Professional development in digital pedagogy should be more than an LMS walkthrough, an Adobe Connect session, or an intimate view of “best practices” that aim to make learning and teaching online formulaic and rote. Digital Pedagogy Lab will offer seven online professional development courses between April and November 2016 that aim to involve participants in the making of digital pedagogy. The first one, Intro. to Digital Humanities Pedagogy, starts on April 4, with early bird registration open from now until March 11.
For the last four-and-a-half years, Hybrid Pedagogy has pushed against the boundaries of traditional academic publishing. And we’ve done so from a critical pedagogical perspective.
Our collaborative peer review process rises from the desire to give teachers who write greater agency and greater voice than other (sometimes much more well-respected) academic publications do. Our editorial staff are all teachers, and the editorial process is decidedly teacherly — but not in the authority-at-the-podium way, or the blind peer review way. We are partners with the writers who publish with us, not gatekeepers.
Digital Pedagogy Lab is a natural outgrowth of our commitment to critical digital pedagogy and the teachers, learners, technologists, and theorists we’ve served. The Digital Pedagogy Lab Institute was designed as a kind of apex learning and teaching event, where members of the networked Hybrid Pedagogy community could come together with people new to that community to collaborate, and to continue to define the field of Critical Digital Pedagogy. The Digital Pedagogy Lab Courses exist both to raise funds for the Hybrid Pedagogy Inc. 501(c)3 non-profit, and to ignite new thinking around subjects like teaching with Twitter, Digital Humanities pedagogy, peer-driven learning, and instructional design.
The Courses we offer are something very different than the work done by the Online Learning Consortium, the digital pedagogy tracks at DHSI and HILT, or the Distance Education Professional Development courses offered at UW-Madison. Each of our courses is an immersion in the language of teaching and learning, in the work of Critical Digital Pedagogy. Rather than offering courses and seminars on “best practices” for online learning, for instance, we offer the opportunity to inspect what happens when learning goes online. Outcomes for these courses are intensely practical but also emergent and find their scaffolding in participants’ conversations and collaborations. As well, we take care in the design of each course to leave space open for all levels of experience — with pedagogy, with the digital — and for learners at any stage of their professional development.
Digital Pedagogy Lab Courses are the primary fundraising activity for the Hybrid Pedagogy Inc. non-profit organization. Participant fees are used to
- pay teachers;
- provide free tuition and travel for two Digital Pedagogy Lab Scholars each year;
- support fellowships for Hybrid Pedagogy writers;
- provide professional development support for our editorial staff; and,
- keep the journal and non-profit organization sustainable.
We are committed to keeping our Courses affordable, offering both early bird discounts as well as special rates for adjunct and contingent teachers, and students.
Spring / Summer 2016 Courses
This course will introduce educators and digital humanists to a praxis for using technology in learning and teaching. The focus will be on how to support learners in doing digital humanities research, and creating digital humanities projects. The course covers:
- methods and approaches for using technology to teach the humanities;
- how to use humanities tools to investigate technology;
- how to design Digital Humanities assignments; and,
- methods for collaboration as well as for individual work.
This course works from the perspective that the Internet is a learning environment, a tool, and that our lives and work have become inextricably digitized. As well, we’ll consider the nature of learning itself, and the theories and methodologies that have informed learning online to date. The course offers:
- a brief history of online learning and digital education;
- immersion in digital learning environments;
- theories of rhizomatic, social, networked, and emergent learning; and,
- detailed, specific support for the development of digital learning projects.
This course will focus on traditional and new approaches to instructional design, looking to qualitative, emergent, and complexity theories as potential solutions for the instructional design “best practices” that are fast becoming outmoded. The course will cover:
- an overview of the history of instructional design;
- critical analysis of commonly used instructional design tools and methods — including Bloom’s Taxonomy, ADDIE, “essential questions”, and more;
- an introduction to emerging ideas in design — including complexity theory, networked and rhizomatic learning, self-organized learning environments, etc.; and,
- ideas for practical implementation of new design theories.
This course focuses on meta-level work within Twitter, and also reflection about social media, presence, and identity within the discussion forum inside our Canvas course. The course covers:
- how to hone our Twitter presence;
- how to craft tweets; and lead Twitter discussions
- how (or whether) to write social media policies for syllabi;
- how to create assignments using Twitter; and
- how to assess work on Twitter.
Take advantage of low early bird or adjunct / student prices before these courses fill.Register for your course Now
[Photo, “Bubbles“, by Justin Jensen.]