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.
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.
Digital pedagogy is the study of how effectively using digital technologies in teaching and learning. Digital Pedagogy may be in the form of an online, hybrid, and face to the face learning environment.
Virtual Campus Release 3.0 is the perfect online solution for schools, organizations, businesses and associations to deploy community-based and highly collaborative e-Learning portals. Create massive online communities of knowledge and learning, and allow mentors to manage their courses online so they could conduct e-Learning classes anywhere, anytime.
Keynote presentation from the Association of Learning Technologists Annual Conference 2022. The ALT Framework for Learning Technology reflects the authentic need for ethical perspectives in an increasingly uncertain world. This presentation explores contemporary relationships between ethics and educational technology. There is an increasing ethical import associated with the rapid deployment of new and powerful and transformative digital technologies across society. Cutting edge technologies offer new possibilities for pedagogy, inclusion and access to learning, but are often implemented without their effects being fully understood. Learning technologists operate at the intersection of competing demands and interests along with their ethical complexities, often with little more guidance than a risk management checklist. Drawing on the history of online learning, philosophical ethics, critical theory and educational research, key examples of ethical issues will be explored and related to the FELT framework. It will be argued that the increasing need for ethical reflection requires dialogic and inclusive approaches which retain critical perspectives.
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.
Digital pedagogy is the study of how effectively using digital technologies in teaching and learning. Digital Pedagogy may be in the form of an online, hybrid, and face to the face learning environment.
Virtual Campus Release 3.0 is the perfect online solution for schools, organizations, businesses and associations to deploy community-based and highly collaborative e-Learning portals. Create massive online communities of knowledge and learning, and allow mentors to manage their courses online so they could conduct e-Learning classes anywhere, anytime.
Keynote presentation from the Association of Learning Technologists Annual Conference 2022. The ALT Framework for Learning Technology reflects the authentic need for ethical perspectives in an increasingly uncertain world. This presentation explores contemporary relationships between ethics and educational technology. There is an increasing ethical import associated with the rapid deployment of new and powerful and transformative digital technologies across society. Cutting edge technologies offer new possibilities for pedagogy, inclusion and access to learning, but are often implemented without their effects being fully understood. Learning technologists operate at the intersection of competing demands and interests along with their ethical complexities, often with little more guidance than a risk management checklist. Drawing on the history of online learning, philosophical ethics, critical theory and educational research, key examples of ethical issues will be explored and related to the FELT framework. It will be argued that the increasing need for ethical reflection requires dialogic and inclusive approaches which retain critical perspectives.
G N Wikramanayake (2005) Impact of Digital Technology on Education In: 24th National Information Technology Conference 82-91 Computer Society of Sri Lanka Colombo, Sri Lanka: CSSL Aug 15-16, ISBN: 955-9155-13-X
Article: http://www.slideshare.net/wikramanayake/impact-of-digital-technology-on-education
Education4.0 - How Industry 4.0 is going to change the Education SystemWg Cdr Jayesh C S PAI
Education 4.0 is Empowering education to produce innovation. Students will work in peer-to-peer networks or organizations which are open and structurally liquid. They will be hired (and laid off) on demand or work as free agents. They will have to compete for employment on a global market. New skills and competencies will become more important such as non linear thinking, social and intercultural skills, self-management and self-competence. Universities would have to re-calibrate their strategies across all the levers for Edn to remain relevant in the age of Industry 4.0.
ICT Seminar: Parenting In the Digital Age: Inspiring Parents to Protect
Digital Parenting workshops is an hour of informational seminars where parents learn the latest in online safety (30-45 minute presentation) followed by interactive discussion on issues relevant to each parent. Team from Ramsys Infotech Solutions will moderate each workshop with the goal that, parents will walk out of the seminar feeling more confident, less anxious and ready to communicate with their children about some of the icky things online.
its free!!!
Presentation on social networking, its history and its role as an educational tool, presented by Andy Carvin to the University of Maryland/Baltimore's School of Nursing.
Up to now Golf has been difficult to learn and train due to the traditional learning methodology. Digital learning system is quickly changing this. www.focusband.com
G N Wikramanayake (2005) Impact of Digital Technology on Education In: 24th National Information Technology Conference 82-91 Computer Society of Sri Lanka Colombo, Sri Lanka: CSSL Aug 15-16, ISBN: 955-9155-13-X
Article: http://www.slideshare.net/wikramanayake/impact-of-digital-technology-on-education
Education4.0 - How Industry 4.0 is going to change the Education SystemWg Cdr Jayesh C S PAI
Education 4.0 is Empowering education to produce innovation. Students will work in peer-to-peer networks or organizations which are open and structurally liquid. They will be hired (and laid off) on demand or work as free agents. They will have to compete for employment on a global market. New skills and competencies will become more important such as non linear thinking, social and intercultural skills, self-management and self-competence. Universities would have to re-calibrate their strategies across all the levers for Edn to remain relevant in the age of Industry 4.0.
