This document discusses critical digital pedagogy, which centers teaching and learning around community, collaboration, and critique of oppressive power structures. It advocates moving beyond traditional education models that prioritize assessment over engagement. Critical digital pedagogy draws from theorists like Paulo Freire and promotes problem-posing education and learner agency over passive information transmission. It also calls for critically examining technology tools to ensure they enhance rather than hinder reflective dialogue and learner empowerment.
Re-purposed slides from http://www.slideshare.net/hanspoldoja/scenariobased-design. Unfortunately some of the links are no longer working. For a (Flash-based) version with working hyperlinks see http://portal.sliderocket.com/CIEKD/Scenario-based-Contextual-Learning-Design
It’s important to know what open educational resources are and how we might use them. But it’s just as important to pause and take stock — to think carefully about when and why we might have students working openly on the web. This presentation focuses on the ethical and pedagogical considerations in having students using open resources but also on learning in public, doing public work, and engaging with open learning communities.
Re-purposed slides from http://www.slideshare.net/hanspoldoja/scenariobased-design. Unfortunately some of the links are no longer working. For a (Flash-based) version with working hyperlinks see http://portal.sliderocket.com/CIEKD/Scenario-based-Contextual-Learning-Design
It’s important to know what open educational resources are and how we might use them. But it’s just as important to pause and take stock — to think carefully about when and why we might have students working openly on the web. This presentation focuses on the ethical and pedagogical considerations in having students using open resources but also on learning in public, doing public work, and engaging with open learning communities.
New-form Scholarship and the Public digital humanitiesJesse Stommel
New-form scholarship reconsiders citation and peer-review, while re-imagining the containers and audiences for academic work. Digital platforms, like Twitter, open-access journals, and blogs offer both limitations and possibilities. The public digital humanities is built around networked learning communities, not repositories for content, and its scholarly product is a conversation, one that engages a broad public while blurring the distinction between research, teaching, service, and outreach. In short, the public digital humanities starts with humans, not technologies or tools.
Critical Pedagogy, Organic Writing, and the Changing Nature of ScholarshipJesse Stommel
Using critical pedagogy as the foundation for their work in hybrid and fully-digital environments, Jesse Stommel (Assistant Professor of Digital Humanities at University of Wisconsin-Madison; @Jessifer) and Pete Rorabaugh (Assistant Professor of English in the English, Technical Communication, and Media Arts Department at Southern Polytechnic State University; @allistelling) explore how academic writing and scholarship are changing from within and without. Pete discusses the practice of Organic Writing and how the affordances of digital environments allow us to explore how to teach writing as a creative and critical thinking process. Jesse focuses on the ways that new-form multimodal scholarship upsets the distinction between academic writing and public outreach.
Digital Humanities and the Future of Scholarship: Exclusivity, Disruption, an...Jesse Stommel
A Presentation by Jesse Stommel and Sean Michael Morris for the Digital Currents initiative at University of Michigan.
Where DH grew out of positions of deep and necessary inquiry — especially in that its early advocates had to form communities of practice beyond the pale of traditional academic communities — today that inquiry has eroded into gratuitous and massively-funded career-building projects.
Graduate Training in 21st Century PedagogyJesse Stommel
If teaching, or related activity, is 40 – 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree.
Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
If Freire Made a MOOC: Open Education and Critical Digital PedagogyJesse Stommel
Ceding authority is an active endeavor. Paulo Freire writes in Pedagogy of the Oppressed, "A revolutionary leadership must accordingly practice co-intentional education." The pedagogical value in openness is that it can create dialogue by increasing access and bringing together at once disparate learning spaces. A presentation at OpenEd 2014 by Jesse Stommel and Sean Michael Morris
Supplementary resource for a discussion based session on critical digital pedagogy. I used some of these slides as aids for a discussion activity, where we discussed some quotes from suggested readings. I added some additional slides on the "banking model of education" based on the feedback I received.
Designing for Care: Inclusive Pedagogies for Online LearningJesse Stommel
We need to be thinking about how we respond in the moment to this emergent crisis, but it’s just as important that we talk about sustainable ways forward. What we are facing right now will have an effect on education that lasts years (or longer), and it’s exposing inequities and systemic injustices that many students have faced all along.
