This document discusses digital pedagogy issues and challenges. It outlines different models of digital learning such as synchronous, asynchronous, and blended models. It discusses challenges with online teaching such as lack of preparation, digital divide, and design issues. It emphasizes the need for thoughtful design when moving classes online rather than just porting classroom plans. It also discusses strategies for online collaboration, experiential learning, and engaging students online through empathy and interactive activities. Overall, the document examines how to effectively utilize digital tools for teaching and learning while addressing common problems that arise.

1. DIGITAL PEDAGOGY: ISSUES
AND CHALLENGES
Dr. Mahesh H. Koltame
Assistant professor,
SNDT Women’s University, Mumbai.
Mahesh.koltame@pvdt.sndt.ac.in

2. Content Outline
▪ Fundamental Change in Education
▪ Concept of digital pedagogy
▪ Three models of digital learning
▪ Interaction Time
▪ Issues of online Teaching-learning
▪ Online learning and teaching methods
▪ Design interactive learning experiences or activates
▪ Empathy is a key “E” in e-learning
▪ How to engage students in online and offline or blended mode?
▪ Questions and answer

3. Fundamental Change in Education
1. Structural changes in the economy:
the growth of a knowledge society
1. The digital age
2. The changing nature of work
3. Knowledge-based workers
2. The skills needed in a digital age
3. The impact of expansion on teaching
methods
4. Changing students, changing
markets for higher education
1. Greater diversity of students
2. The lifelong learning market
3. Digital natives
5. From the periphery to the
center: how technology is
changing the way we teach
1. Fully online learning
2. Blended and hybrid learning
3. Open learning
4. MOOCs
6. Navigating new developments
in technology and online learning

4. Digital nature of 21st-century knowledge society

5. Concept of digital pedagogy
“Digital Pedagogy 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.”
“is the use of electronic elements to
enhance or to change the experience of
education.”
-Brian Croxall (2013)
✓thoughtful use of technology
to enhance the experience of
education.

6. Teacher taking
online lecture or
lesson at normal
class schedule
Student
participate in
lecture and
complete
homework later
Teacher gives
feedback in the
real time video
conferencing or
meeting
Asynchronous model or Homework
Model
Synchronous model or Real Time
Model
Teachers
assign task to
students
online
Students
complete tasks
and upload
text/picture/vid
eo as evidence
Teacher gives
feedback
individually by
either chat,
correcting task or
Calling on the
phone
Teacher taking real
time online or F2F
lecture or lesson
Teacher assign
learning tasks to
students online or
F2F mode
Teacher discuss
doubts and issues in
the real-time at live
class
Blended Model
Three models of digital learning

7. Synchronous model or Real Time Model

8. Asynchronous model or self-learning Model
Moodle
Canvas
Google classroom
Edmodo

9. Interaction Time
1. Out of 100 points how much points will you give to following?
a. Live lecture using conference tool
b. Pre-recorded lectures with assignments on LMS
c. by the Use of social media Blogs/Facebook/WhatsApp etc.
d. By the use of SMS and phone calls.
2. Write one thing in single word which you are not comfortable with
respect to online teaching-learning.
Go to WWW.menti.com and use the code 866823

10. Issues of online Teaching-learning
▪ Our teachers and students are not
prepared to shift f2f class to online
class
We wouldn’t expect pilots to fly a Rafal without any
training, yet that is exactly what we are expecting of our
teachers and instructors.
▪ Digital divide
▪ Our curriculum structure is not
supportive of it
▪ Design Issues
▪ Cultural and epistemological issues

11. Design Issues
Connecting to the learner is just the first step. The design
process is essential but predictably ignored in the current
pandemic crisis reaction.
▪ Old wine in new bottles: classroom-type online learning
model
Teacher poorly ported their classroom lesion plans to
online delivery, without creative design. College students
forced to learn online were often bored. Appropriate
design is even more important remote and digitally
connect learners.
The most important thing we ignored is that students
studying online are in a different learning environment or
context than students learning in a classroom, and the
design needs to take account of this.

