This collection of essays explores the authors’ work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy.
This is an open, ongoing call. You can read the articles already written in response, or consider contributing your own. The May 2016 #digped chat hosted by Digital Pedagogy Lab highlighted the disconnect
Digital Pedagogy Lab will be hosting a second international institute at the University of Prince Edward Island from July 15-18, 2016, welcoming participants from across North America and the UK. The university is
Digital Pedagogy Lab held its first institute from August 10-14, 2015 in Madison, Wisconsin. Hybrid Pedagogy sponsored two Fellows to the Institute: Robin DeRosa and Stephen Barnard. The article below is a contribution
MOOCs and Critical Pedagogy are not obvious bedfellows. The hype around MOOCs has centered mostly on a brand of sage on the stage courseware at direct odds with Critical Pedagogy’s emphasis on learner agency.
I am peeking through a pinhole when I look at MOOCs. Like any tool in the wrong hands, MOOCs can become agents of continued oppression — of the learner or the teacher, in a pedagogical sense or in a poli-economic one.