Virtual Learning Communities: 6 Theses for Creating a Sense of Belonging OnlineJesse Stommel
There is no one-size-fits-all set of best practices for building a learning community, whether on-ground or online. We have to start by finding out who are students are, what they need to be successful, and how our institutional mission does (and sometimes doesn’t) align with our practices.
New-form Scholarship and the Public digital humanitiesJesse Stommel
New-form scholarship reconsiders citation and peer-review, while re-imagining the containers and audiences for academic work. Digital platforms, like Twitter, open-access journals, and blogs offer both limitations and possibilities. The public digital humanities is built around networked learning communities, not repositories for content, and its scholarly product is a conversation, one that engages a broad public while blurring the distinction between research, teaching, service, and outreach. In short, the public digital humanities starts with humans, not technologies or tools.
Critical Pedagogy, Organic Writing, and the Changing Nature of ScholarshipJesse Stommel
Using critical pedagogy as the foundation for their work in hybrid and fully-digital environments, Jesse Stommel (Assistant Professor of Digital Humanities at University of Wisconsin-Madison; @Jessifer) and Pete Rorabaugh (Assistant Professor of English in the English, Technical Communication, and Media Arts Department at Southern Polytechnic State University; @allistelling) explore how academic writing and scholarship are changing from within and without. Pete discusses the practice of Organic Writing and how the affordances of digital environments allow us to explore how to teach writing as a creative and critical thinking process. Jesse focuses on the ways that new-form multimodal scholarship upsets the distinction between academic writing and public outreach.
Digital Humanities and the Future of Scholarship: Exclusivity, Disruption, an...Jesse Stommel
A Presentation by Jesse Stommel and Sean Michael Morris for the Digital Currents initiative at University of Michigan.
Where DH grew out of positions of deep and necessary inquiry — especially in that its early advocates had to form communities of practice beyond the pale of traditional academic communities — today that inquiry has eroded into gratuitous and massively-funded career-building projects.
Graduate Training in 21st Century PedagogyJesse Stommel
If teaching, or related activity, is 40 – 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree.
Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
If Freire Made a MOOC: Open Education and Critical Digital PedagogyJesse Stommel
Ceding authority is an active endeavor. Paulo Freire writes in Pedagogy of the Oppressed, "A revolutionary leadership must accordingly practice co-intentional education." The pedagogical value in openness is that it can create dialogue by increasing access and bringing together at once disparate learning spaces. A presentation at OpenEd 2014 by Jesse Stommel and Sean Michael Morris
Supplementary resource for a discussion based session on critical digital pedagogy. I used some of these slides as aids for a discussion activity, where we discussed some quotes from suggested readings. I added some additional slides on the "banking model of education" based on the feedback I received.
Designing for Care: Inclusive Pedagogies for Online LearningJesse Stommel
We need to be thinking about how we respond in the moment to this emergent crisis, but it’s just as important that we talk about sustainable ways forward. What we are facing right now will have an effect on education that lasts years (or longer), and it’s exposing inequities and systemic injustices that many students have faced all along.
Virtual Learning Communities: 6 Theses for Creating a Sense of Belonging OnlineJesse Stommel
There is no one-size-fits-all set of best practices for building a learning community, whether on-ground or online. We have to start by finding out who are students are, what they need to be successful, and how our institutional mission does (and sometimes doesn’t) align with our practices.
Critical Pedagogy, Civil Disobedience, and EdtechJesse Stommel
The majority of development in edtech is driven by the bureaucratic traditions of education more than the pedagogical ones.
If we object to the increasing standardization of education, how and where do we build sites of resistance? What strategies can we employ to guard ourselves and our students? What systems of privilege must we first dismantle?
An Urgency of Teachers: the Work of Critical Digital PedagogyJesse Stommel
Critical Pedagogy is as much a political approach as it is an educative one, a social justice movement first, and an educational movement second. Digital technologies have values coded into them in advance. Many tools are good only insofar as they are used. Tools and platforms that do dictate too strongly how we might use them, or ones that remove our agency by covertly reducing us and our work to commodified data, should be rooted out by a Critical Digital Pedagogy.
