Digital Pedagogy (team blog post)

If not all educators are called to be pedagogues, then how do we hold (or expect to hold) educator’s accountable for sound pedagogical practices in a global environment where everyone is barely treading water? On the flip side of this coin (as if it’s really a coin), is the question of where the collaboration exists between campus pedagogues and educators? For all their filibustering about what digital pedagogy is not, I would argue Stommel and Morris don’t do a solid job of saying what digital pedagogy is – aside from this ethereal manifestation of co-constructed knowledge heralded by Eris than organization – or how collaboration can exist to begin filling in the schisms that exist between those that know, those that do and those that know and do. The current era, and times to come, there will never not be the option for online learning, so how about we begin educating educators on sound, digital, pedagogical approaches so both learners and educators get the most out of the platforms they are (for better or worse) existing upon?

Students in the classroom have different strengths and weaknesses, the use of digital tools can be a way to address those differences. It is within the professor’s responsibility to identify these differences among the learners and address and understand where students might be troubled. This is when digital pedagogies come in hand as they can be used to simplify and balance student’s abilities and focus on getting the feedback needed to improve the learning process.

One of the things our group chatted about was the need for an Incorporation of more studies related to people’s attention capacities online. Because we have all been forced into this online learning environment, more research ought to be done to look into the best easy to disseminate information to students and how they are retaining it. We’ve heard pieces of information here and there about how long videos should be, things to incorporate in a narrated presentation to increase engagement from the students and how to make online learning interactive. However, it would be both interesting and helpful to have data to support the comments in one location that all educators could pull from to aid in their online pedagogy.

Online instruction specialists would be a useful new field to develop too. Since research and practice are, at least preliminarily, indicating that learning happens in a different manner when done fully online, new tools and methods are needed to optimize teaching in this context. However, as many teachers are discovering with the forced rapid conversion to online educating, incorporating these tools into lessons takes time – enough to merit a full-time job. Schools with prior experience educating online are finding themselves at an advantage, being able to use the knowledge of1 employees already experienced in this context. If more schools invest in such professionals, then they too can get ahead in online education.

In the realm of digital pedagogy, efforts need to be made to encourage the accommodation of traditional and nontraditional students. One benefit of online teaching and MOOCs is the ability of the program to be able to conform to a person’s life. Creating an engaging classroom through the usage of online tools is paramount, and ensuring these programs have a positive user experience is another hurdle. Creating platforms that provide users with an easy, intuitive, and positive experience of interaction can improve the learning experience for students.

One Reply to “Digital Pedagogy (team blog post)”

  1. Hi Tanya,

    Thank you for your blog post! I definitely agree with you that we have to accommodate all kinds of learners any time we are involved with digital pedagogy. Any interactive activities we can have online to keep students engaged is always key. I really enjoyed today’s class where Homero used Kahoot to incorporate a fun activity with a trivia quiz, and I think this method is a great one to use to make sure students are understanding material but doing it in a relaxed way with low stakes. This way can also help students who like a more structured approach and assessment to learning the class content.

    I also like the breakout rooms especially in this class because it allows us to work with our classmates from different programs across the university and get to know each other. In a lecture/large-sized class like ours, any time we can get to have some sort of collaboration activity that is always great. It’s one of the reasons I have enjoyed this class more than I initially thought I would.

    Bottom line, we have to continue to make sure as future teachers going into a workforce which even after covid will have some virtual capacity to it most likely that we are adept to digital pedagogy and are able to be creative with strategies to engage with our students.

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