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HIGHEREDUCATIONHIGHEREDUCATION
Online Learning: Teaching during a Pandemic
Critical Digital Pedagogy after COVID-19
Sean...
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HIGHEREDUCATION
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HIGHEREDUCATION
“This is going to come here. Everything is going to change.”
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HIGHEREDUCATION
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HIGHEREDUCATION
Where We Have Come From
“If there is something that goes against the nature of human
b...
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HIGHEREDUCATION
4
HIGHEREDUCATION
“One of the most beautiful characteristics of a teacher is to
testify to his or her st...
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HIGHEREDUCATION
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HIGHEREDUCATION
Education now relies more upon what Freire observed as the
“banking model” of teaching...
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HIGHEREDUCATION
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HIGHEREDUCATION
In a classroom, this means the teacher is responsible for
deciding what knowledge is n...
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HIGHEREDUCATION
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HIGHEREDUCATION
Skinner’s behaviorism was based on the notion that “Teaching
is the arrangement of con...
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HIGHEREDUCATION
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HIGHEREDUCATION
“Comparable results have been obtained with pigeons, rats,
dogs, monkeys, human childr...
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HIGHEREDUCATION
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HIGHEREDUCATION
“Uniformity, regularity, standardization, and therefore
objectivity were the buzzwords...
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HIGHEREDUCATION
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HIGHEREDUCATION
“Learning … is about behavior,” education journalist Audrey
Watters tells us, “about...
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HIGHEREDUCATION
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HIGHEREDUCATION
Assessment has become so integrated into the idea of success
that we are told that t...
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HIGHEREDUCATION
12
HIGHEREDUCATION
All of this preeminence given to correct behavior and
assessments and grades is a li...
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HIGHEREDUCATION
13
HIGHEREDUCATION
In an education where standardization is the mean, wonder
has no place, creativity i...
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HIGHEREDUCATION
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HIGHEREDUCATION
When compliant behavior is the same as exceptional behavior,
when information is con...
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HIGHEREDUCATION
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HIGHEREDUCATION
Where We Are Today
Even as more progressive pedagogies have gained some
traction, th...
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HIGHEREDUCATION
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HIGHEREDUCATION
When learning went online—both this past year during the
pandemic, and decades ago w...
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HIGHEREDUCATION
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HIGHEREDUCATION
Post once, reply twice.
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HIGHEREDUCATION
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HIGHEREDUCATION
Beyond the LMS, technologies like plagiarism detection
services (Turnitin, Grammarly...
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HIGHEREDUCATION
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HIGHEREDUCATION
“Every student is guilty until the algorithm proves her
innocence.” Audrey Watters, ...
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HIGHEREDUCATION
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HIGHEREDUCATION
But not only did education default to behaviorism because of
its easy appeal, it did...
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HIGHEREDUCATION
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HIGHEREDUCATION
Where We Might Go
More than technological, though, the precipitate shift to
learning...
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HIGHEREDUCATION
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HIGHEREDUCATION
“One resonant note of guidance rose above the clamor: take
care of each other. Take ...
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HIGHEREDUCATION
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HIGHEREDUCATION
”There cannot be search without hope.” Paulo Freire
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HIGHEREDUCATION
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HIGHEREDUCATION
“I am convinced that without a deep engagement with critical
digital pedagogy, as in...
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HIGHEREDUCATION
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HIGHEREDUCATION
True digital literacy is not made from the skill to use an
interface or a device, bu...
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HIGHEREDUCATION
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HIGHEREDUCATION
If we aren’t free to ask vital questions about how our
traditional practices of educ...
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HIGHEREDUCATION
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HIGHEREDUCATION
Critical digital pedagogy is a humanizing pedagogy that seeks
little else but to pro...
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HIGHEREDUCATION
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HIGHEREDUCATION
Thank you.
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EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 1 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 2 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 3 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 4 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 5 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 6 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 7 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 8 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 9 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 10 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 11 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 12 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 13 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 14 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 15 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 16 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 17 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 18 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 19 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 20 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 21 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 22 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 23 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 24 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 25 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 26 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 27 EdCrunch 2020: Critical Digital Pedagogy after COVID-19 Slide 28
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EdCrunch 2020: Critical Digital Pedagogy after COVID-19

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The precipitate shift to remote instruction during the COVID-19 pandemic came with no reliable best practices. Finding themselves suddenly distant, learners and teachers had few choices outside of improvisation. A profound lack of literacy in digital pedagogies created a crisis that affected not only the curriculum, but the community of the classroom. The natural synergy of being together in a room abruptly became an unnatural shift to turning mics and cameras on and off in the framework of a video conference. Many have supposed that out of this crisis might grow a new educational approach or institution—one that might support faculty and staff to advance educational equity, and move away from the all too common one-size-fits-all approach of online learning. To affect this transformation, we must consider a critical digital pedagogy, one that integrates digital literacies with equitable practices to create meaningful learning on both sides of the screen.