Against Scaffolding: Radical Openness and Critical Digital PedagogyJesse Stommel
Keynote at WILU2019, The Workshop for Instruction in Library Use
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, assemble content, predetermine outcomes, and craft assessments before having met our students. We reduce students to data. And learning to input and output.
Radical openness isn't a bureaucratic gesture, isn't linear, offers infinite points of entry. It has to be rooted in a willingness to sit with discomfort. Radical openness demands educational institutions be spaces for relationships and dialogue. bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a 'safe' place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of emergent outcomes, a place of friction, a place of critical thinking.
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, predetermine outcomes, and craft rubrics before having met the students. We reduce students to data.
5 things we can do to create more inclusive spaces in education:
1) Recognize students are not an undifferentiated mass.
2) For education to be innovative, at this particular moment, we don’t need to invest in technology. We need to invest in teachers.
3) Staff, administrators, and faculty need to come together, across institutional hierarchies, for inclusivity efforts to work. At many institutions, a faculty/staff divide is one of the first barriers that needs to be overcome.
4) The path toward inclusivity starts with small, human acts:
* Walk campus to assess the accessibility of common spaces and classrooms. For example, an accessible desk in every classroom doesn’t do much good if students can’t get to that desk because the rooms are overcrowded.
* Invite students to share pronouns, model this behavior, but don’t expect it of every student.
* Make sure there is an easy and advertised process for students, faculty, and staff to change their names within institutional systems. Make sure chosen names are what appear on course rosters.
* Regularly invite the campus community into hard conversations about inclusivity. For example, a frank discussion of race and gender bias in grading and course evaluations.
5) Stop having conversations about the future of education without students in the room.
In A Room of One's Own, Virginia Woolf writes, "To sacrifice a hair of the head of your vision, a shade of its colour, in deference to some Headmaster with a silver pot in his hand or to some professor with a measuring-rod up his sleeve, is the most abject treachery."
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of teaching, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Any authority within the space of the classroom must be aimed at fostering agency in all the members of our community.
A joint keynote with Sean Michael Morris at the Dream 2019 conference in Long Beach, California.
It is urgent we have teachers, it is urgent we employ them, pay them, support them with adequate resources; but it is also urgency which defines the project of teaching. In a political climate increasingly defined by its obstinacy, anti-intellectualism, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege, teaching has an important (urgent) role to play.
Can we imagine assessment mechanisms that encourage discovery, ones not designed for assessing learning but designed for learning through assessment? Much of our work in education resists being formulated as neat and tidy outcomes, and yet most assessment takes the complexity of human interaction within a learning environment and makes it “machine readable.” When learning is the goal, space should be left for wonder and experimentation.
A keynote based on two blog posts:
Why I Don't Grade: https://www.jessestommel.com/why-i-dont-grade/
How to Ungrade: https://www.jessestommel.com/how-to-ungrade/
This workshop offers participants a hands-on introduction to the concepts and practices of digital pedagogy. We discuss the intersections between “online,” “hybrid,” and “digital” with regards to learning approaches and environments. And we launch into an exploration of assignment design, creative assessment, and digital tools. This workshop is suitable for educators--teachers, librarians, instructional designers, technologists, and others--at all levels who have an interest in exploring new techniques for digital teaching and learning.
Radical Openness: the Work of Critical Digital PedagogyJesse Stommel
Radical openness demands the classroom be a space for relationships and dialogue. Far too many tools we’ve built for teaching are designed to make grading students convenient—or designed to facilitate the systematic observation of teachers by administrators.
The first mistake of many online programs is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space.
We need to recognize that online learning uses a different platform, builds community in different ways, demands different pedagogies, has a different economy, functions at different scales, and requires different choices regarding curriculum than does on-ground education. Even where the same goal is desired, very different methods must be used to reach that goal.
Centering Teaching: the Human Work of Higher EducationJesse Stommel
Most higher education teaching practices are unexamined, because teachers are rarely given space to think critically about pedagogy. We need departments of higher education pedagogy (or interdisciplinary clusters of scholars focused on higher education pedagogy) at every school offering graduate degrees aimed at preparing future faculty.
