Digital Pedagogy Lab is host of a five-day Summer institute that explores the role and application of digital technology in teaching. The 2016 institute has four tracks, offering intensive peer-driven learning with and discussion of networked learning, new media, and critical digital pedagogy.Learn More
Open to teachers, students, librarians, and technologists at all levels of education experimenting with digital tools in hybrid or online environments. The 2016 Institute is co-hosted by Hybrid Pedagogy and the Division of Teaching and Learning Technologies at University of Mary Washington.Follow @DigPedLab
The 2016 Institute will take place at University of Mary Washington in Fredericksburg, VA from August 8 – 12. All-day sessions begin on Monday morning and end early on Friday just after lunch. Participants work with a cohort throughout the week. If you have questions, feel free to e-mail us.Register Now
Participants choose between one of four tracks and work collaboratively in small workshop-style classes. There will also be large group activities, and moments of intersection between the tracks. Each day of the institute begins with discussion which will play into the day’s work. A continental breakfast will be provided before sessions begin mid-morning, followed by lunch. Afternoons will be split into two sessions and will include keynote presentations, a mini-unconference, workshops, and other activities. Each day will end before dinner. The final day of the institute will conclude at 1:30pm with an optional social activity to follow. The learning community we create together will be welcoming to a wide range of skill levels and interests.
Intro (Sean Michael Morris and Jesse Stommel): This track will offer an introduction to critical digital pedagogy for those who are just getting started with digital learning and have more questions than answers. Participants will move between open discussion (of the hows, whens, and whys of digital tools) and experimenting with practical application. We will not only think specifically about the ways our pedagogies are reflected in the choices we make as teachers, but we’ll also be involved with practical experimentation in the matter of the other three tracks at the Institute: Praxis, Design, and Action. We will discuss and experiment with various technological tools from the chalkboard to moveable chairs, computers, mobile devices, social media platforms, and learning management systems.
Praxis (Lee Skallerup Bessette): This track will be an in-depth application of pedagogical philosophies to our day-to-day practices in our classroom spaces. Participants will collaboratively support one another in the development of assignments both large and small that reflect a critical digital pedagogical approach. We will be also be working on solidifying the language we use to describe and explain our practices to our students, peers, and beyond. Finally, participants will have the opportunity to think about how these individual activities can fit into a larger course or program. This track will be less about specific tools and more about talking through ways we can empower our students to use them in meaningful ways.
Action (Audrey Watters): The Action track will provide tools, examples, and inspiration for digital activism — from web site development and Domain of One’s Own, to Twitter, blogging, and more. Discussion will center on the history of digital technologies, issues of authorship, ownership, and identity online. Participants will have the freedom to explore social justice issues that are important to their professional and personal lives, and to reflect on what kind of digital activism best suits their needs. We’ll also invite in leaders in digital activism to join our conversations virtually and by remote. This track is ideal for students, adjuncts, teachers, or anyone who is interested in issues of privacy, ownership, and social justice in digital environments.
Design (Amy Collier): This track will be a practicum that explores Critical Digital Pedagogy in relationship to instructional design, both inside and outside the learning management system. Participants will spend time exploring tools and platforms for course and learning design, as well as theories which inform the use of those tools. Discussion and practice will emphasize new learning modalities — including MOOCs, self-organized learning environments, and rhizomatic learning — as well as practical concepts such as emergent outcomes, peer assessments, and more. This track is ideal for anyone who teaches in an online, hybrid, or on-ground environment, instructional designers, or academic technologists involved in online learning.