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Critical Digital Pedagogy and Design

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Critical instructional design moves toward realizing the possibility for learning that blends a new form of rigor with agency through a practice of inquiry, empathy, and emergence.

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Critical Digital Pedagogy and Design

  1. 1. Critical Digital Pedagogy and Design S E A N M I C H A E L M O R R I S D I R E C T O R , D I G I TA L P E D A G O G Y L A B I N S T R U C T I O N A L D E S I G N E R , M I D D L E B U RY C O L L E G E
  2. 2. The invention of the learning management system was a mistake.
  3. 3. Design the course once, teach it ad infinitum.
  4. 4. We need a critical approach to instructional design that inquires deeply into our assumptions about current methods for online teaching and learning.
  5. 5. It would be a mistake to think that what I do is digital, because what I really do is human.
  6. 6. Technology dominates almost any discussion of learning and teaching online.
  7. 7. “I watched the videos alone. I struggled. I paused, rewound, and replayed. I learned alone.” ~ Audrey Watters, “The Early Days of Videotaped Lectures”
  8. 8. “Presence is perhaps the most obvious issue to address when working at a distance, but it’s not always the simplest to address.” ~ Amy Collier
  9. 9. How can we connect with students—how can we teach the way we want to teach—when this digital interface is in the way?
  10. 10. The digital isn’t magic. It isn’t mysterious. It’s regular human communication astride a new medium.
  11. 11. The use of digital technology to widen the parameters of human interaction and knowledge production is still in its most experimental stage.
  12. 12. “This isn’t about the machine – the machine is just the door to a classroom.”~ Bonnie Stewart, “How to Teach Online: a Story in Two Parts”
  13. 13. For all the things we can learn about technology, all the tools we can master, the techniques we might employ, digital pedagogy comes down to teaching.
  14. 14. Teaching online and in hybrid spaces must be considered an academic field in itself; it is an academic pursuit. Digital teaching and learning 
 is scholarship.
  15. 15. The seat of critical digital pedagogy is one of inquiry and observation. It is mindful of all the variety of dimensions the digital has in our and our 
 students’ lives.
  16. 16. T H E P R O M I S E S O F E D T E C H “Streamlining the world's largest education system.” Flexible. Customizable. Grows with your institution. Molds to your needs. Improves student writing. Delivers feedback that engages students and drives success. 
 Fosters critical thinking. Helps you save time and stay connected. Streamlines your classroom. Unifies schools in a culture of collaboration.
  17. 17. Look beyond the tool to how we use the tool. Look beyond how we use the tool to how the tool uses us. Look beyond how the tool uses us to how we can resist, hack, change, or simply “prefer not to.”
  18. 18. The literacies that are required to understand how to communicate online brush up against the literacies that are necessary to discern truth from falsehood, fact from alt-fact.
  19. 19. A critical digital pedagogy is one where learning and teaching online provides the material from which students can forge themselves into ethical subjects in the context of their lives as hybrid learners and complicated human beings.
  20. 20. “The vocational promise of critical digital pedagogy is evident, but how will it be realized? In other words, how do we tone down the hype and get to work realizing the praxis of digital pedagogy?”
 ~Stephen Barnard Critical instructional design is an early, emerging attempt to get at some concrete methodologies for creating agentive spaces in online and hybrid learning environments.
  21. 21. The ubiquity of the LMS must be dealt with … by fully understanding it. Learning and teaching online is not duplicative of learning and teaching on ground. Digital spaces are not private spaces. Digital spaces are not automatically equitable spaces.
  22. 22. Critical instructional design requires a willingness to course correct, to pivot, often out of an empathetic response or a flash of new understanding about how students encounter the digital.
  23. 23. Learning is not efficient. “The push for ‘harder evidence’ often pushes out the kinds of learning and evidence that come from post-structural, phenomenological, and critical approaches.” ~ Amy Collier
  24. 24. Today most students of online courses are more users than learners … the majority of online learning basically asks humans to behave like machines.
  25. 25. Rigor in a digital learning environment emerges when that environment is: • Engaged • Critical • Dynamic • Curious
  26. 26. Critical instructional design moves toward realizing the possibility for learning that blends a new form of rigor with agency through a practice of inquiry, empathy, and emergence.
  27. 27. "I am hopeful, not out of mere stubbornness, but out of an existential, concrete imperative." ~ Paulo Freire Thank you.

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