Open Pedagogy: Building Compassionate Spaces for Online LearningJesse Stommel
In Teaching to Transgress, bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a ‘safe’ place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of uncertainty, a place of friction, a place of critical thinking. This is not an Open pedagogy neatly defined and delimited.
Open pedagogy pushes on the notion of education as content delivery in favor of education as community and dialogue. The work is less crudely didactic, more ephemeral. This can be especially true in online teaching and learning, where presence is signaled in very different ways and risk is felt differently. When we ask students to work openly on the Web, it’s critical that we make space for them to critically interrogate digital culture and to contribute to knowledge on the Web. As online educators and designers, we must also make space for students to teach us about working on the Web, about learning, about what education can be.
[Plenary at Open SUNY Summit, March 2018]
To queer Open is to imagine it as an emergent space always in process. Open Education is not confirmed by courses, platforms, syllabi, hierarchies, but exactly resists those containers, imagining a space for marginalized representation -- a space that recognizes our unique embodied contexts and offers opportunities for liberation from them.
My keynote from Digital Pedagogy Lab Vancouver.
If bell hook made an LMS: Grades, Radical Openness, and Domain of One's OwnJesse Stommel
This is the text of the presentation I gave at the Domains17 conference in Oklahoma City, OK on June 5, 2017. The learning management system is a red herring, a symptom of a much larger beast that has its teeth on education: the rude quantification of learning, the reduction of teaching to widgets and students to data points.
A link to the full text of the presentation: http://jessestommel.com/if-bell-hooks-made-an-lms-grades-radical-openness-and-domain-of-ones-own/
Against Counteranthropomorphism: The Human Future of EducationJesse Stommel
In Obedience to Authority: An Experimental View, Stanley Milgram coined the term “counteranthropomorphism” — the tendency we have to remove the humanity of people we can’t see. These may be people on the other side of a wall, as in Milgram’s famous (or infamous) experiments, or people mediated by technology in a virtual classroom. Our turn to digital solutionism has frustrated our attempts at imagining a humane future for higher education. The less we understand our tools, the more we are beholden to them. The more we imagine our tools as transparent or invisible, the less able we are to take ownership of them. It is essential that we consider our tools carefully and critically—that we empty all our LEGOs onto the table and sift through them before we start building. Some tools are decidedly less innocuous than others. And some tools can never be hacked to good use. Remote proctoring tools can’t ensure that students will not cheat. Turnitin won’t make students better writers. The LMS can’t ensure that students will learn. All will, however, ensure that students feel more thoroughly policed. All will ensure that students (and teachers) are more compliant.
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of digital pedagogy, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Learning is Not a Mechanism: Assessment, Student Agency, and Digital SpacesJesse Stommel
An objective and portable system for grading students was created so that systematized schooling could scale. And we’ve designed technological tools in the 20th and 21st Centuries that have allowed us to scale even further. Toward mass-processing and away from subjectivity, human relationships, and care.
Video at: http://www.hybridpedagogy.com/announcements/digital-pedagogy-lab-key-moments/
Digital Pedagogy Lab 2015 Institute Keynote
Amy Collier and Jesse Stommel
Far too much of education revels in knowing rather than not knowing. Sitting fastidiously in a place of not knowing is one of the hardest, most rigorous, parts of learning. But this is rigor of a different color. Learning is not something we can script in advance. Syllabi should be living documents, co-created with students. Full of possible paths. Not a barrel of predetermined outcomes, carefully crafted to be specific, measurable, loved by our accrediting bodies. Outcomes, and rubrics or assessments we design, should be wild-eyed and tentative. Assessment as an act of agency, a learning activity in and of itself not something delivered ex post facto by an external authority.
Stand and Unfold Yourself: MOOCs, Networked Learning, and the Digital HumanitiesJesse Stommel
I have Shakespeare tattooed on my forearms. On my right arm is the first line from Hamlet in binary code. On my left arm is the latter half of the second line of Hamlet in hexadecimal code.
