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Friday, May 13 • 2:30pm - 3:45pm
Digital Pedagogy and the Future of Higher Education

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Digital Pedagogy and the Future of Higher Education

The Duke PhD Lab Digital Pedagogy working group has been working to document and catalogue ways that people transform traditional pedagogical tools into an experience that is more engaging, and built for the world we live in now. The group has also been compiling reviews and use-cases of digital pedagogical tools. We are also interested in imagining and promoting the best methods for facilitating digital literacy and digital skills, as well as discussing and experimenting with radical pedagogy enhanced or made possible by digital spaces or digital concepts. Join us to discuss ways that we can transform higher education using new tools, techniques and collaborations. Our plan for this birds of a feather session is to break out into small group discussions on the following topics:

Digital and Online Teaching Tools

We would like to have a open discussion and workshopping of ideas around digital tools and how they are and could be used for classroom teaching in higher education. Specifically, those interested in foreign language teaching and/or MOOCs are encouraged to participate in this breakout session.

Open Access to Data and Texts

We can do all sorts of interesting things with digital humanities and while teaching those methods has its own set of challenges, obtaining the data or texts to work with is often times the most difficult aspect to teaching digital humanities. Are we to accept what our library can afford access to or can we think of new ways to gain access to that material. We need to construct or hack a space where he can have our students ask whatever research question they want and not be limited to what we have access to.

Role of Technology in the Classroom

We all might agree that today’s technology offers ways to work and teach we couldn’t imagine were possible fairly recently. Maybe, we also agree that it can and should be incorporated in our classrooms as a means to facilitate our students’ learning. And, yet, sometimes it is tempting to employ technology in the classroom in a way that foregrounds the technology (instead of students’ learning) and that renders it an end in itself. The question I would like to pursue in our discussion is how we can avoid this temptation or trap, or if we even should. How can we make use of technology in 21st-century college classrooms in a way that draws on its unique potential in facilitating learning? How much technology is too much? Should we use certain tools only because our students do? Or should we deliberately offer students alternative (offline) ways of working and learning they don’t encounter outside of the classroom?

Digital Literacy

This break-out group is for those interested in student cognitive preparedness (e.g. ability to learn how to learn when a new technology is introduced in a learning situation; developed skills to make use of the technology seemless) and the psychological aspects of the learner. Who are these “digital natives”? What are the skill sets of individuals participating in higher education? How do they interface with digital tools in their daily lives, and in classrooms? What skills are students bringing to assignments in the class? How should their skill sets inform us about what technology we use and what pedagogical decisions we should make?

Access to Higher Education and Technology for Humanities College Classrooms

Who is already represented in higher education - in research institutions, in liberal arts colleges, in two-year colleges? How can we, within the academy, encourage and broaden access to higher education for diverse, and low-income communities? Can mentors that have come through two-year colleges motivate current college students to continue higher education? What are the differences in skill sets, experience, culture, digital literacy, and access to technology that we must account for in creating student-centered pedagogies?  

Any other subject you want!

If there’s something else you don’t see represented here that you’d like to have a break-out discussion on, we can create one.

avatar for Grant Glass

Grant Glass

PhD Student, University of North Carolina at Chapel Hill
avatar for Sandra Niethardt

Sandra Niethardt

PhD Candidate, Duke University / UNC Chapel Hill
avatar for Seung Yu

Seung Yu

UNC-Chapel Hill
I am a graduate student at UNC-Chapel Hill in educational psychology at the School of Education. I am interested in higher order thinking, its nature and measurement, and how it varies in different disciplines. I frame higher order thinking in terms of self-regulated learning processes... Read More →

Friday May 13, 2016 2:30pm - 3:45pm MST
COOR L1-84 975 S Myrtle Ave Arizona State University Tempe, AZ 85281