Searching for "pedagogy"
CRITICAL PEDAGOGY IN AN AGE OF ONLINE LEARNING
Paulo Freire and Critical Pedagogy
Freire’s pedagogical concepts, such as problem posing, dialogue, praxis, conscientiazation and the politics of education, were devel-oped in a pre-Internet era. His work in popular education was deeply interpersonal and involved spending significant time in a community becoming familiar with the culture, linguistic patterns, and lifestyle of the people before ever embarking on teaching.
struggles to employ a critical pedagogy in the increasingly assessment-oriented, outcomes-based environment
While designed to make teaching in the online environment more efficient, these systems confront the critical pedagogue with challenges to create a teaching-learning environment that promotes critical reflection not only on the content of a course but on the very way in which content is delivered.
teaching in cyberspace requires a different teaching paradigm altogether
p. 170 Feenberg (2009) developed the Critical Theory of Technology (CTT),
p. 171 As outlined by CTT, technology creates a cyber culture that redefines human identity and the meaning and means of human interaction (Gomez, 2009). When viewed through this lens, online education is not simply another tool for the promotion of learning, but rather an all-encompassing environment managing and controlling access to information, structuring relationships, and redefining individual identities.
p. 171 While masquerading as efforts to enhance student learning, these industries are clearly profit-oriented. Knowledge has become a commodity, students have become consumers, faculty have become content providers, and schools operate as businesses
p. 172 Like Feenberg (2009), Freire would be concerned with the values and principles embedded in the technology of online learning, as well as the cyber culture it has created.
p. 173 Schools did not venture into online learning because they thought it was a better way to teach, but rather because they saw it as a way to reach unreached student populations with the promise of off-site educational offerings. Only later was attention given to developing online pedagogies.
Whereas education in the United States was originally viewed as a way to prepare students for effective citizenship, now it is seen as a way to develop loyal and capable employees of their corporate overlords
p. 174 A second area of concern is the banking nature of the LMSs. One of the underlying assumptions of an LMS like Blackboard™, Moodle™, or Brightspace™ is that the online platform is a repository of resources for teaching and learning.
Freire vehemently rejected this banking approach to education because it did not recognize or encourage the student’s creative, exploratory, and critical abilities. In the banking model the teacher is regarded as the holder and transmitter of knowledge, which is then imparted to the student. The banking model assumes the student is an empty vessel and does not value or recognize the student’s experiential and cultural knowledge
By contrast Freire argued for a problem-posing, constructivist approach that invites students to critically engage their world and one another. In the critical classroom, the student at times takes on the role of teacher and the teacher becomes a learner, inviting a sharing of power and mutual learning. While this approach can be carried out to an extent online, the LMS is set up to be the primary source of information in a course, and the teacher is assigned as the expert designer of the learning experience, thus limiting the constructivist nature and mutuality of the learning process.
p. 175 A third area of concern is the limited access to online learning to large sectors of society. While e-learning advocates tout the greater access to learning provided by online learning (Goral, 2013; Kashi & Conway, 2010), the digital divide is a reality impacting millions of students.
p. 176 A final area of concern is the disembodied nature of the online learning process. One of the major attractions of online learning to potential students is the freedom from having to be in a classroom in a particular time or place.
p. 177 Embodied learning means students must not only engage the cognitive dimension (thinking and reflection), but also partake in concrete action. This action in reflection, and reflection in action, referred to as praxis, involves acting on and in the world as one is seeking to learn about and transform the world.
To limit education to the transmission and reception of text-based knowledge without action undermines the entire learning process (Escobar et al., 1994).
Freire believed dialogue begins not with what the teacher professes to know, but with the student’s experience and knowledge.
p. 179 For Freire, the building of a learning community is essential to creating meaningful dialogue; this is also true for those who seek to teach effectively online. Palloff and Pratt (2007) contend that all online teaching must begin with building community and stress that a carefully constructed online learning community provides a space for students to test ideas, get feedback, and create a collaborative learning experience.
For Freire, learning was a social and democratic event where authoritarianism and control of the learning process are minimized.
“reading the world,” or conscientization, that is, understanding the larger political context in which experience occurs and knowledge is situated. In the current era of Facebook, Twitter, instant message, and other social media, in-depth discussion and analysis is often absent in favor of brief, often innocuous statements and personal opinions.