The first line of the play, “Who’s there?,” does several things: quite literally, the speaker asks the listener on stage to identify herself; when performed, the line is also spoken to the off-stage or off-screen audience, calling attention to their simultaneous presence both within and outside the world of Shakespeare’s play; finally, it is a deeper question from Shakespeare about the nature of being. The question takes on a new and different set of potential meanings when it is read on the screen of a computer, iPad, Kindle, or smart phone, forcing contemporary readers of Shakespeare to question the nature of their own humanity in the face of rapid technological changes. Just as who we are as humans could be contained and expressed in the language of a theatrical play, now we must also consider who we become when our selves are reduced to the flurry of 1s and 0s that constitute us in our Facebook profiles, Tweets, and text messages. No matter which medium or device we use to encounter a play like Hamlet, no matter what self we bring to the encounter, Shakespeare continues to ask these questions of us, continues to ask who we are, what we see, and how we know.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. by Jesse Stommel (@Jessifer)
Photo by flickr user perlaroques
Critical Digital Pedagogy
“There is no such thing as a neutral educational process.”
~ Paulo Freire, Pedagogy of Oppressed
2. Photo by flickr user Fio
The project of education has been misdirected. Educators and students
alike have found themselves more and more flummoxed by a system
that values assessment over engagement, learning management over
discovery, content over community, outcomes over epiphanies.
Education has misrepresented itself as objective, quantifiable, apolitical.
3. Photo by flickr user Michael Kötter
Education is too often engaged in teaching that is not pedagogical.There are
a whole host of other words to describe this work: instruction, classroom
management, training, outcomes-driven, standards-based, content delivery.
4. Photo by flickr user Michael Kötter
Higher education teaching is particularly uncritical and under-theorized.
Most college educators (at both traditional and non-traditional institutions)
do little direct pedagogical work to prepare themselves as teachers.A
commitment to teaching often goes unrewarded, and pedagogical writing
(in most fields) is not counted as “research.”
5. Photo by flickr user Fio
Pedagogy is not just a delivery device for the digital humanities. It should be
at the core of what the digital humanities is as an academic discipline.
6. Praxis
Pedagogy is the place where philosophy and practice meet.
Photo by flickr user henry grey
7. Photo by flickr user Ray Smith
Pedagogy is itself a discipline with a long history and its own
literature, but is also, as Cheryl E. Ball writes, a space where
“student and teacher, author and editor, reader and scholar learn
from each other.”
8. Critical Pedagogy is an approach to teaching and learning
predicated on fostering agency and empowering learners (implicitly
and explicitly critiquing oppressive power structures).The “critical”
in critical pedagogy functions in several registers:
1. Critical, as in mission-critical, essential;
2. Critical, as in literary criticism and critique, providing definitions and
interpretation;
3. Critical, as in a reflective and nuanced approach to a thing;
4. Critical, as in criticizing institutional or corporate impediments to learning;
5. Critical Pedagogy, as a disciplinary approach, which inflects (and is inflected
by) each of these other meanings.
Photo by flickr user Fio
9. In Pedagogy of the Oppressed, Paulo Freire argues against the banking
model, in which education “becomes an act of depositing, in which the
students are the depositories and the teacher is the depositor.”
Photo by flickr user Fio
10. Photo by flickr user Luc De Leeuw
Teaching is deeply personal and political work, through which pedagogues
cannot and do not remain objective. Rather, pedagogy, and particularly
Critical Pedagogy, is work to which we must bring our full selves, and work
to which every learner must come with full agency.
11. Photo by flickr user Theen Moy
“Knowledge emerges only through invention and re-invention, through the
restless, impatient, continuing, hopeful inquiry human beings pursue in the
world, with the world, and with each other.”
~ Paulo Freire, Pedagogy of Oppressed
12. In place of the banking model, Freire advocates for “problem-posing
education,” in which a classroom or learning environment becomes a
space for asking questions -- a space of cognition not information.
Vertical (or hierarchical) relationships give way to more playful ones.
Photo by flickr user Fio
13. Photo by flickr user Fio
Can the necessary reflective dialogue flourish within web-based tools,
within social media platforms, within learning management systems,
within MOOCs?
14. “Unless the mass of workers are to be blind cogs and pinions in the
apparatus they employ, they must have some understanding of the
physical and social facts behind and ahead of the material and
appliances with which they are dealing.”
