On Tuesday, January 9th, 2019, all the members of the Digital Pedagogies Pathways Project (DP3) gathered for our first dinner to discuss digital pedagogies. Four members came in via Zoom and seven were gathered in a university meeting room (with the always important – food). We began by hearing from everyone for a few minutes answering these questions, “What are you thinking about? Where is your head at with regards to the readings? What are your reflections on Urgency of Teachers?” I knew they were coming with variations in how much they had read, comprehended and assimilated – so we began with questions about what was on their mind around digital pedagogies.
The responses were as diverse as the people in this wonderful group I have assembled to explore digital pedagogies. They are all adventuresome souls – but I am sure we all don’t know where we are heading or what we’ll learn about ourselves, our practice or each other. They are uncovering new language, different perspectives and what critical pedagogy is all about.
Some of Jesse and Sean’s writing is resonating with the group and some of it is challenging our perspectives or just not clicking at all. I am reminded that this isn’t a book of best practices or research about what works best for teaching with technology. Far from it. It is a collection of blog posts written over six and a half years by two colleagues/friends immersed in teaching and learning in post-secondary education institutions. It is their thoughts (many published on Hybrid Pedagogy – an open access journal on learning, teaching and technology) that dive into topics such as online learning, instructional design, pedagogy, critical pedagogy, digital pedagogies, MOOCs, learning management systems, writing, teaching, learning etc.
Some of the group’s responses included: learning about the definition of digital pedagogies, “chalkboard pedagogies” (we didn’t call it that then, so why are we calling it digital pedagogies – isn’t it all just pedagogies?), “forking education” – what are the provocative thoughts in that blog post that stir our minds for addressing some key learning issues, “manifesto for online learning” – how do these ideas resonate with those who teach online or those who are just getting into it?, and grading and assessment (oh don’t get us going on assessment and depths we all could go to on this topic)!
I sat there and listened to their opening thoughts making sure everyone had a chance to speak, but soon realized that eleven people sharing for just a few minutes can quickly add up to an hour of elapsed time! Our group is diverse with faculty members from trades to nursing, graphic design to social work, education to kinesiology, education assistant and community support worker to adult basic education – we even have a nursing instructor/teaching and learning support faculty member from North Island College. One of my teaching and learning centre staff rounds out the group.
One member indicated that there aren’t many references or research cited throughout the book – true. While some professions focus on taking cues from the literature and well-established research, this area of digital pedagogies is rather new (past 10 years I think Jesse and Sean feel) but they quote or refer to well-known writers and researchers such as, Audrey Watters, bell hooks, Henry Giroux and Paulo Friere.
Urgency of Teachers is a collection of thoughts, provocations, published blog posts, keynote speeches – snapshots of Jesse and Sean’s explorations into teaching, learning and technology. I consider the book as a collection of topics to discuss – agree or disagree, feel intrigued about or not, want to debate or dive deeper – it was up to you. It is an easy book to access – short blog post chapters, different topics, easy to digest, read in any order – but then good ideas to discuss and explore.
I encouraged the group to not only read the book, but also some of the articles on this website that flesh out some topics a bit more. I read every article on this site before I created the link and located a key passage. I even did searches for additional readings and often stumbled down some rabbit holes reading for hours on end about various topics. So I sat there listening to my group reflect on the book and their perspectives on digital pedagogies and teaching with technology – quietly hoping they will soon read a bit more so we can dive a bit deeper.
We meet three more times before we head off to the Digital Pedagogy Lab in Toronto in March. I am sure we’ll have some good conversations exploring those topics and areas of teaching and learning that provoke us, challenge us, encourage us to look further, and reflect on our own practices. But for now, we are off to a good start!