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.
To use technology in support of student agency & voice, start by not teaching. Then stop trying to “manage” learning. Set them loose and watch them shine.
In 2013–14, a remarkable 20.5% (154,636) of all Master’s degrees were earned by students in the field of education. Only the field of business boasts a higher percentage of
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
Our advanced technological society is rapidly making objects of most of us and subtly programming us into conformity to the logic of its system. To the degree that this happens, we are also
“Do not worry if you have built your castles in the air. They are where they should be. Now put the foundations under them.” ~ Henry David Thoreau There is no one-size-fits-all
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
This piece is being published to coincide in real time with Adeline Koh’s keynote at Illiads 2015. On a walk last week, my husband asked me what I was going to
On a beautiful June morning, I hurried through the streets of Bloomsbury to the University of London. These streets carry a great deal of imaginative and emotional resonance for me, layers of time
It is much easier to pay lip service to notions such as critical pedagogy and open education, than it is to truly embody those ideals in our own practice. One of the struggles
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.
