GRAD 5114: Online Pedagogy

I am discussing the article entitled “Decoding Digital Pedagogy, pt. 1: Beyond the LMS” found here by Sean Morris. The article decodes what actually digital pedagogy means and how it is practices, it adds some novel insights that we don’t usually consider.  We often imagine moving our lectures and slides online with the same configurations and setup is digital pedagogy, mixing it up with online teaching. The truth is, taking a classroom content and moving it online can not be considered pedagogical, and might even go as far as contradicting the word itself.

Digital pedagogy is rather an engaging and mindful process. It provides new opportunities and test new practices to create new learning environments for students.   Digital pedagogy urges students  to explore and inquire, bearing in mind that some approaches may fail, and it is a journey of trials that teach us. The article discusses few questions the author find them critical for understanding the essence of online pedagogy. Few of these questions focus on finding new ways and tools for students to learn and improvise; and looking into the best ways to utilize technology in classrooms to extend the learning process beyond the duration of classrooms.

Personally, I believe we are still far from optimizing the use of online pedagogy in our courses. We are either far behind from understanding its real meaning and means of applications or we misuse it in our classroom. I do realize it is a process of learning and experimenting, but in some instances we are not ready to deal with the outcome yet.  Nonetheless, the slow inclusion of technology-based activities is a good starting point into the world of online pedagogy, it is a step forward to allow ourselves to get used to this new learning environment and learn the ups and downs in the process.

The concern is not getting excited to indulge in online pedagogy world, but it is rather getting too excited and making a swift transition that would die in few years. Online courses emerged as a better learning option, especially for working students and parents with full-time jobs. Today, it is reported that more than 90% of people who start MOOC don’t finish and even if they do, they don’t end up taking another course. This raises the need for us to slow down the transition process into new realms.

 

References:

https://qz.com/65408/the-dirty-little-secret-of-online-learning-students-are-bored-and-dropping-out/

https://hybridpedagogy.org/decoding-digital-pedagogy-pt-1-beyond-the-lms/

 

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