores the potential for rigorous pedagogical scholarship to complement developments in digital art history (DAH). In addition to introducing ideas and methods that characterize scholarship of teaching and learning (SoTL) in higher education, we focus on two major themes: how digital tools and techniques can support robust scholarship of teaching and learning in art history (SoTL-AH) and ways that SoTL-AH can be used to evaluate and demonstrate the impact of DAH projects in the classroom and the public realm. Our goal is to encourage greater exchange between these two emerging fields that can together advance art historical study.
Storytelling as Strategy: Building Support for SoTL in Art History
This paper highlights the use of storytelling as a strategy to build community and to foster wide... more This paper highlights the use of storytelling as a strategy to build community and to foster widespread support for SoTL in art history. As a practitioner-driven open education resource, AHTR (Art History Teaching Resources) has grown rapidly by providing opportunities for faculty to share stories and to connect across lines of geographic region, institutional affiliation, and academic rank. Today, the AHTR community includes educators in 185 countries teaching art history in higher education, museum, and K-12 settings, who have visited the website over 400,000 times since its launch in 2013. In October, 2016, AHTR will publish the inaugural issue of Art History Pedagogy and Practice, the first peer-reviewed SoTL journal in the discipline, which will be housed on the Digital Commons in partnership with the City University of New York. Its success in these efforts offers an effective model of SoTL advocacy, applicable throughout the humanities.
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Papers by Virginia Spivey