The Trial and Error of Digital Pedagogy
Group post by Chris Clements, Austin Garren, Jazmin Jurkiewicz, Andrew Knight, Malle Schilling, and Brittany Shaughnessy
What do we mean by digital pedagogy?
Digital pedagogy presents a unique set of issues that one may not think of when first stepping foot in the classroom. Digital pedagogy hosts a myriad of definitions for different people. As with anything, digital pedagogy’s definition is situational–different disciplines could utilize digital pedagogy practices in unique ways. For us, digital pedagogy is where teaching practice and teaching philosophy intersect (Stommel, 2013), and the use of technology enhances the teaching and learning experience in our classrooms. Digital pedagogy can range from the utilization of laptops and phones to interact with a group assignment, or even responding to live polls regarding trivia or course content to engage all learners. It is vital to note the difference between digital pedagogy and online learning. Whereas online learning denotes the environment in which students and instructors interact, digital pedagogy focuses on the tools used to generate interaction and promote learning. It requires instructors to respond in real-time to their students noting engagement, adjusting as needed, and reflecting on what works and why.
Students are able to shape the online learning experience and pedagogical philosophy by working with the instructor in real time to develop the most engaging and helpful class activities and assignments. Learning on the fly provides students with significant opportunities to give feedback and hopefully participate more in class that is based on their needs and interests. We believe that online pedagogy is constantly evolving to the students just like technology is constantly evolving and changing to the world’s demands. Furthermore, digital pedagogy is flexible and hopefully works toward including all students to have more confidence participating in more unique ways, such as through the chat, anonymous surveys, polls and comfort of being in their home space. If digital pedagogy is made for students to be more involved in class and feel supported, we believe that digital learning can be more interactive lead to greater student growth!
One important aspect that also needs to be considered when thinking about the different types of technology to incorporate into the classroom is the instructor’s style of teaching. Some forms, such as online games, are meant to be fun for both the students and the teacher. However, some teachers prefer to convey a more serious or informational tone in the classroom. For this type of teacher, trying to conduct a game when they are not completely comfortable with that style of teaching may come across as insincere or even simply boring for everyone involved. Similarly, in some classes, games may not be appropriate for the topic being discussed or a competitive aspect may not encourage all students to participate. With the rapid adjustment to online learning, many instructors had no formal introduction to digital tools and their adaptation to digital pedagogy has been done on an individual basis in addition to changing course material and content to fit the new teaching format.
We have discussed the trial and error aspect of digital pedagogy in the sense that teachers may have been thrust into the digital platform of teaching during this Covid-19 pandemic and have to ‘learn on the fly’ what works for both the teachers and the students. Three of us teach public speaking, with forty students in each section. In March, like every other faculty member in the United States, we had to take a public speaking course and move it online. Granted, this was an easier task than most, as the course was already using a hybrid model, but there was a lot of trial and error involved. Before we had started teaching after “second spring break,” we had a meeting that lasted all afternoon, brainstorming how we could keep students engaged when we were having a tough time engaging ourselves. I’m not sure if we ever found a “best practice” last semester, as it was trying to make the best of the worst possible situation. This semester, it looks like each of us have crafted our own digital pedagogy practices, each providing our own voice and teaching style to the online classroom.
Stommel, J. (2013). Decoding digital pedagogy pt. 2: (Un)mapping the terrain. Hybrid Pedagogy. https://hybridpedagogy.org/decoding-digital-pedagogy-pt-2-unmapping-the-terrain/