We have to begin to imagine better digital pedagogies, more critical digital pedagogies, which go farther than the mere implementation of design.
On 24 February 2021, I was invited to give a talk at the Quality Assurance Agency for Higher Education's Quality Insights Conference. The following is the transcript from that talk.
4 a.m. That’s what time an idea woke me up
We have to begin to imagine better digital pedagogies, more critical digital pedagogies, which go farther than the mere implementation of design.
The point of any best practice or set of best practices should be to support community, collaboration, and respect in any classroom—online, on campus, or somewhere in between.
Critical pedagogy aims to deeply question our epistemological assumptions—about teaching, about education, about power, about expertise—and while this can be exhilarating, it is almost never a picnic.
There's a movement across the field of learning and instructional design to create a digital education which seeks to confront or dismantle the what-already-is of learning design.
Behaviorism isn’t inclined to offer us any hope. It is not a visionary pedagogy, but a sedentary one. Critical pedagogy on the other hand, remind us that the future is possibility, that education is a practice of freedom.
The rules are undoable.