John Dewey, Schools ofTo-Morrow
Photo by flickr user Thomas Hawk
15. Critical Digital Pedagogy:
1. centers its practice on community and collaboration;
2. must remain open to diverse, international voices, and thus requires
invention to reimagine the ways that communication and collaboration
happen across cultural and political boundaries;
3. will not, cannot, be defined by a single voice but must gather together a
cacophony of voices;
4. must have use and application outside traditional institutions of education.
Photo by flickr user Fio
16. We need to handle our technologies roughly -- to think critically about
our tools, how we use them, and who has access to them.
17. Photo by flickr user Nathan Rupert
Platforms that do dictate too strongly how we might use them, or ones
that remove our agency by too covertly reducing us and our work to
commodified data, should be rooted out by a Critical Digital Pedagogy.
18. “It is possible to think critically about technology without running off to the
woods — although, I must warn you, it is possible that you will never be
quite so comfortable again about the moral dimensions of progress and the
part we all play in it. I know that I’m not.”
~ Howard Rheingold, “Technology 101”
Photo by flickr user SergeyYeliseev
19. Photo by flickr user kevin dooley
“I am hopeful, not out of mere stubbornness, but out of an existential,
concrete imperative.”
~ Paulo Freire, Pedagogy of Hope
20. Photo by flickr user
In order to make academic space more humane, we need to wear our
pedagogies in all the spaces in which we work, in our classrooms,
administrating our institutions, editing scholarly journals, on tenure and
promotion committees, and in our collaborations with faculty
colleagues, staff colleagues, adjunct colleagues, and student colleagues.
Photo by flickr user Fio
21. all learning is necessarily hybrid
Hybrid Pedagogy is an open-access journal that
: is not ideologically neutral;
: connects discussions of critical pedagogy, digital pedagogy, and online pedagogy;
: brings higher education and K-12 teachers into conversation with the e-learning and
open education communities;
: considers our personal and professional hybridity;
: disrupts distinctions between students, teachers, and learners;
: explores the relationship between pedagogy and scholarship;
: invites its audience to participate in (and be an integral part of) the peer review process;
: and thus interrogates (and makes transparent) academic publishing practices.
22. We are a group of (mostly) humanists who run a peer-reviewed digital journal as part of
a project that stretches well beyond the digital humanities into educational technology,
composition studies, labor advocacy, and critical pedagogy.
The Goals of Hybrid Pedagogy are to
: interrogate academic publishing practices by making them transparent;
: share models that can be duplicated, reconfigured, and reworked by other digital
publishing projects;
: offer scholars strategies for making their pedagogical, editorial, and outreach work
legible as scholarship;
: reveal publishing as overtly pedagogical;
: make pedagogy more public, an open dialogue not a monologue.
23. Photo by MythicSeabass
In our efforts at scholarly publishing, I would argue for the exact opposite
of objectivity -- for an intense subjectivity. Not just open peer review but
collaborative peer review, where works are read and produced by and for a
community of scholars.
24. Hybrid Pedagogy uses a Collaborative Peer Review process, in which editors engage
directly with authors to revise and develop articles. Editorial work is done both
asynchronously and synchronously in a Google Doc that evolves through an open
dialogue between author and editors.
25. Hybrid Pedagogy is less focused on publishing articles as content repositories and more
on reimagining scholarship as pedagogical, publishing as a way to create conversations
and bridge academic and non-academic communities.
26. Photo by flickr user Holger H.
“The world is vast.Art is long.What else can we do but survey the field,
introduce a topic, plant a seed.”
~ Stephen Ramsay,“The Hermeneutics of Screwing Around; or WhatYou Do with a Million Books”
27. Photo by rromer
“The classroom, with all its limitations, remains a location of possibility. In
that field of possibility we have the opportunity to labor for freedom, to
demand of ourselves and our comrades, an openness of mind and heart
that allows us to face reality even as we collectively imagine ways to
move beyond boundaries, to transgress” (207).
~ bell hooks, Teaching toTransgress
28. “We often ignore the best resource for informed change, one that is
right in front of our noses every day—our students, for whom the
most is at stake.”
~ Martin Bickman,“Returning to Community and Praxis”