ICT Seminar: Parenting In the Digital Age: Inspiring Parents to Protect
Digital Parenting workshops is an hour of informational seminars where parents learn the latest in online safety (30-45 minute presentation) followed by interactive discussion on issues relevant to each parent. Team from Ramsys Infotech Solutions will moderate each workshop with the goal that, parents will walk out of the seminar feeling more confident, less anxious and ready to communicate with their children about some of the icky things online.
its free!!!
Presentation on social networking, its history and its role as an educational tool, presented by Andy Carvin to the University of Maryland/Baltimore's School of Nursing.
Up to now Golf has been difficult to learn and train due to the traditional learning methodology. Digital learning system is quickly changing this. www.focusband.com
Rewriting the syllabus: Examining New Hybrid and Online PedagogiesJesse Stommel
We have to carefully build our classroom and educational space online before we start populating it, lest text, hierarchical menus, and pop-up windows be confused with interactivity and community.
Teachers stand to learn more from students about online learning than we could ever teach. Many students come to an online or hybrid class knowing very well how to learn online. It’s often our failure to know as well how to learn online that leads to many of the design mistakes in this generation of online courses.
Recent Trends in General Education Design, Learning Outcomes, and Teaching Ap...Robert Kelly
This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teaching and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)
This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.
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.
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.
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
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.
12 steps for Designing an Assignment with Emergent OutcomesJesse Stommel
Pedagogy is a recursive process, a constant interplay between building and analyzing what we’ve built -- between teaching and meta-level reflection on our own process.
TheI ntended Learning Outcomes (ILOs) is a statements describing what students know, understand, and can do with their knowledge, as well as what they feel and believe, as a result of their learning experiences
Can be written for a course, a program, or an entire institution
Zombie Pedagogies: Embodied Learning in the Digital AgeJesse Stommel
Video Preview: http://bit.ly/digitalhuman
There is no one pedagogical strategy that works for all students and teachers or in all situations. The space of the classroom is shifting and dynamic, so we need our pedagogies to proliferate, not to congeal. Like Mary Shelley’s monster in Frankenstein, who is also an amalgam, we are being (re)made online, as our flesh is reduced to a husk, a remainder. We crave, and are nostalgic for, a visceral experience of the body, and our increasing cultural interest in the zombie is part and parcel of this. The zombie is not the villain in this scenario but a metaphorical antidote to the erosion of our physicality. As our reliance on technology increases, the zombie asks us to discover in the digital what remains voraciously humane. As pedagogical beasts, zombies advance slowly and deliberately. They limp, stumble, moan, and clamor as they surge forth, all in imperfect unison, a cacophony of sounds, always walking, always reaching. And so a hybrid digital pedagogy demands we create more collaborative and less hierarchical spaces for learning -- lest we use computers to replicate the vestigial structures of industrial-era education.
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.
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.
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.
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.
The digital humanities is as much about reading humanities texts with digital tools as it is about using human tools to read digital text. We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use). Far too much work in educational technology starts with tools, when what we need to start with is humans.
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.
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.
C5 - Shelley Tracey (Queens): Crossing thresholds and expanding conceptual spaces: using arts-based methods to extend teachers’ perceptions of literacy
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.
Academia has a mixed reaction to collaborative work. On the one hand, it is a practice widely used by academics; on the other hand students are warned against the evils of plagiarism. This paper will look at these seemingly paradoxical attitudes and ask how, if at all, student learning can be both collaboratively generated yet individually original, and also how the products of a collaboratively generated student submission could be formally assessed. I’m going to begin by briefly looking at two different views about the role of the scholar in HE and then considering two different ideas about originality. After that I’m going to look at how collaboration works in the Sciences before highlighting some collaborative practices in the Humanities. I’ll end by asking what type of learning design could support a collaborative approach to learning in the Arts and Humanities and suggesting a couple of promising ones.
As someone who has taught technical writing at the community college level since 1989, seeing it morph and move through various iterations nudged and guided by changes in technologies, settings/venues, politics, and pedagogy, I will present a discussion of the history and current challenges in eLearning modality and how we attempt to achieve those technical communication hallmarks. The goal is to strengthen and ‘repaint’ the bridge between education and professional practice, making the case that the seeming ‘pragmatism’ of technical writing enables its survival.
Digital Pedagogy workshop at Santa Clara University, April 10, 2017
The Tool Parade can be accessed here: http://anitaconchita.org/dh-tools-across-disciplines/
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?
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/
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]
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.