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EdCrunch 2020: Critical Digital Pedagogy after COVID-19

  1. 1. 1 HIGHEREDUCATIONHIGHEREDUCATION Online Learning: Teaching during a Pandemic Critical Digital Pedagogy after COVID-19 Sean Michael Morris University of Colorado Denver Digital Pedagogy Lab
  2. 2. 2 HIGHEREDUCATION 2 HIGHEREDUCATION “This is going to come here. Everything is going to change.”
  3. 3. 3 HIGHEREDUCATION 3 HIGHEREDUCATION Where We Have Come From “If there is something that goes against the nature of human beings, it is the nonsearch.” Paulo Freire, Pedagogy of Commitment
  4. 4. 4 HIGHEREDUCATION 4 HIGHEREDUCATION “One of the most beautiful characteristics of a teacher is to testify to his or her students that ignorance is the starting point for knowledge, that making mistakes is no sin, that it is part of the discovery process. Error is an opportunity to seek knowledge. Error is precisely what makes us learn. Do not be embarrassed at not knowing.”
  5. 5. 5 HIGHEREDUCATION 5 HIGHEREDUCATION Education now relies more upon what Freire observed as the “banking model” of teaching than on any notion of learning as search, or learning as a celebration of freedom.
  6. 6. 6 HIGHEREDUCATION 6 HIGHEREDUCATION In a classroom, this means the teacher is responsible for deciding what knowledge is necessary for a student to master the subject of the course: what reading is necessary, what methods must be practiced, what are the learning objectives, and what are the rewards and punishments for doing or not doing what the teacher has deemed imperative?
  7. 7. 7 HIGHEREDUCATION 7 HIGHEREDUCATION Skinner’s behaviorism was based on the notion that “Teaching is the arrangement of contingencies of reinforcement under which students learn.” from Technology of Teaching
  8. 8. 8 HIGHEREDUCATION 8 HIGHEREDUCATION “Comparable results have been obtained with pigeons, rats, dogs, monkeys, human children… and psychotic subjects. In spite of great phylogenetic differences, all these organisms show amazingly similar properties of the learning process.”
  9. 9. 9 HIGHEREDUCATION 9 HIGHEREDUCATION “Uniformity, regularity, standardization, and therefore objectivity were the buzzwords of the first decade of the twentieth century … Thus was born the multiple-choice test, what one commentator has called the symbol of American education, ‘as American as the assembly line.’ It is estimated that Americans today take over 600 million standardized tests annually.” Cathy Davidson, Now You See It
  10. 10. 10 HIGHEREDUCATION 10 HIGHEREDUCATION “Learning … is about behavior,” education journalist Audrey Watters tells us, “about reinforcing those behaviors that educators deem ‘correct’—knowledge, answers, not just sitting still and raising one's hand before speaking.” from “Pigeon Pedagogy”
  11. 11. 11 HIGHEREDUCATION 11 HIGHEREDUCATION Assessment has become so integrated into the idea of success that we are told that today getting a good grade has a direct impact on one’s entire future. Failure in a class (i.e., failure to respond with the correct behavior) may mean failure to graduate, or failure to impress a future employer.
  12. 12. 12 HIGHEREDUCATION 12 HIGHEREDUCATION All of this preeminence given to correct behavior and assessments and grades is a lie.
  13. 13. 13 HIGHEREDUCATION 13 HIGHEREDUCATION In an education where standardization is the mean, wonder has no place, creativity is acceptable only in that it meets certain criteria and expectations (so it may be assessed), and imagination serves only to threaten the status quo.
  14. 14. 14 HIGHEREDUCATION 14 HIGHEREDUCATION When compliant behavior is the same as exceptional behavior, when information is consumed but not produced, when action is predetermined by someone not the actor, when questioning is not rewarded and failure is derided, the society that’s cultivated is not one that discerns truth but only accepts the truth handed them.
  15. 15. 15 HIGHEREDUCATION 15 HIGHEREDUCATION Where We Are Today Even as more progressive pedagogies have gained some traction, the intervention of educational technologies into schooling both online and on-ground has kept behaviorism alive.
