(1) The document discusses the author's reflection on their participation in the #DigPed community and research on critical digital pedagogy. (2) It notes some of the challenges of online spaces like Twitter in potentially creating echo chambers and issues of power dynamics and perspective. (3) The author reflects on creating an engaging learning space in their institution's learning management system (VLE) that focuses on emergent learning, critical reflection, and meaningful connection between students rather than being dictated by the system's design.

1. From #DigPed to learn.gold:
A Personal Reflection
Suzan Koseoglu
Goldsmiths, University of London

2. #DigPed research
with Dr. Aras
Bozkurt
@arasbozkurt
Anadolu University,
Turkey

3. RQs
(1) How do certain narratives about education (e.g., critical
pedagogy) might develop and spread on #DigPed?
(2) Do they have a significant impact on practice and policy?

4. - offer annual face-to-face institutes on critical
digital pedagogy (weeklong, held mostly in the
US but becoming more international)
- open online courses
- #DigPed chats
- Hybrid Pedagogy (open-access, peer-reviewed
journal)

9. “Scholars who are isolated, disillusioned, marginalized, or
junior in their institutional scholarship” can have a voice on
Twitter (Stewart, 2016).
It is also a space for building identity and connection (Cronin,
2014; Stewart, 2015, 2016; Veletsianos & Kimmons, 2012).

10. Twitter algorithms & design - Do they create silos and echo
chambers? (Audrey Watters; danah boyd; Zeynep Tufekci)
Digital literacies - Can we successfully navigate the space
and participate in its activities? (Neil Selwyn)
Power issues - Which stories are told and from what
perspective? (Amy Collier, Sean Morris)

11. We have observed de-facto leaders (e.g., keynote speakers
in #DigPed events)
Closed clusters of activity (resembling echo chambers)
Ethical considerations (public or personal?)

13. Learn.gold page (Goldsmith’s VLE)

14. “When we teach online, we have to build both
the course and the classroom. A good learning
management system is a tool that can help with
this process; however, we should never let its
design decisions — its architecture — dictate
our pedagogies.” (Stommel, 2013)

15. Choices we make in
educational
technology say
something about our
values and
pedagogical visions
(Bali & Groom, 2016).

16. We need to
- have some messy thinking in the VLE space;
- focus on the visceral experience as well: “to impressions, feelings and senses
of things” (Nelson, 1987);
- space for emergent learning, critical reflection and meaningful connection;
- be aware of the challenges learners might experience,
- reflect on our own engagement with these institutional spaces.

17. - How can we create an engaging living space?
- How can we make the VLE a space of reflective (or social) engagement?
- How can we make it a space for and of creativity, critical and radical thinking with
our intentional choices?
- Let’s talk about the politics of the space too. Who holds the power and why?

18. Thank you!