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
Massive Learning, Massive Play: Constructing Identity and Community through T...Jesse Stommel
A presentation from Jesse Stommel (@jessifer), Sean Michael Morris (@slamteacher), and (@adamheid). In MMOGs 3D graphics-rendered avatars construct the player behind the screen, collaborating with others through shared quests and group responsibilities. In Twitter, identity emerges through dialogue, a networked concoction of text, videos, and graphics. Yet, in today’s MOOCs, identity is almost nonexistent, hidden under layers of hypertexts and tucked deep in forums, or worse, as an enrollment number.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Digital Pedagogy is about Breaking Stuff: Toward a Critical Digital Humanities Pedagogy
1. Digital Pedagogy is about Breaking Stuff:
Toward a Critical Digital Humanities Pedagogy
Jesse Stommel (@Jessifer)
Photo by Jacson Querubin
2. Photo by flickr user Theen Moy
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.
3. Praxis
Pedagogy is the place where philosophy and practice meet.
Photo by flickr user henry grey
4. 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
5. Photo by flickr user jared
The “critical” in critical pedagogy functions in several registers:
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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.
6. “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
7. We need to handle our technologies roughly -- to think critically about
our tools, how we use them, and who has access to them.
8. The best digital tools inspire us, often to use them in ways the designer
couldn’t anticipate.The worst digital tools attempt to dictate our
pedagogies, determining what we can do with them and for whom.The
digital pedagogue teaches her tools, doesn’t let them teach her.
Photo by flickr user mugfaker
9. “Digital pedagogy is the use of electronic elements to
enhance or to change the experience of education.”
~ Brian Croxall and Adeline Koh
Photo by flickr user Darwin Bell
“collaboration, playfulness/tinkering, focus on
process, and building (very broadly defined).”
~ Katherine D. Harris
10. Photo by flickr user José Manuel RíosValiente
“The new learning is ancient.”
~ Kathi Inman Berens
11. Photo by flickr user Dirigentens
“It doesn’t matter to me if my classroom is a little rectangle in a
building or a little rectangle above my keyboard. Doors are
rectangles; rectangles are portals.We walk through.”
~ Kathi Inman Berens,“The New Learning is Ancient”
“A course today is an act of composition.”
~ Sean Michael Morris,“Courses, Composition, Hybridity”
12. Photo by flickr user Caleb Roenigk
The keenest analysis in the digital humanities is born of distraction and
revels in tangents.The holy grail of this work is not the thesis but the
fissure.The digital humanities is about breaking stuff.
13. Photo by EmreAyar
“What is broken and twisted is also beautiful, and a bearer of knowledge.The
Deformed Humanities is an origami crane — a piece of paper contorted into
an object of startling insight and beauty.”
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~ Mark Sample,“Notes towards a Deformed Humanities”
14. There's a certain slant of light,
On winter afternoons,
That oppresses, like the weight
Of cathedral tunes.
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Heavenly hurt it gives us;
We can find no scar,
But internal difference
Where the meanings are.
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None may teach it anything,
'Tis the seal, despair,-
An imperial affliction
Sent us of the air.
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When it comes, the landscape listens,
Shadows hold their breath;
When it goes, 't is like the distance
On the look of death.
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~ Emily Dickinson
The digital humanities course I
teach for undergraduates has as
its first assignment the breaking
of something as an act of literary
criticism. [slide] Specifically, I ask
students to take the words of a
poem by Emily Dickinson,
“There’s a certain slant of light,”
and rearrange them into
something else.They use any or
all of the words that appear in
the poem as many or as few
times as they want.What they
build takes any shape: text, image,
video, a poem, a pile, sense-
making or otherwise.
Breaking Stuff as an Act of Literary Criticism
20. 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.”
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~ Stephen Ramsay,“The Hermeneutics of Screwing Around; or WhatYou Do with a Million Books”
21. A critical digital pedagogy must be less about knowing and more about
a voracious not knowing.
Photo by flickr user seier+seier
22. Photo by flickr user jared
Critical Digital Pedagogy:
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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.
24. i
Additional Material
Jesse Stommel,“Toward a Zombie Pedagogy” in Zombies in the Academy: Living
Death in Higher Education
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Jesse Stommel,“Decoding Digital Pedagogy, pt. 2: (Un)Mapping the Terrain”
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Jesse Stommel,“The Digital Humanities is about Breaking Stuff”
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Jesse Stommel,“The Decay of the Digital Human”
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Leeann Hunter, Pete Rorabaugh, Jesse Stommel, Robin Wharton, and Roger Whitson,
“Digital Humanities Made Me a Better Pedagogue: a Crowdsourced Article”
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Mark Sample,“Notes towards a Deformed Humanities”
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Sean Michael Morris,“Courses, Composition, Hybridity”
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Sean Michael Morris and Jesse Stommel,“CFP: Critical Digital Pedagogy”
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Kathi Inman Berens,“The New Learning is Ancient”
@Jessifer