  16. 16. 16 HIGHEREDUCATION 16 HIGHEREDUCATION When learning went online—both this past year during the pandemic, and decades ago with the advent of the first online courses and courseware—the prevalent question was: “How do we know learning is happening?”
  17. 17. 17 HIGHEREDUCATION 17 HIGHEREDUCATION Post once, reply twice.
  18. 18. 18 HIGHEREDUCATION 18 HIGHEREDUCATION Beyond the LMS, technologies like plagiarism detection services (Turnitin, Grammarly, etc.) and remote test proctoring software (ProctorU, Proctorio, and the rest) take operant conditioning a step further by creating the conditions for punishment before any behavior is yet in evidence.
  19. 19. 19 HIGHEREDUCATION 19 HIGHEREDUCATION “Every student is guilty until the algorithm proves her innocence.” Audrey Watters, “Robot Teachers, Racist Algorithms, and Disaster Pedagogy” This is not only not an educational approach founded on curiosity and questioning, but one in which the greatest reward is simply not being punished.
  20. 20. 20 HIGHEREDUCATION 20 HIGHEREDUCATION But not only did education default to behaviorism because of its easy appeal, it did so because the age-old fear of online learning rose up in a roar: how do we know learning is happening? And more: If I can’t see them, my students will cheat.
  21. 21. 21 HIGHEREDUCATION 21 HIGHEREDUCATION Where We Might Go More than technological, though, the precipitate shift to learning and teaching online during the pandemic was a human one.
  22. 22. 22 HIGHEREDUCATION 22 HIGHEREDUCATION “One resonant note of guidance rose above the clamor: take care of each other. Take care of students. Take care of yourselves. Take care of learning. Be kind, be generous, be patient.” Sean Michael Morris, “Fostering Care and Community at a Distance”
  23. 23. 23 HIGHEREDUCATION 23 HIGHEREDUCATION ”There cannot be search without hope.” Paulo Freire
  24. 24. 24 HIGHEREDUCATION 24 HIGHEREDUCATION “I am convinced that without a deep engagement with critical digital pedagogy, as individuals and institutions, we will almost certainly drag outmoded ways of thinking and doing things with us. If we do not reckon honestly with what all we have been carrying, many dead ideas are sure to be repackaged as new and innovative “tech solutions” for the converging public health, social, political, and economic crises we face.” Ruha Benjamin, “Foreword” Critical Digital Pedagogy: A Collection
  25. 25. 25 HIGHEREDUCATION 25 HIGHEREDUCATION True digital literacy is not made from the skill to use an interface or a device, but a depth of consciousness about the interaction between the human mind and aspects of digital technology, including: digital identity, algorithms, social media.
  26. 26. 26 HIGHEREDUCATION 26 HIGHEREDUCATION If we aren’t free to ask vital questions about how our traditional practices of education have left many students unsupported, then we will have no choice but to continually perpetuate those inequities.
  27. 27. 27 HIGHEREDUCATION 27 HIGHEREDUCATION Critical digital pedagogy is a humanizing pedagogy that seeks little else but to protect the dignity of students and educators alike, with an aim to empower them, too.
  28. 28. 28 HIGHEREDUCATION 28 HIGHEREDUCATION Thank you.
  • macurcher

    Dec. 13, 2020

The precipitate shift to remote instruction during the COVID-19 pandemic came with no reliable best practices. Finding themselves suddenly distant, learners and teachers had few choices outside of improvisation. A profound lack of literacy in digital pedagogies created a crisis that affected not only the curriculum, but the community of the classroom. The natural synergy of being together in a room abruptly became an unnatural shift to turning mics and cameras on and off in the framework of a video conference. Many have supposed that out of this crisis might grow a new educational approach or institution—one that might support faculty and staff to advance educational equity, and move away from the all too common one-size-fits-all approach of online learning. To affect this transformation, we must consider a critical digital pedagogy, one that integrates digital literacies with equitable practices to create meaningful learning on both sides of the screen.

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