Theme: Tour and Introductions
Critical Pedagogy in STEM with Clarissa Sorensen-Unruh and Sean Michael Morris (Teaching in Higher Ed Podcast hosted by Bonni Stachowiak, Episode 303)
Learning in the Time of a Pandemic with Remi Kalir (Teaching in Higher Ed Podcast hosted by Bonni Stachowiak, Episode 310)
Morris, Sean. (2020 June 10). Technology is not pedagogy [Blog Post].
A tour through the week
Themes for each day are listed in italics, while the days are hyperlinked to the page that describes what the plan is for the day.
Monday (Day 1) - Introduction to Critical Pedagogy
Tuesday (Day 2) - Critical Digital Pedagogy (How to implement Critical Pedagogy in online learning environments)
Wednesday (Day 3) - Social Justice, Decolonization, and Equity in Online Learning Spaces
Thursday (Day 4) - Open Pedagogy, Digital Scholarship, and Open Science
Friday (Day 5) - Integrating Critical Pedagogy into Online Labs
Saturday (Day 6) - Self-Care and Show and Tell (Application in the Classroom)
A tour through each day
The entire Digital Pedagogy Lab experience is very much a "choose your own adventure" learning journey, so the level of your participation each day in this track is really up to you. Of course, the more time and energy you devote to the track, the more you will hopefully get out of the experience. But we know your experience is contextual, and your journey is yours.
To aide in your ability to choose what you'd like to do, there are several levels of participation available. At a minimum, you might watch the vidcast episode for each day as each episode provides a pretty thorough introduction to the theme of the day. If you're interested in doing more, the rest of the material under the "Readings, Videos, Podcasts, etc." section is available for iteration and expansion of the ideas in the Vidcast episode. Then, if you're really, REALLY interested in the deep dive on the topic, the "Extension Readings, Videos, Podcasts, etc." section is for you (and this section will have further additions throughout the week as each of you bring your own resources to our collective).
The "Resources to Explore" section also comprises more information on each topic AND provides a wealth of teaching tips, resources, and implementation ideas for each of the topics. You could honestly get lost in just one of these websites for possibly the entire week. So feel free to explore these resources as much or as little as you'd like, but you might bookmark them if you're interested in using them in the future.
There's lots of choices in terms of the products you can make as well. We will have an article that we annotate on Hypothes.is some of the days. A document that leads you through the process of downloading and using Hypothes.is is here. You are highly encouraged to write blogs to document your experience in the lab and how you will bring it with you into the classroom and into future professional development experiences. The "Questions to Ponder" in each Day's page are not only written with the intention that you, well, ponder them but also that you might write the blog using them. Since most of you do not have your own blog, feel free to hit Rissa up in Discourse to learn how to get one, or you can just use google docs or word to write reflectively and then share as you wish. Or if you're feeling concise in your thoughts and want to share them as a Twitter thread, please use the hashtags #DigPed and #STEMDigPed to make sure we can all see them. For folks who want to contribute their blogs to our collective knowledge, we will collect the written blogs in each Day's page and hashtag the blog titles for future insight. We can connect through Discourse (the course discussion page) anytime, and this, along with our Hypothes.is group, is the only part of the track that is not public. We will have Twitter slow chat opportunities and, if needed, possible synchronous chats. There are LOTS of ways to connect, and, during this time, we are available and devoted to answering your questions. There shouldn't be much needed to track us down, but if you can't find us, my email is firstname.lastname@example.org and Anna's is email@example.com.
A beginning thought on where we're coming from
We are both full-time instructors at Central New Mexico Community College. We bring a wealth of practical teaching experience both online and in person. We both deeply reflect on how we teach, what we teach, and why.
I come to this faculty role at DPL 2020 as a DPL 2019 fellow and a pursuer of critical pedagogy within the STEM classroom. I have often said that building this course allowed me to exist with the playground of my mind, and I hope that comes through as we connect with each other throughout this week.
I’ve been deeply immersed in the study of the critical pedagogy throughout the last four years (at least), and I bring an interdisciplinary spin to my work as a chemist, statistician, and learning scientist. I blog regularly at two different sites - my own webpage and the Chemistry Education Exchange (fondly referred to as ChemEdX) - and I am active on Twitter (as @RissaChem), Facebook, Instagram, and LinkedIn. Earlier this month, I presented at Davidson University and I think that presentation (slides) sums up my perspective on building community and enhancing student agency within the STEM classroom while trying to maintain a sense of equity.
I have also actively communicated my usage of ungrading within the STEM Classroom. Both blog sites have several posts on ungrading, but the most comprehensive blogs on ungrading I’ve written are here and here.
I’m excited to be facilitating this course, and please feel welcome to share, comment, digest and play with the material throughout this week.
Go to Day 1