12. Interaction Time
1. Do you agree that the classroom design model is a product of the
19th century and needs to changed for teaching in a digital age?
a. Agree
b. is there still enough flexibility in the classroom model for our context
c. Not sure
2. What teaching-learning model are you using to design your current
online teaching-learning?
Write your answer in brief.
Go to WWW.menti.com and use the code 626745

13. Online learning and teaching methods
▪ Old wine in new bottles: classroom-type online learning
We start with classroom teaching methods that have been moved
into a technological format with little change to the overall design
principles. I will argue that these are essentially old designs in new
bottles.
✓ Classes using lecture capture
✓ Courses using learning management systems
The limitations of the classroom design model for online learning
▪ Old wine can still be good wine, whether the bottle is new or not.
What matters is whether classroom design meets the changing
needs of a digital age. However, just adding technology to the mix,
or delivering the same design online, does not automatically result
in meeting changing needs.
▪ This model may not be sufficient to meet the higher level skills
needed in a digital age.
▪ Just adding new technology to the classroom design is that we
may just be increasing cost, both in terms of technology and the
time of instructors, without changing outcomes.

14. Online collaborative learning
▪ What is online collaborative learning?
OCL theory provides a model of learning in which
students are encouraged and supported to work
together to create knowledge: to invent, to explore
ways to innovate, and, by so doing, to seek the
conceptual knowledge needed to solve problems
rather than recite what they think is the right answer.
While OCL theory does encourage the learner to be
active and engaged, this is not considered to be
sufficient for learning or knowledge
construction……In the OCL theory, the teacher plays
a key role not as a fellow-learner, but as the link to
the knowledge community, or state of the art in that
discipline. Learning is defined as conceptual change
and is key to building knowledge. Learning activity
needs to be informed and guided by the norms of
the discipline and a discourse process that
emphasises conceptual learning and builds
knowledge.

15. Core design principles of OCL
▪ Harasim emphasises the importance of
three key phases of knowledge
construction through discourse:
▪ idea generating: this is literally
brainstorming, to collect the divergent
thinking within a group;
▪ idea organising: this is where learners
compare, analyse and categorise the
different ideas previously generated,
again through discussion and argument;
▪ intellectual convergence: the aim here is
to reach a level of intellectual synthesis,
understanding and consensus (including
agreeing to disagree), usually through the
joint construction of some artefact or
piece of work, such as an essay or
assignment.

16. Community of Inquiry
The Community of Inquiry Model (CoI) is
somewhat similar to the OCW model. As
defined by Garrison, Anderson and Archer
(2000)
An educational community of inquiry is a
group of individuals who collaboratively
engage in purposeful critical discourse and
reflection to construct personal meaning
and confirm mutual understanding.

17. Core design principles of COL
▪ Garrison, Anderson and Archer argue that there
are three essential elements of a community of
inquiry:
▪ social presence ” is the ability of participants to
identify with the community (e.g., course of study),
communicate purposefully in a trusting
environment, and develop inter-personal
relationships by way of projecting their individual
personalities.”
▪ teaching presence is “the design, facilitation, and
direction of cognitive and social processes for the
purpose of realizing personally meaningful and
educationally worthwhile learning outcomes”.
▪ cognitive presence “is the extent to which learners
are able to construct and confirm meaning
through sustained reflection and discourse“.

18. Online collaboration strategies?
• Online discussion
• Online Group project on google doc
or spared sheet or any other tool
• Online brainstorming
• Online concerts
• Online games
• Online puzzles
• Creation of concept maps
• Creation of Mind maps
• Warm up activates

19. Developing meaningful online discussion
For academic and conceptual development,
discussions need to be well organized by the teacher,
and the teacher needs to provide the necessary
support to enable the development of ideas and the
construction of new knowledge for the students.
✓ appropriate technology
✓ clear guidelines on student online behaviour
✓ student orientation and preparation
✓ clear goals
✓ choice of appropriate topics
✓ setting an appropriate ‘tone’ or requirements for discussion
✓ defining clearly learner roles and expectations,
✓ monitoring the participation of individual learners, and
responding accordingly
✓ regular, ongoing instructor ‘presence’
✓ ensuring strong articulation between discussion topics and
assessment.

20. Interaction Time
1. What problem do you face in online collaboration? write your
answers in a single word.
Go to WWW.menti.com and use the code 958834

21. Experiential learning: learning by doing model
There are many different theorists in this area, such as John Dewey (1938) and more
recently David Kolb (1984).
Simon Fraser University defines experiential learning as: “the strategic, active
engagement of students in opportunities to learn through doing, and reflection on
those activities, which empowers them to apply their theoretical knowledge to practical
endeavours in a multitude of settings inside and outside of the classroom.”
There is a wide range of design models that aim to embed learning within real world
contexts, including:

22. Experiential learning strategies?
▪ laboratory, workshop or studio work;
▪ apprenticeship;
▪ problem-based learning;
▪ case-based learning;
▪ project-based learning;
▪ inquiry-based learning;
▪ cooperative (work- or community-based) learning.

