Welcome to the final week of the Hybrid-Flexible Teaching Summer Academy. As we prepare for the end of the summer and the start of Fall term, it's a good time to look back and look forward.
The news keeps coming in from around the country: the debate about opening campuses, the arrival of quarantine dorms, testing protocols, the lived disparity between non-teaching staff and faculty—some who must return to campus, others who have options, the lived disparity between how students distance in class versus how they may or may not distance after class, students who insist on being on-campus, students who want to stay home. Hybrid, remote, hyflex, online... Among the many universities that started planning for a return to campus as early as April or May, different ideas for how that will work have collided or merged with functional pedagogies, the science of the pandemic, the limitations of both physical spaces and digital ones.
And, on top of all of this, continuing discussion and revelation about the inequities of digital learning, the need for trauma-informed pedagogies, and more.
In the midst of this, we must plan our syllabus, our assessments, what we will do in Zoom this Fall. The detail work of teaching doesn't change, even if the environment our teaching must respond to has done dramatically. This summer academy was not designed to give faculty best practices or tools for planning, it was not intended to offer tips or pointers on using Zoom or holding class discussions in a hybrid classroom. It was instead intended to orient those who participated to the complex, digital world that will—one way or another—affect how teaching happens this Fall.
This final week, then, I want to provide a reading list of digital pedagogy articles for you to read, skim, bookmark, or file away. These articles (all open access) range from the theoretical to the practical. Some of them may be familiar from the HFT Canvas course; some of them you may have run across before. This is a broad swath because you are a broad swath: a large group of individual teachers with unique approaches and concerns.
At the end of this week, I'll hold the final office hours in Zoom.
If there is any activity this week, it is only to work on your plan for the Fall and, insofar as there is still time, to consider how the principles, ideas, techniques, and approaches we've discussed this summer can influence and bolster you work in the coming term.
Digital Pedagogy's Reading List
- Amy Collier, "Digital Sanctuary: Protection and Refuge on the Web"
- Audrey Watters, "All Watched over by Machines of Loving Grace': Care and the Cybernetic University"
- Cate Denial, "A Pedagogy of Kindness"
- Chris Gilliard, “From Redlining to Digital Redlining”
- Chris Gilliard, “Digital Redlining, Access and Privacy”
- Critical Digital Pedagogy: A Collection: “Making Disability Part of the Conversation: Combatting Inaccessible Spaces and Logics”
- Jesse Stommel, "How to Build an Ethical Online Course"
- Kevin Gannon, The Progressive Stack and Standing for Inclusive Teaching
- Kris Shaffer, "Truthy Lies and Surreal Truths: A Plea for Critical Digital Literacies"
- Maha Bali and Bard Meier, "An Affinity for Asynchronous Learning"
- Sara Goldrick-Rab and Jesse Stommel, “Teaching the Students We Have, Not the Students We Wish We Had”
- Sean Michael Morris, "What is Digital Pedagogy?"
- Sean Michael Morris, "Saying 'No' to Best Practices"
- Sean Michael Morris, "Technology is not Pedagogy"
- Shea Swauger, “Our Bodies Encoded: Algorithmic Test Proctoring in Higher Education”
- An Urgency of Teachers: “Critical Instructional Design”
- An Urgency of Teachers: “Online Learning: a Manifesto”
- An Urgency of Teachers: "Reading the LMS against a Backdrop of Critical Pedagogy"