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Resources on "Educating Higher": Keynote and Links to my #DigPed Keynote

Resources on "Educating Higher": Keynote and Links to my #DigPed Keynote

Here are the  links (below) to my keynote address on YouTube and several links to materials to which I referred during that talk at the Digital Pedagogy InstituteOn Twitter, you can find lots of quotes and resources and links using the #digped (and some are using #digiped) hashtag.

  Digital Pedagogy Lab Institute teaches you how to use technology in a way that honors the best pedagogical principles of engaged, active learning.  It informs both onsite and online learning with the principles of student-centered, progressive pedagogy.

On August 8 and 9, I was lucky enough to attend the great Digital Pedagogy Lab 2016 institute co-sponosred by the journal Hybrid Pedadogy and the University of Mary Washington, where it was held.  [Special Thanks to Prof Jeffery McClurken (Professor of History and Special Assistant to the Provost for Teaching, Technology and Innovation) and Provost Jonathan Levin.  Change only happens by a combination of leaders willing to support innovation and those willing to make it happen. Change-makers should be acknowledged for their leadership.  It's much easier to check the boxes than to think creatively within them!)

Digital Pedagogy Institute is dedicated to critical technology use and thinking and doing.  It's fabulous.  Go if you can.  I could only be there for two of the five days and, in that short time, I left with so many ideas and inspired by so many colleagues across the country.   Besides many great conversations, I was able to hear a dazzling and practical keynote by the great Tressie McMillan Cottom.  I attended fabulous working group tracks by Amy Collier (on instructional design), Audrey Watters (on action, activism, privacy, and security), on Jesse Stommel, and Sean Michael Morris (on where to get started with engaged uses of technology). 

I repeat:  Digital Pedagogy Lab teaches you how to use technology in a way that honors the best pedagogical principles of engaged, active learning.  It informs both onsite and online learning with the principles of student-centered, progressive pedagogy.

If you have a chance to go next year, GO!   100 people from every imaginable college, university, and independent life (computer scientists and technology designers--from Yale and USC, East Coast to West, community colleges and Ivies:   and winning the participation prize at least five or six people from the University of Colorado at Denver--with their Dean:  this is how change happens!).   It was a great event.   You think, you interact, you learn from new colleagues, you network, you build things.  It's transformative.

Here is my talk, "Educating Higher:  Remaking Higher Education for the World We Want" (Or How to Think BIG Inside the Box).   https://www.youtube.com/watch?v=IYDAx-_0dgQ

Or linked from the Digital Pedagogy Lab homepage:  http://www.digitalpedagogylab.com/institute/

And here is a list of links and resources to which I alluded in my talk.  Please feel free to add other links and resources in the COMMENTS section.  Anyone who joins hastac.org can contribute.  It's the world's first and oldest academic social network (older than MySpace, Facebook, or the oldest science social network NanoHub).  It's free, open, we NEVER misuse or sell your data.  Join us!    HASTAC has two mottos:  "Changing the Way We Teach and Learn."    And "Difference is not our deficit.  It's our operating system."

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Here is a six-part blog on "How To Get Started"---transforming a conventional class into a student-centered, engaged, constructivist course:  https://www.hastac.org/blogs/cathy-davidson/2015/08/04/how-do-i-get-started-step-step-guide-designing-student-centered

 

(1) The original studies on formative and summative feedback that I discussed in my talk was conducted in the late 1980s and 1990s by Ruth Butler.  Here is one citation:   Ruth Butler, “Enhancing and Undermining Intrinsic Motivation: The Effects of Task-Involving and Ego-Involving Evaluation on Interest and Performance,” British Journal of Educational Psychology 58 (1988): 1-14.

(2)  My blog “Thinking BIG Inside the Box” is here:  https://www.hastac.org/blogs/cathy-davidson/2016/07/25/thinking-big-inside-box-redesigning-higher-education-world-we-want
The mantra:  “If you think technology will solve the problems of higher education, you don’t understand technology or higher education.”

(3)  Two books my students wrote and published online in lieu of writing a final term paper:  
Field Notes for 21st Century Literacies:  A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning  https://www.hastac.org/collections/field-notes-21st-century-literacies    It has had more than 35,000 unique visitors by now, certainly more than most monographs.   

         GRADES:  If you believe reducing all the ways we learn to an A, B, C, D, F grade is an impoverished way of    giving feedback, the appendix to Field Notes for 21t Century Literacies also includes sample explanations and contracts for contract grading and sample badging rubrics for a f2f, no-tech peer-to-peer badging method designed by my students and me.

 

Structuring Equality:  A Handbook for Student-Centered Learning and Teaching Practices  http://futures.gc.cuny.edu/americanliteratureamericanlearning/structuring-equality/
This is still a DRAFT.   It is being professionally copy edited along with undergraduates from community and four-year CUNY campuses who are learning the craft of professional editing.  It will be published on HASTAC.org on the fall

(4)  HASTAC.org is a resource everyone should know about.   Some 200+ courses are conducted in the Groups that allow a faculty member to host a class with a intra- and inter-group function, meaning students can blog only for the group or for the public and the Group can be set up with either public or group privacy settings.  However, once work is ready for publication, a toggle before posting will ask if you want to go with the Group setting or a public setting.  HASTAC is entirely non-profit and never uses or sells anyone’s data for marketing purposes.  Joining HASTAC is required to create a Group but you can unjoin easily and you will receive a monthly newsletter and that increases only near annual International Conference time and you can unsubscribe easily.    Students immediately become part of the most engaged learning community of activist students  out there.  

(5) My Guest Op Ed for Choice appeared yesterday and it amplifies the theories behind my talk yesterday, “Why We Need Digital Literacies”: Learning How to Learn is the most important skill we can teach in a rapidly changing world. http://www.choice360.org/blog/why-we-need-digital-literacies

(6)  And here is the link to the great student-written Op Ed for CHE, A Lecture from the Lectured:  https://chroniclevitae.com/news/1235-a-lecture-from-the-lectured

 

(7)  Here is my blog:  "Tired of Assigning Term Papers (Your Students Are Too):  Here Are Some Alternatives:

https://www.hastac.org/blogs/cathy-davidson/2016/08/06/tired-assigning-term-papers-your-students-are-too-here-are-some

 

(8) Here's how to start by having your students write a class constitution:  https://www.hastac.org/blogs/cathy-davidson/2015/08/13/getting-started-5-first-classcollectively-writing-constitution

 

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1 comment

Loved your speechifying at #Digped on Tuesday.  It really inspired me to reconsider a few items early on in my upcoming semester. I am especially interested in the collaborative book link above and will be haunting it (and by that I mean annotating with Hypothes.is) a bit for the next week or so.

BTW, the YouTube vid link doesn't work.  I had wanted to embed it in Vialogues.com in order to share and annotate, but apparently #digped has made it "unembeddable".  You can only watch it at the #digped site. I asked why, but have not yet gotten a response.  

 

 

 

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