Digital Pedagogy Lab is a five-day Summer institute that explores the role and application of digital technology in teaching. The 2017 institute will have four tracks, offering intensive peer-driven learning with and discussion of networked learning, new media, and critical digital pedagogy.
Open to teachers, students, librarians, and technologists at all levels of education experimenting with digital tools in hybrid or online environments. The 2017 Institute is co-hosted by Hybrid Pedagogy and the Division of Teaching and Learning Technologies at University of Mary Washington.
WHEN AND WHERE
The 2017 Institute will take place at University of Mary Washington in Fredericksburg, VA from August 7 – 11. All-day sessions begin on Monday morning and end just after lunch on Friday. Participants work with a cohort throughout the week. If you have questions, feel free to e-mail us.
Participants choose between one of four tracks and work collaboratively in small workshop-style classes. Each track is open to all backgrounds and skill levels. Each day of the institute begins with discussion that 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 multiple sessions and will include keynote presentations, workshops, and other activities. Each day will end before dinner. The final day of the institute will conclude after lunch. The learning community we create together will be welcoming to a wide range of skill levels and interests.
Introduction to Critical Digital Pedagogy (Chris Friend and Jesse Stommel): This track will offer an introduction to Critical Digital Pedagogy—though we will likely generate more questions than pat answers. Individual sessions and activities will focus on teaching philosophies, discernment practices for using digital tools in courses, emergent learning, digital composition, and discussions of the impact of the digital on traditional and critical pedagogies. This track is ideal for new and experienced online and hybrid teachers alike, plus anyone interested in exploring new approaches to digital learning.
Networked Learning and Intercultural Collaboration (Maha Bali and Kate Bowles): This track is about relationships, professional and social, and how we can learn with and through others different from ourselves online. Participants will explore the nature of digital networks with a focus on intercultural and global collaboration, and will consider how networks are both responding to and creating digital culture. This track is for professionals, researchers, students, and teachers who are interested in developing and sustaining local/global learning networks, including those actively involved in network-centered activism.
Critical Instructional Design (Amy Collier and Amy Slay): This track will explore how design intersects with the praxis of Critical Digital Pedagogy. Critical approaches to design and to popular methodologies like design thinking, means marinating in the complexities of education before jumping to answers, resisting the pull of solutionism. Design, as a collaborative process through which teachers thoughtfully re-imagine their classrooms, can spark creativity and inspiration in teaching. This track is ideal for anyone who sees themselves as a designer of learning experiences (faculty, instructional designers, technologists).
Domain of One’s Own (Martha Burtis): This track will look at the principles behind giving students domains that allow for creative and scholarly expression, research, writing, reflection, and curation. Each participant in the track will be given a domain of their own (with hosting) and workshop time to practice with it. This track is ideal for anyone who would like to bring a more playful, experimental approach to digital teaching and learning, and is especially suited for those whose institutions that support a Domain of One’s Own project already.
This opportunity has expired. It was originally published here: