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Critical Digital Pedagogy after COVID-19
Sean Michael Morris


@slamteacher


University of Colorado Denver / Digital Pedagogy Lab
“…due to the spread of the coronavirus…”


…a sudden, swift reminder of when it all began.
Sitting at my dining room table with my husband, the news came across the New
York Times app on my phone.
People were getting sick.
This new virus appeared extremely contagious. And it had arrived on the scene
in China just when people there were taking a holiday.
Traveling. To all parts of Asia, and also to the United States.
Living in Portland, I knew that Seattle, just three hours north of me, would be a
hub for that travel. That this new virus would quickly make its way to America.
I looked at my husband. “This is going to come here. Everything is going to change.”
I’ve been doing work in digital learning for two decades—mostly on the fringe of
education—but now my expertise became the expertise. Suddenly, calls came
raining in. From NPR, the Guardian, The Economist, the Associated Press.
Groups at my own institution, and others as far away as South Africa, asked me
to come speak with them. Because this is what I have been doing. This is my
expertise.
But I am not an expert. I was also unprepared.
The harsh glare of the LCD screen is no warmth decent enough to replace a
held hand, the echo of laughter in a room down the hall, a smile in full relief. We
all longed for something we never knew we had been taking for granted: a too-
crowded room, the polite “bless you” following a stranger’s sneeze. Maskless
faces. The hint of mint on someone’s breath.
Online learning has never been what teachers and students had hoped it would be. The
default approach to online education which has made institutions like Southern New
Hampshire University, University of Arizona, and Western Governors University so
fi
nancially successful has been aimed at a replicability, at a sameness of instruction and
outcomes, that was never the goal of classroom learning.
In response to a need for more and new kinds of human contact, the traditional
approach to online learning offered the sterile environment of the LMS, the
cordiality of assessments aligned with outcomes, the polite de rigueur of a post
once, reply twice conversation.


When they were pointed to technology as the solution to the multitude of
dilemmas created by the pandemic, teachers and students didn’t
fi
nd the help
their hearts needed.
So I became a peddler in hope and compassion. I stood at the virtual corner on
my soapbox, waving my copy of Pedagogy of the Oppressed and saying to
anyone who would listen: Teach through the screen, not to the screen.


Screw technology;
fi
nd each other.
“To really understand how to teach or work or learn online, we have to remember
that every learner is human, and there are no humans existing in digital space.
The screen is not a venue, it’s a tool. We don’t ever teach to a screen, we always
teach through the screen.”


~“Teaching through the Screen and the Necessity of Imagination Literacy”
One of the biggest struggles we have when we
fi
nd ourselves in crisis is
tightening up, bracing for impact.
Educators tend to hoard things like grades and academic integrity. Instructional
designers hoard that consistency of design across courses. Administrators
hoard the stuff of seat time, attendance, and keeping class schedules running.
We all worry that our most precious resource—students—will slip through our
fi
ngers if we aren’t prepared for the worst.
When there is no as-usual, we have two choices: hoard our resources, or read
our world and fess up to what really needs to be done.


Transformation isn’t serene or delightful, nor is it a survival mechanism.
Transformation is a reasoned response to a reality that no longer serves our
needs.
Critical pedagogy aims to deeply question our epistemological assumptions—
about teaching, about education, about power, about expertise—and while this
can be exhilarating, it is almost never a picnic.
“Often when university students and professors read Freire, they approach his
work form a voyeuristic standpoint… Many times people will say to me that I seem
to be suggesting that it is enough for individuals to change what they think. And
you see, even their use of the enough tells us something about the attitude they
bring to this question.”


~ bell hooks, Teaching to Transgress
Most of us didn’t want additional responsibility added to our work when we all
really wanted was ‘normal’ again, and we still want ‘normal.’ That makes it hard
to imagine that out of this crisis might grow a new educational approach, a new
kind of institution, a constructive change motivated by this crisis.


Lasting change comes from small, intentional, critical steps—decisions we make
that we won’t unmake.
Maha Bali, Autumm Caines, and Mia Zamora—faculty developers and
designers who launched Equity Unbound to provide clear practices for educators
to approach online learning in equitable ways.


Shea Swauger—a librarian who wrote a critique of remote proctoring services that
use facial recognition software and started a movement on his campus to ban
such services.


Robin DeRosa and Martha Burtis—collaborators at Plymouth State University
who developed the ACE framework for hybrid teaching that puts adaptability,
connection, and equity
fi
rst.


Jesse Stommel—whose work on ungrading and new assessment has opened up
that conversation in spaces it didn’t exist before.


These educators have responded to their own uncertainty not by hoarding but by
sharing, not by trying to continue business-as-usual but by imagining things as
they might be otherwise.
Change the way you teach. Ask what do you want to know about learners from
the very start of your relationship? What should they know about you? What
barriers might exist that will inhibit your connection to students and from student
to student?


Develop a digital literacy that’s an interpersonal one. Always ask: “Who is not
in the room who could be?” Allow time in synchronous meetings and
collaborations for connecting and relationship-building. Find back-channel and
ungraded spaces for communication, like virtual of
fi
ce or “coffee” hours.
Perhaps most importantly, develop empathy for one another in virtual or digitally-
in
fl
ected spaces. But at the same time, don’t assume you understand the
challenges students face. Empathy is best developed by listening.


Imagine your own digital pedagogy. Ask yourself: What counts as digital? What
is your overall pedagogical approach, and how does that translate or not
translate to digital environments? What is the most important part of your
pedagogy that you don't want to lose when you teach online?
Things are not normal, and in order for any normal to return, we will have to
invent it ourselves.

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Critical digital pedagogy after covid 19 - reflections on teaching thtrough the screen

  • 1. Critical Digital Pedagogy after COVID-19 Sean Michael Morris @slamteacher University of Colorado Denver / Digital Pedagogy Lab
  • 2. “…due to the spread of the coronavirus…” …a sudden, swift reminder of when it all began.
  • 3. Sitting at my dining room table with my husband, the news came across the New York Times app on my phone. People were getting sick. This new virus appeared extremely contagious. And it had arrived on the scene in China just when people there were taking a holiday. Traveling. To all parts of Asia, and also to the United States. Living in Portland, I knew that Seattle, just three hours north of me, would be a hub for that travel. That this new virus would quickly make its way to America. I looked at my husband. “This is going to come here. Everything is going to change.”
  • 4. I’ve been doing work in digital learning for two decades—mostly on the fringe of education—but now my expertise became the expertise. Suddenly, calls came raining in. From NPR, the Guardian, The Economist, the Associated Press. Groups at my own institution, and others as far away as South Africa, asked me to come speak with them. Because this is what I have been doing. This is my expertise.
  • 5. But I am not an expert. I was also unprepared.
  • 6. The harsh glare of the LCD screen is no warmth decent enough to replace a held hand, the echo of laughter in a room down the hall, a smile in full relief. We all longed for something we never knew we had been taking for granted: a too- crowded room, the polite “bless you” following a stranger’s sneeze. Maskless faces. The hint of mint on someone’s breath.
  • 7. Online learning has never been what teachers and students had hoped it would be. The default approach to online education which has made institutions like Southern New Hampshire University, University of Arizona, and Western Governors University so fi nancially successful has been aimed at a replicability, at a sameness of instruction and outcomes, that was never the goal of classroom learning.
  • 8. In response to a need for more and new kinds of human contact, the traditional approach to online learning offered the sterile environment of the LMS, the cordiality of assessments aligned with outcomes, the polite de rigueur of a post once, reply twice conversation. When they were pointed to technology as the solution to the multitude of dilemmas created by the pandemic, teachers and students didn’t fi nd the help their hearts needed.
  • 9. So I became a peddler in hope and compassion. I stood at the virtual corner on my soapbox, waving my copy of Pedagogy of the Oppressed and saying to anyone who would listen: Teach through the screen, not to the screen. Screw technology; fi nd each other.
  • 10. “To really understand how to teach or work or learn online, we have to remember that every learner is human, and there are no humans existing in digital space. The screen is not a venue, it’s a tool. We don’t ever teach to a screen, we always teach through the screen.” ~“Teaching through the Screen and the Necessity of Imagination Literacy”
  • 11. One of the biggest struggles we have when we fi nd ourselves in crisis is tightening up, bracing for impact.
  • 12. Educators tend to hoard things like grades and academic integrity. Instructional designers hoard that consistency of design across courses. Administrators hoard the stuff of seat time, attendance, and keeping class schedules running. We all worry that our most precious resource—students—will slip through our fi ngers if we aren’t prepared for the worst.
  • 13. When there is no as-usual, we have two choices: hoard our resources, or read our world and fess up to what really needs to be done. Transformation isn’t serene or delightful, nor is it a survival mechanism. Transformation is a reasoned response to a reality that no longer serves our needs.
  • 14. Critical pedagogy aims to deeply question our epistemological assumptions— about teaching, about education, about power, about expertise—and while this can be exhilarating, it is almost never a picnic.
  • 15. “Often when university students and professors read Freire, they approach his work form a voyeuristic standpoint… Many times people will say to me that I seem to be suggesting that it is enough for individuals to change what they think. And you see, even their use of the enough tells us something about the attitude they bring to this question.” ~ bell hooks, Teaching to Transgress
  • 16. Most of us didn’t want additional responsibility added to our work when we all really wanted was ‘normal’ again, and we still want ‘normal.’ That makes it hard to imagine that out of this crisis might grow a new educational approach, a new kind of institution, a constructive change motivated by this crisis. Lasting change comes from small, intentional, critical steps—decisions we make that we won’t unmake.
  • 17. Maha Bali, Autumm Caines, and Mia Zamora—faculty developers and designers who launched Equity Unbound to provide clear practices for educators to approach online learning in equitable ways. 
 Shea Swauger—a librarian who wrote a critique of remote proctoring services that use facial recognition software and started a movement on his campus to ban such services. 
 Robin DeRosa and Martha Burtis—collaborators at Plymouth State University who developed the ACE framework for hybrid teaching that puts adaptability, connection, and equity fi rst. 
 Jesse Stommel—whose work on ungrading and new assessment has opened up that conversation in spaces it didn’t exist before. These educators have responded to their own uncertainty not by hoarding but by sharing, not by trying to continue business-as-usual but by imagining things as they might be otherwise.
  • 18. Change the way you teach. Ask what do you want to know about learners from the very start of your relationship? What should they know about you? What barriers might exist that will inhibit your connection to students and from student to student? 
 Develop a digital literacy that’s an interpersonal one. Always ask: “Who is not in the room who could be?” Allow time in synchronous meetings and collaborations for connecting and relationship-building. Find back-channel and ungraded spaces for communication, like virtual of fi ce or “coffee” hours. Perhaps most importantly, develop empathy for one another in virtual or digitally- in fl ected spaces. But at the same time, don’t assume you understand the challenges students face. Empathy is best developed by listening. 
 Imagine your own digital pedagogy. Ask yourself: What counts as digital? What is your overall pedagogical approach, and how does that translate or not translate to digital environments? What is the most important part of your pedagogy that you don't want to lose when you teach online?
  • 19. Things are not normal, and in order for any normal to return, we will have to invent it ourselves.