Life in Quarantine: Witnessing Global Pandemic is an initiative sponsored by the Poetic Media Lab and the Center for Spatial and Textual Analysis at Stanford University.
Teaching Quarantine
From the beginning, the Life in Quarantine team has been committed to making sense of the present moment through globally diverse personal experiences. This commitment coincides with our dedication and passion for accessible and equitable education that we feel should represent the complexity of our societies and be inclusive to all our communities.
For years, the Open Education community has offered some of the most forward-thinking responses to the rapidly changing landscape of education—everything from innovating the ways that educators around the world collaborate together to making teaching materials more accessible and engaging for students. In line with these OE practices, our team has partnered with Grossmont College professor Dave Dillon to create Teaching Quarantine. This is a space where teachers can share, comment on, exchange and adapt syllabi, assignments, activities, methodologies, lesson plans, and ideas about how they are responsibly addressing the pandemic in their distinct disciplines and classrooms.
Take a look at some of the examples below to see how educators are incorporating the pandemic, along with our resources, into their pedagogy.
We want to showcase the diversity of approaches to pandemic pedagogy and make them widely available to other educators. This will allow instructors of many levels (from grade schools to universities) and in many fields to engage in a broader conversation about how to integrate our ‘new normal’ in the classroom. All the content shared from Teaching Quarantine falls under the Creative Commons Attribution-NonCommercial 4.0 International License, which means that all content can be copied, redistributed, remixed or transformed provided that it gives appropriate credit to the original creator, an indication if changes were made, and a link to the license.
If you’re interested in participating or learning more about this initiative, please send us a message through the form below!
Interested in using our website in your classroom?
Get in touch, we'd love to work with you!
Watch LiQ’s Teaching Quarantine initiative interview with Professor Diana Thow! You can read more about the course description here.
Watch LiQ’s Teaching Quarantine initiative interview with Professor Glenn Fajardo here!
As part of LiQ’s Teaching Quarantine initiative, we spoke with Professor Lars Osterberg and student Om Jahagirdar about the course Covid-19 Case Investigation and Contact Tracing.
Watch Life in Quarantine’s interview with Professor Lars Osterberg and student Om Jahagirdar here!
“This Fall quarter, the Stanford Design School created a class called Reimagining Campus Life for Today’s World. It asked students to tackle a central question:
If we can’t all be on campus at the same time, how can we design for casual interaction, serendipity, human connection, and lifelong friends and contacts?”
Read Life in Quarantine’s interview with ohyay, a Stanford Design School project created in order to answer the above question, here!
Teachers
"The Life in Quarantine project collects first-hand narratives of how people have been impacted by the COVID-19 pandemic and the ensuing quarantine measures globally. Their efforts open up room for collaboration with the teaching community in various ways.
In Sociology and Cultural Anthropology courses, students can be asked to use the stories and connect them to larger transformations, such as the switch to online learning, working from home, loss of jobs, rising danger levels at work, changing norms of social interaction, or access to health care."
"The LIQ archive provides an insight into how
narratives around historical events are made and shaped. This awareness will
enable students to understand the importance as well the limitations of archives and sources. Moreover, including conversations about the pandemic in the classroom will allow us to 'normalize' it without running the risk of downplaying the ramifications or prioritizing a singular experience or discourse."
"As a Spanish instructor, my role is much larger than simply teaching conjugations and vocabulary. Rather, I strive to provide a bridge for my students to access other cultures and gain insights into the experiences and histories of different people and communities. To show the richness and diversity of the communities that speak Spanish, I am always on the lookout for authentic sources that illuminate real Spanish, not the curated and immaculate language we can sometimes find in traditional textbooks. I want my students to get a taste for the national and regional cultural differences or customs that permeate into the language, from distinct word usage to unique expressions, idioms, and pronoun usage. This is what makes LiQ such an asset for language pedagogy. Languages cannot be taught in a vacuum, and the archived stories are a testament to this. These accounts give my students a chance to read and relate to a diverse range of authentic experiences by real Spanish speakers, nurturing empathy, cultural appreciation, and understanding."
The content found on Teaching Quarantine is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Meet Our Educators
Dave Dillon, Grossmont College
Solen S. Vasquez, Santa Rosa Junior College
Ellis Schriefer, Stanford University
Farah Bazzi, Stanford University
Holly Piscopo, Sacramento City College
Our Sponsors and Partners
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Find Us!
Center for Spatial and Textual Analysis (CESTA),
Stanford University
Address:
4th floor, Wallenberg Hall (bldg. 160)
450 Jane Stanford Way
Stanford, CA 94305
Stanford Mail Code: 2055