I’d like to express gratitude to Douglas College people for supporting, encouraging, or otherwise showing interest in my participation in the July 30-August 3 Digital Pedagogies Lab at the UMW in Fredericksburg, Virginia. DPL is a unique international event that brings faculty, instructional designers, technical and pedagogical researchers, and other educators together to discuss and learn about navigating modern learning environments, with focus on social and human issues. I am determined to share what I learned at this summer institute for the benefit Douglas College faculty, staff, and students.
Here are a few takeaways gathered from the 5-day Digital Pedagogy Lab I participated in this year:
- There are a lot of dedicated, passionate people involved in researching, developing frameworks and solutions, and practice of teaching and learning skills in the modern digital environment.
- “Digital” includes questions concerning modern literacies, citizenship, social justice, agency, and creativity (and is not a synonym for technology or EdTech)
- There are important distinctions between digital skills and digital literacies
- There are open, sharable resources on creating and implementing a digital fluency framework for a PSE (more on this later…)
- A deep dive by educators into how to inform and protect students in online learning environments is necessary
- There are tools to help faculty self-identify how they use the LMS, and this can help get more value for instructors and students.
- There are open, sharable resources to encourage and support digital citizenship, and critical and thoughtful inquiry into academic integrity ( Web Literacy for Student Fact-Checkers)
I was in the Digital Literacies track, and we engaged in collaborative work under the guidance of Jade E. Davis, PhD, a Columbia University scholar and Director of Digital Project Management for Columbia University Libraries
What is the Digital Pedagogy Lab?
Digital Pedagogy Lab is an annual learning and teaching event that provides an “in-depth dialogue and practical experience to educators working in under-theorized digital learning spaces.” Themes include:
- The facility of online and digital learning
- The ways that educational technology and instructional design make space for, or do not make space for, student agency
- Accessibility, disability, equity, student rights, teacher agency, and the representation of unheard and silenced voices in education
- Pedagogies, policies, and critical practices that support agency, creativity, and inquiry
For more detail, please visit Digital Pedagogy Lab
Continue reading “My Experience at the Digital Pedagogy Lab”
Lisa Smith and Steven Bishop facilitated a workshop at Douglas College that opened up discussions about listening and encouraging student voice, examined Lisa’s process of developing a podcasting assignment in her Gender and Youth Cultures class, and provided some basic audio recording information. The workshop included:
- Listening as practice (activity)
- A case study of the development, implementation, and showcasing of a classroom podcast assignment
- Examples of student and expert podcasts
- Skills inventory (activity)
- Technical overview of audio recording, editing, and producing
- Live recording demo with Audacity software and Yeti microphone
- Full group discussion of how to bring this approach into the class
Link to the PODcast! Presentation
Link to Podcast Workshop Resources (Google Document)
By Steven Bishop
I am getting better at answering the question, “What you are talking about is important, but what does that have to do with technology?” This question is probably more implied, and probably more personal and internal, than one I am asked by others directly. My job title is Online Learning Designer, a role that involves:
- supporting faculty with their use of the college’s Learning Management System (LMS)
- collaborating with educational and informational technology staff to ensure currency and quality of online learning environments
- instructing faculty in the design and production of online learning objects
- providing “exceptional client-centered service on a consistent basis to all stakeholder groups”
Depending on what one thinks technology means, there is lots of room for interpretation of the above functions. Because the environment is technological (e.g. digital, computer-based, online), there can be an assumption that the primary work is within prescribed technologies. Ursula Franklin, defines a prescriptive technology as that which “Each step is carried out by a separate worker, or group of workers, who need to be familiar only with the skills of performing that one step. This is what is normally meant by division of labour.” (Franklin, 1990)
Franklin also identifies holistic technology as “…associated with the notion of craft” and involving decisions that can only be made while the work is in process, by the artisan themselves. Holistic technology is endangered in our modern, compliance-based, and prescriptive technological environment, where one misplaced character in a line of code causes failure, and where algorithms decide what information we are fed on our smart phones and computers.
There are a number of reasons why I think a holistic approach to Educational Technology is needed, Continue reading “What does that have to do with technology?”