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.
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.
To put it simply, just as healthy children play, so good scholars must too. And play must not be reserved just for weekends or vacation, but integrated into the way we think about our work.
We need to critically examine all of our assumptions about conferences. How they are run. Who leads them. What kind of learning should happen there?