23. Blended and fully online Experiential learning strategies?
1. blended or flipped learning:
▪ Case based inquiry
2. fully online:
▪ e-portfolios
▪ multimedia for reporting,
▪ remote labs for experimental work
▪ Virtual field visits
▪ Virtual museum tour
▪ Virtual labs

24. Learning
Cognitive
Affective
Psychomotor
Social psychomotor learning
activates
• Group project
• Group learning exercises like
puzzle
• Collaborative problem solving
• activates
• Brainstorming
Individual psychomotor
learning activates
• Assignment
• Individual projects
• Puzzles, games
• Skills practice activates
Social affective learning activates
• Sharing stores in the group
• Case or scenario-based group
discussion
• field visits
Individual affective learning
activates
• Watching media, documentary
• Puzzle games
• Small quizzes
Individual Cognitive learning
activates
• Reading course material
• Watching e-tutorial
• Solving problems
• Making notes
• Interactive reflective spots
Social cognitive learning
activates
• Reflective group discussion
with focus questions
• Case-based inquiry in group
• Interviews
Design interactive learning experiences or activates

25. Challenges
▪ Shaping digital education as long-term learning strategies
▪ Developing digital classroom as an instructional modality
▪ to teach in ways that help develop the knowledge and skills needed in today’s
society;
▪ to handle increasingly large classes;
▪ to develop teaching methods that are appropriate for an increasingly diverse student
body;
▪ to deal with a variety of different modes of delivery

26. Empathy is a key “E” in e-learning
▪ Your students are under tress with uncertainty and
unclear pathways to the future. they are balancing
changes in every aspects of their lives: School, home,
community and family.
▪ If you are moving to new mode of teaching-learning
or design model, give yourself and students time to
gate comfortable and try to make them comfortable.
▪ Oure students need empathy: connection,
communication and authenticity.
▪ Empathy is not counselling or coaching. It is respect
for the deferent realities of your teaching-learning
discourse.
▪ Give them content, context, collaboration and
empathy.

27. How to engage students in online and offline or blended mode?
In synchronous mode
▪ Use appropriate learning design model and method and plan lesson accordingly.
▪ Conferencing tool must be simple
▪ Light and nimble
▪ Content, learner activities, tools used and assessment vary, according to the changing
environment
▪ Experiential, open and applied learning
▪ Take a small breaks after every 30 minutes
▪ Give informal sharing space
▪ Give support and assign job aids
▪ Promote note taking
▪ Ask questions to keep learners engage

28. In Asynchronous mode
▪ Use appropriate learning design model for learning experience design
▪ Learning tool or /LMS must be simple
▪ Give training of how to use LMS or other media
▪ Flexibility and accessibility
▪ Light and nimble
▪ Give human touch to text content
▪ Content, learner activities, tools used and assessment vary, according to the changing
environment
▪ Experiential, open and applied learning
▪ Take a small breaks after every 30 minutes
▪ Give informal sharing space
▪ Give support and assign job aids
▪ Promote note taking
▪ Give interactive, Quizzes,

29. How blog will be more useful in teaching?
▪ Write blog according to the context
▪ Use simple language
▪ Keep short.
▪ Give human touch
▪ Make it more attractive by the creative use of icons, images, clipart's, graphics etc.
▪ Add video recording of relevant video clip
▪ Add stories and scenarios
▪ Promote discussion
▪ Promote collaborative blog writing or other group projects

30. How to inculcate values through online learning?
▪ By the use of scenarios and stores
▪ Simulations
▪ Videos
▪ Through the open interaction
▪ Promote discussion of social matters

31. In this pandemic, how can we give education to all rural and
urban?
By the Home school
partnership
By continuous
connectedness’ with students
(through WhatsApp, SMS,
Phone calls etc.)
Use of TV, Radio, and other
mass media

32. THANK YOU!
Mob. 9923917066
Email: Mahesh.koltame@pvdt.sndt.ac.in
linkden: https://www.linkedin.com/in/dr-mahesh-koltame-aa30681a2