The document outlines key discussions and insights from a digital pedagogy workshop held at SJSU on April 9, 2019, focusing on engaging students through various online teaching strategies. It emphasizes the importance of theoretical understanding and collaboration in digital pedagogy while highlighting the necessity for educators to adapt their teaching practices in light of technological advancements. Key themes include student agency, identity development, and the role of open and transparent practices in enhancing learning experiences.

1. Digital Pedagogy Workshop
Lunch n’ Learn @ SJSU
April 9, 2019
Katherine D. Harris
Dept of English & Comparative Literature
katherine.harris@sjsu.edu

2. Session Notes in Google Docs
http://tinyurl.com/dplunchsjsu2019

3. Variety of Practitioners today
Queries ranged among
• Online teaching & learning strategies to engage students in xyz
• Learning expertise in Canvas (a LMS tool)
• Looking for relevant, open source tools to integrate into research/teaching/teacher ed
• Exploring tools available in Canvas to optimize student time
• Engaging with students in spite of digital methods
• Digital tools in the classroom to engage in-person discussions
• Learning about active learning strategies
• Engaging high impact practices, especially team collaborative work
• Students in teams managing information and communicating using digital tools
Session Notes: What are issue or topic brings you to this workshop?

4. Why can’t we start with the tools?
Because...
• Tools don’t come with assignment prompts
• Tool use doesn’t come with assessment or grading rubrics
• Tools are sometimes constructed with inherent political bias
• Tools require a theoretical understanding of their construction
• Tools are not time-savers
• Tool use requires time in the curriculum to teach
• Tool access may go away
• Tools should be aligned with your student learning goals
• Tools are not chairs

5. Session Notes: Which High Impact Practice aligns with your issue or topic for today?

6. What is digital pedagogy?
Session Notes: What is Digital Pedagogy to you?

7. What is digital pedagogy?
Session Notes: What is Digital pedagogy to you?

8. Polymath 3:3 (2013) https://ojcs.siue.edu/ojs/index.php/polymath/article/view/2853
Session Notes:
How is Digital Pedagogy
different at SJSU?

9. Digital Pedagogy
in the Humanities
from DRAFT of introduction
by Katherine D. Harris,
Rebecca Frost Davis,
Matthew K. Gold
Publisher: Modern Language Association
Open Access by Summer 2019
Currently available in GitHub (open)

10. 60 keywords
(defined by
curators)
+
10 pedagogical
artifacts
(annotated)

11. Play
Open
Collaboration
Practice
Student
Agency
Identity
Digital
Pedagogy

12. Keep Track
Which Digital Pedagogy core tenet relates to your topic
for today?
Why? How?

13. Openness
Understood as transparency of practice, removal of boundaries, and
sharing of content, tools, and ideas -- is a vital feature of digital
pedagogy.
The surfacing of formerly hidden learning practices such as the
resulting transparency when individual reading becomes social
annotation, writing for the instructor becomes “Blogging” for the class
or general public, or note-taking becomes “Note Tweeting.”
When shared beyond the instructor and students in the course, such
practices enlarge the learning community.
Citation: Frost Davis, Gold, Harris. [Draft] Introduction. Digital Pedagogy in the Humanities.
Modern Language Association. April 9, 2019

14. Collaboration
Openness of individual practice enables collaboration. Building on social
constructivist pedagogies, collaborative assignments and projects have been
identified as a “High Impact Educational Practice” for student engagement and
retention (Kuh)
Humanities scholars often think of themselves as the lonely bibliophiles in the
library stacks, quietly slaving over monographs. But, Digital Humanities has
exposed the fallacy of that paradigm — even required that Humanists consider
exposing their collaborative work, even if it isn’t digitally-inclined. Inviting
students into the same scholarly realm that is responsible for constructing
large-scale digital projects and shifting scholarly communication inevitably
requires a revision to traditional pedagogy.
Citation: Frost Davis, Gold, Harris. [Draft] Introduction. Digital Pedagogy in the Humanities.
Modern Language Association. April 9, 2019