Through online academic databases, students have easy access to far more sources of information than previous generations. Furthermore, search engines like Google, Yahoo, and the like bring students in contact with remote sources, organizations, and individuals instantly.
p. 180 the challenge is not only the accessing of information, but also encouraging students to become discerning purveyors of information—to develop “critical digital literacy,” the capacity to effectively and critically navigate the databases and myriads of potential sources (Poore, 2011, p. 15)
more on online teaching in this IMS blog
- Senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK
- Senior fellow of the Higher Education Academy
TODAY, Thursday at 1:00 PM CT
An interactive discussion on the Innovating Pedagogy 2019 report from The Open University
About the Guest
Rebecca is a senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK and a senior fellow of the Higher Education Academy. Her primary research interests are educational futures, and how people learn together online and I supervise doctoral students in both these areas.
Rebecca worked for several years as a researcher and educator on the Schome project, which focuses on educational futures, and was also the research lead on the SocialLearn online learning platform, and learning analytics lead on the Open Science Lab (Outstanding ICT Initiative of the Year: THE Awards 2014). She is currently a pedagogic adviser to the FutureLearn MOOC platform, and evaluation lead on The Open University’s FutureLearn MOOCs. She is an active member of the Society for Learning Analytics Research, and have co-chaired many learning analytics events, included several associated with the Learning Analytics Community Exchange (LACE), European Project funded under Framework 7.
Rebecca’s most recent book, Augmented Education, was published by Palgrave in spring 2014.
innovative assessment is needed for innovative pedagogy.
Analytics. what is I want to know about my learning (from the learner’s perspective)
How is “stealth assessment” unique compared to formative assessment?
students teaching robots
learning analytics, Rebecca is an authority.
how to assess resources are trustworthy, fake news and social media, navigating post-truth society
how to advance the cause of empathy through technological means
gamification. XR safer environment. digital storytelling and empathy.
poll : learning with robots –
digital literacy and importance for curriculum primary, secondary and post secondary level.
digital literacy is changing every year;
Mor, Y., Ferguson, R., & Wasson, B. (2015). Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology
(2), 221–229. https://doi.org/10.1111/bjet.12273
Hansen, C., Emin, V., Wasson, B., Mor, Y., Rodriguez-Triana, M., Dascalu, M., … Pernin, J. (2013). Towards an Integrated Model of Teacher Inquiry into Student Learning, Learning Design and Learning Analytics. Scaling up Learning for Sustained Impact – Proceedings of EC-TEL 2013
, 605–606. https://doi.org/10.1007/978-3-642-40814-4_73
how to decolonize educational technology: MOOCs coming from the big colonial powers, not from small countries. Video games: many have very colonial perspective
strategies for innovative pedagogies: only certainly groups or aspects taking into account; rarely focus on support by management, scheduling, time tabling, tech support.
more on future trends in this IMS blog
Colleges no longer simply want to know what their students know, but how they think.
Higher-order thinking skills are “something that schools are paying a little bit more attention to these days,”
educators also say that paper-and-pencil examinations have limits—for one thing, knowing that you are being tested can drag down performance—and they are looking for new methods to measure skills like critical thinking, creativity, and persistence.
I’m in ‘Kahoots’ with Technology in the Classroom
By: Cassandra OSullivan Sachar, EdD July 31st, 2017
Teaching tool or distraction? The key to any engaging lesson in the classroom, of course, is to connect it to the learning objectives, and Kahoot! makes it easy to do so.
https://www.sli.do/. A basic account is free. this package does not allow question moderation and restricts the number of polls you can ask per class
The Distracted Classroom: Transparency, Autonomy, and Pedagogy
July 30, 2017
in my role as director of my college’s teaching center, I hosted a faculty discussion of Jay R. Howard’s excellent book Discussion in the College Classroom, which recommends that we build structural methods of participation into our courses, rather than just relying on the vocal students to carry the conversation.
The first three columns in “The Distracted Classroom” series have explored the fundamental problem of digital distraction in our lives today, the way recent technologies have exacerbated that problem, and the possible solutions. All of those columns drew on the research presented by Adam Gazzaley and Larry D. Rosen in their excellent book, The Distracted Mind: Ancient Brains in a High-Tech World.
