Embracing praxis, and understanding that it's carried out most effectively through the choices we make and actions we undertake on an everyday basis, helps us sustain ourselves even at times that seem to militate against hope...The real work in higher education is done student by student, classroom by classroom, course by course, and it's done by educators who have committed to teaching because it and their students matter. (Kevin Gannon, Radical Hope: A Teaching Manifesto, p. 152)
I think the first thing is we are not building online courses or converting your face to face courses to online learning. Really, what we're doing is we are trying to extend a sense of care to our students and trying to build a community that's going to be able to work together to get through the learning challenges that we have. (Robin DeRosa, ‘Panic-gogy’: Teaching Online Classes During the Coronavirus Pandemic)

Today we are adding to and building upon our foundational knowledge of critical pedagogy. We are integrating the digital component further into our discussion and introducing the specifics of accomplishing a praxis of critical pedagogical theory and our teaching actions within our STEM-H classrooms.

And as you've already seen, it's almost impossible to discuss critical pedagogy right now without mentioning critical digital pedagogy due to the COVID-19 pivot and the remote, and then online, learning that followed. But as soon as you've mentioned critical digital pedagogy, you're probably going to mention open pedagogy. Which means the distinctions I've made between the days are really not distinctions at all but ways to focus our attention for awhile.

But while our attention is focused on STEM-H and the overlap of open and critical digital pedagogy, we can appreciate this quote from the Hypothes.is article from Hybrid Pedagogy (the journal Sean and Jesse co-founded) for today:

Agency, curiosity, questioning, creativity, design, experimentation, collaboration, contribution, connection, communication and discovery: These activities are embedded in the processes of both scientific investigation and open pedagogy. Not only can you “do that” in science courses, but the assertion that one ‘learns science by doing science’ (an idea widely championed in the science educator community) is manifested by adopting open pedagogical practices in STEM. (Karen Cangialosi, But You Can't Do That in a STEM Course)

Karen Cangialosi, the Biology professor at Keene State College who wrote this article, is also who I interview today in the vidcast. She is a fierce advocate for critical pedagogy in all learning environments, including online. You can follow her on Twitter @karencang.

I love this quote because I believe the heart of pedagogy - caring, trauma informed, digital, STEM-H, critical pedagogy can be described by all of the descriptors in the first sentence of this quote. We can change the ways we teach to make them more equitable. It just takes time, effort, and a community of like-minded peers to resonate with and to whom we can ask questions and get feedback. And that's why we're here together this week.

Perhaps as you move through the week, we should conceptualize ways to keep the relationships we are building now going.

I'm probably going to say this every day of DPL 2020, but the Digital Pedagogy Lab is a place for maximum agency. So now is the time to choose your own adventure for today.

The plan for the day is here: https://stem.dpl.online/day-2/. The DPL master plan google doc is in the Google Drive, which also houses all of the non-open articles for the week, and is found here.