An animated jump through the JUMP.

Designed by Anthony Collamati.

Part of "Making the Jump: Digital Publishing and Collaborative Potential," an article published in Educause Quarterly (Vol 34, No. 3, Sept. 2011).


Hello, my name is Anthony Collamati or, at least, "A Representation Thereof."

I wear hats. One of them is for the jump. Let me go down here and show you why the JUMP is a leap in the right direction.

The JUMP bridges the gap between the classroom and the online scholarly publishing world. It nests additional learning opportunities in the work students are already doing in the classroom.

To understand these bonuses, let me make the analogy to video game achievements.

A teacher assigns a multimedia project to the class. By “multimedia,” I mean projects requiring students to compose in sound and light.

The teacher singles out the exceptional work of a student or students and submits it to the JUMP. Bonus 1: a teacher respects the work enough to share it with other people.

A short time later, the student and teacher receive a detailed response back from the JUMP’s editorial board. Bonus 2: the work is good enough that people want to comment on it.

Then the new volume comes out. Bonus 3: it’s a publication.

Finally, after the teacher’s original feedback and comments from reviewers, the student’s work is published alongside two responses from the JUMP team. Best achievement of all: the work is good enough to create a conversation.

The JUMP tries to change the relationships between students and scholars. Often, a wedge seems to exist between undergraduates and the professional academic world. The work that’s done seems only practical for those who want to go on and specialize in the field. The JUMP demonstrates that undergraduate work can contribute to academic fields, that it can find a larger audience, and that it does have a value beyond what can be quantified and scored.

But this is not only a student service. Taking a few notes from John Dewey, The JUMP imagines scholars as experts whose commitment to the public good extends far beyond their own circles.

In all this, there also seems to be a message for multimedia. In all these tools, devices and apps which are supposedly domestic or consumer pastimes the JUMP says here too is complexity. Here too is the possibility to deepen modes of reflection and expression.

Let the new assemblies come.

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