Autonomy. The literature on helping students take a deep approach toward their learning — as opposed to a more surface or strategic orientation — suggests they learn best when they feel a sense of autonomy in class. Another approach to the problem of digital distraction, then, would be to invite students into the process of setting the policies that will operate in the classroom.
Cathy Davidson has argued very effectively for what she calls a “class constitution” — an agreement that the class has reached together about certain aspects of how the course will operate.
More on Classroom Respire Systems in this IMS blog
more on modern pedagogy
Ten Teaching Trends from the Innovating Pedagogy Report
Ten Teaching Trends from the Innovating Pedagogy Report
The 2015 Innovating Pedagogy Report proposes ten innovations that explore ways of teaching, learning, and assessment for an interactive, engaged world.
This article pleads for a consideration what now is a full-blown reform in Finland (replacing subjects with topics) and seriously considered in the UK, as reported in this IMS blog: http://blog.stcloudstate.edu/ims/2015/03/24/education-reform-finland/
Broadening Pedagogical Knowledge by Learning from Other Disciplines
By: Maryellen Weimer, PhD
there’s a long-standing and still fairly widely held belief that the teaching needed for a particular kind of content is unique. Unless you know the content, you can’t know how to teach it.
What and how we teach are linked, but there are other connections besides those between method and material, and those connections aren’t all unique to the discipline. All (well, almost all) teachers want students engaged, and student engagement in physics and philosophy doesn’t look all that different. All teachers are concerned with classroom management issues. If students are dealing more with their phones than the material, the content is irrelevant. All teachers have a responsibility to prevent cheating. All teachers aspire to use fair and equitable grading practices. Course design principles transcend disciplines. The features of a good multiple-choice question are not discipline specific. And then there are those student characteristics that challenge teachers in every field: passivity, lack of motivation, low self-esteem, less than adequate study skills, and excessive grade-orientation start the list.
Mark Zuckerberg’s Sister Published A Book About A Child Whose Mom Takes Her iPad Away
social media etiquette
Contemplative Pedagogy and Dealing with Technology
Dan Barbezat, Amherst College; David Levy, University of Washington
The accelerating pace of life is reducing the time for thoughtful reflection and in particular for contemplative scholarship, within the academy. The loss of time to think is occurring at exactly the moment when scholars, educators, and students have gained access to digital tools of great value to scholarship. This interactive session reviews research on technology’s impacts and demonstrates some contemplative practices that can respond to them. Contemplative pedagogy can offset the distractions of our multi-tasking, multi-media culture, and show how the needs of this generation of students can be met through innovative teaching methods that integrate secular practices of contemplation.
Topics: Faculty Professional Development, Teaching & Learning
Walking the Labyrinth: Contemplative Instructional Techniques to Enhance Learner Engagement
Carol Henderson and Janice Monroe, Ithaca College
Bringing ancient traditional meditative skills into the contemporary classroom, con-templative learning techniques serve as an effective counterbalance to the speedi-ness and distractions of today’s fast-paced technology-based cultural environment. Applicable to both faculty development programs and to faculty working directlywith students, contemplative methods create a richer, more engaging learningenvironment by allowing participants to quiet their minds and focus deeply on the material at hand. This interactive session provides instruction and practice in con-templative techniques, offers examples of their use, and supports the integration of these techniques into any discipline or subject area.
Topics: Faculty Professional Development, Teaching & Learning
Contemplative Computing and Our Future of Education
Alex Soojung-Kim Pang, Stanford University
A generation of educators have spent their professional lives hearing that technol-
ogy is changing the world, transforming the way we think, and that higher educa-
tion must evolve or become obsolete. In case you didn’t get the message in the
1960s and 1970s, with cassette tapes, television and mainframe computers, it was
repeated in the 1980s when personal computers appeared; repeated again in the
1990s, with CD-ROMs (remember those) and the World Wide Web; repeated again
in the early 2000s with blogs and wikis; and recently, repeated once again in the
wake of social media, YouTube and the real-time Web.
