Digital Pedagogies

Selected Learning Resources on…

Digital pedagogies: is precisely not about using digital technologies for teaching and, rather, about approaching those tools from a critical pedagogical perspective. So, it is as much about using digital tools thoughtfully as it is about deciding when not to use digital tools, and about paying attention to the impact of digital tools on learning. Hybrid Pedagogy

The Web We Need to Give Students by Audrey Watters (Web Page)
“Giving students their own digital domain is a radical act. It gives them the ability to work on the Web and with the Web.”

Digital Pedagogy: A Geneology in Urgency of Teachers by Jesse Stommel (Article)
“You can’t outsource digital pedagogy because it is inextricably bound up in the work of teaching and learning. Digital pedagogy is not a path through the woods. It’s a compass (one that often takes several people working in concert to use). And in the next 10 years, digital pedagogy will become (and already is to an extent) coterminous with pedagogy. We do not, after all, talk about chalkboard pedagogy, even though the chalkboard is one of the most advanced and revolutionary educational tools. Digital pedagogy is also becoming, for me, coterminous with critical pedagogy, given the degree to which the digital can function both as a tool for and an obstacle to liberation. Digital pedagogy demands that we rethink power relations between students and teachers — demands we create more collaborative and less hierarchical institutions for learning — lest we use computers to replicate the vestigial structures of industrial-era education.”

Critical Digital Pedagogy: A Definition by Jesse Stommel (Article)
“Critical Pedagogy is an approach to teaching and learning predicated on fostering agency and empowering learners (implicitly and explicitly critiquing oppressive power structures). The word “critical” in Critical Pedagogy functions in several registers: Critical, as in mission-critical, essential; Critical, as in literary criticism and critique, providing definitions and interpretation; Critical, as in reflective and nuanced thinking about a subject; Critical, as in criticizing institutional, corporate, or societal impediments to learning; Critical Pedagogy, as a disciplinary approach, which inflects (and is inflected by) each of these other meanings.”

Tech, Agency, Voice (On Not Teaching) by Chris Friend (Article)
“Such hierarchies exist at the heart of our professional identity. The origins of the word “teacher” mean “to show” or “to instruct”. If we show students something, that means we already know about that thing. They don’t create it for themselves. If we instruct students, that means we know the process to use, and they don’t discover one for themselves. What is learning without creation or discovery? Where does passion fit in? Or excitement?”

Urgency of Teachers by Sean Michael Morris and Jesse Stommel (Book)
“And thus, our title “an urgency of teachers” describes the necessary shift we must make toward valuing more the work — affective, flawed, nuanced, unfolding—that teachers (all of them) do online and in classrooms, and also the important work wrought upon the heart and mind by an education that is concerned with the human. It is urgent we have teachers, it is urgent we employ them, pay them, support them with adequate resources; but it is also urgency which defines the project of teaching .”

Ahead of the Class: Frugal Innovation and Translatable Skills by Jade Davis (Video)
“Frugal innovation is the practice of doing less with more and optimizing the use of technology […] to amplify human intent and capacity while understanding that ‘new technology is never the start of positive social change.’” This talk will focus on ways to ensure that the digital work brought into the classroom works for the goals of both the student and instructor to minimize friction and focus on meaningful outcomes based on 21st century skills that will be helpful in coursework and beyond.”

Making and Breaking Domain of One’s Own: Rethinking the Web in Higher Ed by Martha Burtis (Article)
“It seems only reasonable to assume. No, not reasonable. It seems impossible to not assume that in the domain of education, a domain that is entirely about the creating, the building, the sharing of knowledge and learning that this new force of creation and knowledge sharing would be fully and authentically realized.”

Do I Own My Domain If You Grade It? by Andrew Rikard (Article)
“The first type of ‘Domain’ took audience into account, considering the implications of public scholarship, representation, and student agency. The second, in many ways, mirrored the traditional pedagogical structure by assigning papers or short answer assignments to be posted online through blogs. This is not necessarily bad, but also doesn’t necessarily empower. The problems with the second approach can be wrapped up into two key questions beginning with: Why post an assignment online if…”

French Beach Provincial Park, Vancouver Island, British Columbia. Photo by Liesel Knaack. This work is licensed under a Creative Commons Attribution 4.0 International License.
French Beach Provincial Park, near Sooke, Vancouver Island, British Columbia (L.Knaack)