Three of the terms that caught my attention while going through the Modern Language Association article titled “Digital Pedagogy in the Humanities: Concepts, Models, and Experiments” are Blogging, Affect, and Assessment. I will first briefly describe what was said about each of those terms and then focus the rest of the blog on Assessment.
One of the terms, which I couldn’t help but notice was “Blogging”. This is because there is a strong blogging component to our “Contemporary Pedagogy” class and I wanted to learn how this relates to Digital Pedagogy. Blogging here was defined as being a powerful tool used by instructors to “challenge students to focus on process and audience, and to disrupt patterns and habits developed when writing more traditional essay forms students”. One aspect of blogging that I haven’t thought about, but which was discussed in the entry is how Blogging assignments are equally challenging for instructors, as they are for students. This is mainly because these types of assignments are more difficult to design and grade.
The second term that caught my attention was “Affects”. It was my first time learning about this meaning of “Affects” in the entry. Affects as it was used in the entry is another word used to describe students’ emotions (mood) in class. The authors argued that in the case of face-to-face teaching, instructors have to pay attention to students’ affects. This leads to the questions of how can instructors ensure that students’ affects are accounted for in our current digitalized learning environment. Affects goes beyond the simple emotions shown by students in class. It also encompasses students’ feelings about the lectures, assignments, and other class-related activities.
Another term that I was extremely curious to explore was “Assessment”. Assessment is important because it allows instructors to re-evaluate their teaching, adjust and meet both their and students goals. The author of this entry discusses how there exists two competing ideologies regarding the use of Digital Pedagogy for assessments. While some scholars believe that the use of digital pedagogy could facilitate “attacks” on faculty, others think digital pedagogy could be used to design more advanced forms of assessment. I side with the latter stream of thoughts. I am one of those who believe that students assessments could be very subjective sometimes. All it takes is a bad grade (which is most likely justified) in a quiz, an assignment, or an exam for a student to have some very bad/mean words on an instructor who might have done a very good job during that semester. I believe students assessments should start raising red flags when a considerable proportion of students have bad assessments towards an instructor. Therefore, the more we could use digital pedagogy to help with assessments, the better.