16. What exactly *is* collaboration?
Do we really know how to collaborate as
academics?

18. Play
A common characteristic shared by many digital pedagogues is the willingness
to experiment, to try something new just to see what happens. The practice of
experimentation and playfulness is not necessarily contingent on access to
research resources
With the willingness to try comes a tolerance for failure when the new thing
does not work out as one might expect. Since experimentation and play often
produce unpredictable results, a willingness to accept open-ended processes
and results can be an effective strategy for coping with the increasing pace of
technological change and so a necessary asset for those who practice digital
pedagogy. But, beyond technological change, this willingness to experiment can
help our students become lifelong learners with the necessary persistence to
work through unexpected circumstances
Citation: Frost Davis, Gold, Harris. [Draft] Introduction. Digital Pedagogy in the Humanities.
Modern Language Association. April 9, 2019

19. David Warlick, “Are They Students or Are They Learners” http://2cents.onlearning.us/?p=2762

20. Student Agency
Digital pedagogy encourages students to develop agency as learners. Agency--
or a sense of ownership, control, and efficacy--aids students as they transfer
and apply learning in new contexts
In Open and Integrative: Designing Liberal Education for the New Digital
Ecosystem, Randy Bass and Bret Eynon argue that higher education must help
students develop such agency to prepare them to become lifelong learners
in the emerging digital ecosystem where they encounter an abundance of
disaggregated learning opportunities, which they must negotiate, integrate,
and make sense of (54-57).
Students may also gain a better understanding of their own agency by
exploring other sources of control in the creative process.
Citation: Frost Davis, Gold, Harris. [Draft] Introduction. Digital Pedagogy in the Humanities.
Modern Language Association. April 9, 2019

21. Identity
While a preoccupation with identity is common among teens and young adults,
the changing world of work where adults are likely to shift careers multiple times
across their lifetimes means that identity is not just a concern of the young.
Digital pedagogy takes advantage of the opportunities for identity
development to build agency…using defamiliarization offered by the digital
to uncover privilege, politics, and lack of neutrality
Citation: Frost Davis, Gold, Harris. [Draft] Introduction. Digital Pedagogy in the Humanities.
Modern Language Association. April 9, 2019

22. Practice
Digital Pedagogy has a strong thread of applied learning, putting theory into
practice.
This heavy focus on practice draws on broader movements across higher
education like project-based learning and a push for active learning. Many
“High-Impact Educational Practices” engage the idea that students are putting
their learning into practice, e.g., collaborative projects, undergraduate research,
service learning, internships, and capstone projects (Kuh).
In keeping with the the concept of play, active learning projects often focus on
process over product, and pair action with reflection
Citation: Frost Davis, Gold, Harris. [Draft] Introduction. Digital Pedagogy in the Humanities.
Modern Language Association. April 9, 2019

23. Session Notes
Which Digital Pedagogy core tenet relates to your issue
for today?
Why? How?

24. What about the tools?! Not yet
Instead of looking for a tool first, what are your keywords for Digital Pedagogy?
Take a moment to explore the keywords: for the concept, then for the 10
annotated and curated pedagogical artifacts.
Digital Pedagogy in the Humanities (but anyone can use it!)
https://github.com/curateteaching/digitalpedagogy/tree/master/keywords

25. Session Notes:
What pedagogical artifact might you use from a keyword? Why? How?
2 minute share with your table team.

26. How to begin from the beginning:
• What is the intended knowledge acquisition with this assignment?
• How will students demonstrate this knowledge acquisition?
• How will you value process?
• How will you evaluate collaboration?
• Will peer review or comments be incorporated into the assignment?
• Is the process and/or outcome public to the world or just to the students?
• Where does the assignment fit into the semester (1st assignment? last one?)?
• Where does the assignment fit with your larger goals for the course?
• How will you build on the knowledge or a skill from this assignment?
• What resources are required to complete the assignment? (access to subscription databases?)
• What technical proficiencies are required by the student?
• Do you require a lab day for learning technologies or presenting process/final projects? (make
sure to leave time in the schedule)
• Will the work be done in class or out?
• How will you engage with this assignment (process and/or outcome) during class discussion?
• Have you left room for waypoints/check-in moments for the assignment (especially relevant for
assignments that come later in the semester or require several steps)?
• How does this assignment differ from previous assignments that don’t use technology?
• Can you boil the project down to a single research question for your students?

27. What about the tools?!
Alright – alright
DIRT Research Tools (2012)
Choose an action:
https://digitalresearchtools.pbworks.com/w/page/17801672/FrontPage

28. Thank you!
Watch for the slides from this workshop to be made available on the
ECampus blog later this week
http://blogs.sjsu.edu/ecampus/category/digital-pedagogy/