In many ways, Digital Pedagogy Lab is an unlikely proposition. Take a small staff—sometimes quite literally just two of us—add a non-profit organization with decidedly few resources, and then add to that the notable absence of discussion around digital pedagogy in higher education, and the idea of gathering even a few people at an event is a gamble.
For a decade, Jesse Stommel and I worked together in relative silence, both of us hopeful that critical digital pedagogy might find purchase and spread. With the founding of Hybrid Pedagogy, that spreading began. At first as a murmur, and then as intent conversation, and still later as the hum and buzz of excited discussion. Today, that hum and buzz has become a roar. Just as intent, just as focused, just as imperative, but loud.
Digital Pedagogy Lab is queer and feminist. We are intercultural. Black voices are welcome and wanted. Latinx voices are welcome and wanted. First Nation voices are welcome and wanted. Disabled and neurodivergent voices are welcome and wanted. Trans voices are welcome and wanted. Adjunct voices, student voices, K12 voices, alt-ac voices, non-academic voices.
Digital Pedagogy Lab is critical. We know our work is not finished. We need more voices. So many more voices. We know there are no laurels—ever—worth resting on. Critical pedagogy is not a process that has an end, but rather is a problem that’s been posed to us.
This year, to help front that problem, and to keep our own ethos on its toes, Digital Pedagogy Lab has brought together an Advisory Board. The board is made up of people whose voices have been integral in the formation of our event, and voices who are new to the event, but not new to the critical questions at its foundation. This board will offer help in the selection of keynote speakers, fellows, tracks, and more. Most importantly, they provide advice, insight, and perspective that will keep this event rich, diverse, inclusive, and vital.
2018 Digital Pedagogy Lab Advisory Board
Martha Burtis is Director of the Digital Knowledge Center at the University of Mary Washington. In this role, she oversees a peer tutoring program that offers support to students at UMW who are engaged in digital projects and assignments. She works closely with colleagues in the Division of Teaching and Learning Technologies (DTLT), coming in behind their work with UMW faculty to offer one-on-one student support. She has worked in higher education for 15 years, previously serving as director of DTLT and as director of Web development at the University of Montana.
Rebecca Halpern is the Teaching and Learning Services Coordinator at the Claremont Colleges. She’s interested in working towards anti-racist and inclusive higher education administration, cultivating empowered researchers through critical library practice, and re-imagining what we mean when we say “information literacy instruction.” When not working as an information professional, Rebecca can be found playing board games, pub trivia, or binge watching British police procedurals.
Chris Gilliard is a Professor of English at Macomb Community College. His scholarship concentrates on privacy, institutional tech policy, digital redlining, and the re-inventions of discriminatory practices through data mining and algorithmic decision-making, especially as these apply to college students. He is currently developing a project that looks at how popular misunderstandings of mathematical concepts create the illusions of fairness and objectivity in student analytics, predictive policing, and hiring practices.
Sherri Spelic grew up in Cleveland, Ohio, studied in Providence, RI and migrated to Vienna, Austria which has become home after 30 years. As a physical educator, leadership coach, blogger and publisher she dedicates increasing amounts of time to observing and making sense of movement – in bodies, in relationships, in texts, in the atmosphere. Her personal blog, edifiedlistener includes reflections on teaching, coaching and the world in general. 2016 marked the launch of her online publication Identity, Education and Power which features writing from various authors offering insights on the intersections of those three themes.
Bonnie Stewart is an educator and social media researcher fascinated by who we are when we’re online. Program Lead/Designer for Experiential Education at the University of Prince Edward Island, Bonnie has spent the last couple of decades exploring the intersections of knowledge and technologies in higher education. Her current work focuses on digital scholarship, participatory and experiential learning, and the implications of the current information ecosystem for democratic engagement. Published in Salon.com, The Guardian UK, and Inside Higher Ed, Bonnie has been involved with Massive Open Online Courses (MOOCs) since their early days in the Canadian wild, and does her best thinking aloud, on Twitter, as @bonstewart.
Audrey Watters is a writer and independent scholar who focuses on education technology — its social, political, and pedagogical implications. Although she was two chapters into her Comparative Literature dissertation, she decided to abandon academia, and she now happily fulfills the one job recommended to her by a junior high aptitude test: freelance writer. She has written for The Baffler, The Atlantic,Hybrid Pedagogy, Inside Higher Ed, and elsewhere across the Web, but she is best known for her work on her own website Hack Education. She has given keynotes and presentations on education technology around the world and is the author of several books, including The Monsters of Education Technology, The Revenge of the Monsters of Education Technology, The Curse of the Monsters of Education Technology, The Monsters of Education Technology 4, and Claim Your Domain. She is a recipient of the Spencer Education Journalism Fellowship at Columbia University for the 2017-2018 academic year.