This language of technological revolution and institutional reaction is backward. It
gives too much credit and agency to technology, and makes today’s changes seem
unprecedented and inevitable. Neither is actually true. Contemplative computing—
the effort to design technologies and interactions that aren’t perpetually demanding
and distracting, but help users be more mindful and focused—provides a language
for talking differently about the place of technology in teaching, learning, and edu-
cation. We think of today’s technologies as uniquely appealing to our reptilian, dopa-
mine- and stimulation-craving brains. In reality, distraction is an ancient problem,
and the rise of contemplative practices and institutions (most notably monasteries
and universities) is a response to that problem. Abandoning our traditional role as
stewards of contemplative life is as dangerous for the societies we serve as it is
short-sighted and counterproductive. Contemplative computing argues that even
today, people have choices about how to interact with technologies, how to use
them, and how to make the parts of our extended minds; and that part of our job
as educators is to show students how to exercise that agency.
Our Bodies Encoded: Algorithmic Test Proctoring in Higher Education
While in-person test proctoring has been used to combat test-based cheating, this can be difficult to translate to online courses. Ed-tech companies have sought to address this concern by offering to watch students take online tests, in real time, through their webcams.
Some of the more prominent companies offering these services include Proctorio, Respondus, ProctorU, HonorLock, Kryterion Global Testing Solutions, and Examity.
Algorithmic test proctoring’s settings have discriminatory consequences across multiple identities and serious privacy implications.
While racist technology calibrated for white skin isn’t new (everything from photography to soap dispensers do this), we see it deployed through face detection and facial recognition used by algorithmic proctoring systems.
While some test proctoring companies develop their own facial recognition software, most purchase software developed by other companies, but these technologies generally function similarly and have shown a consistent inability to identify people with darker skin or even tell the difference between Chinese people. Facial recognition literally encodes the invisibility of Black people and the racist stereotype that all Asian people look the same.
As Os Keyes has demonstrated, facial recognition has a terrible history with gender. This means that a software asking students to verify their identity is compromising for students who identify as trans, non-binary, or express their gender in ways counter to cis/heteronormativity.
These features and settings create a system of asymmetric surveillance and lack of accountability, things which have always created a risk for abuse and sexual harassment. Technologies like these have a long history of being abused, largely by heterosexual men at the expense of women’s bodies, privacy, and dignity.
Their promotional messaging functions similarly to dog whistle politics which is commonly used in anti-immigration rhetoric. It’s also not a coincidence that these technologies are being used to exclude people not wanted by an institution; biometrics and facial recognition have been connected to anti-immigration policies, supported by both Republican and Democratic administrations, going back to the 1990’s.
Borrowing from Henry A. Giroux, Kevin Seeber describes the pedagogy of punishment and some of its consequences in regards to higher education’s approach to plagiarism in his book chapter “The Failed Pedagogy of Punishment: Moving Discussions of Plagiarism beyond Detection and Discipline.”
my note: I am repeating this for years
Sean Michael Morris and Jesse Stommel’s ongoing critique of Turnitin, a plagiarism detection software, outlines exactly how this logic operates in ed-tech and higher education: 1) don’t trust students, 2) surveil them, 3) ignore the complexity of writing and citation, and 4) monetize the data.
Cheating is not a technological problem, but a social and pedagogical problem.
Our habit of believing that technology will solve pedagogical problems is endemic to narratives produced by the ed-tech community and, as Audrey Watters writes, is tied to the Silicon Valley culture that often funds it. Scholars have been dismantling the narrative of technological solutionism and neutrality for some time now. In her book “Algorithms of Oppression,” Safiya Umoja Noble demonstrates how the algorithms that are responsible for Google Search amplify and “reinforce oppressive social relationships and enact new modes of racial profiling.”
Anna Lauren Hoffmann, who coined the term “data violence” to describe the impact harmful technological systems have on people and how these systems retain the appearance of objectivity despite the disproportionate harm they inflict on marginalized communities.
This system of measuring bodies and behaviors, associating certain bodies and behaviors with desirability and others with inferiority, engages in what Lennard J. Davis calls the Eugenic Gaze.
Higher education is deeply complicit in the eugenics movement. Nazism borrowed many of its ideas about racial purity from the American school of eugenics, and universities were instrumental in supporting eugenics research by publishing copious literature on it, establishing endowed professorships, institutes, and scholarly societies that spearheaded eugenic research and propaganda.
more on privacy in this IMS blog