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Graduate Training in 21st Century Pedagogy

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If teaching, or related activity, is 40 – 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree.

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Graduate Training in 21st Century Pedagogy

  1. 1. Photo by flickr user Takayuki Miki ( ) Graduate Training in 21st Century Pedagogy Jesse Stommel (@Jessifer) “A class is … an independent organism with its own goal and dynamics. It is always something more than what even the most imaginative lesson plan can predict.” ~ Thomas P. Kasulis,“Questioning”
  2. 2. Visualization by @digisim
  3. 3. Photo by flickr user tomo tang “How we finance public higher education is a matter of political will. Universal public higher education recognizes that college must be affordable for all if it is to help drive our economy and our democracy.” ~ Sara Goldrick-Rab “I do not care if free college won’t solve inequality … Today’s debate about free college tuition does something extremely valuable. It reintroduces the concept of public good to higher education discourse.” ~ Tressie McMillan Cottom
  4. 4. Photo by flickr user JD Hancock If we are to make higher education a public good, and I think we should, then training for teachers must also be considered a public good.
  5. 5. Photo by flickr user Dan Logan Adjunct teachers must no longer be required to attend unpaid required job training. If Walmart and Starbucks can pay employees for training, so can institutions of higher education.
  6. 6. Photo by flickr user Fio And if graduate programs and employers of faculty are currently unable to offer free pedagogical training (or to pay adjuncts for participating in this training), how about offering any pedagogical training at all?
  7. 7. Photo by flickr user Fio If teaching, or related activity, is 40 – 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree.
  8. 8. Photo by flickr user Justin Jensen This would mean: (1) Offering more courses, or components of required content-focused courses, dedicated to pedagogy. (2) Discipline-specific pedagogies would be a significant component of comprehensive or qualifying exams. (3) 40% of the dissertations or research projects in a field would focus at least in part on pedagogy. (4) And the culture of every department would acknowledge pedagogy as a respected sub-discipline as well as a discipline in its own right.
  9. 9. Photo by flickr user Mike Krüger If college is ever to be “free” in any broad or expansive sense of the word, we must start by fostering pedagogical work as an ethic.
  10. 10. Photo by flickr user Louis du Mont By “pedagogy,” I mean something much broader than just preparing graduate students to teach in university classes. I also mean preparing graduate students and new faculty for outreach, activism, work in libraries, instructional design, public scholarship, educational journalism, etc.Work that moves beyond content to consider how our study of that content gets shared with others or inflected in the world.
  11. 11. all learning is necessarily hybrid Hybrid Pedagogy is an open-access journal that
 : is not ideologically neutral;
 : connects discussions of critical pedagogy, digital pedagogy, and online pedagogy;
 : brings higher education and K-12 teachers into conversation with the e-learning and open education communities;
 : considers our personal and professional hybridity;
 : disrupts distinctions between students, teachers, and learners;
 : explores the relationship between pedagogy and scholarship;
 : invites its audience to participate in (and be an integral part of) the peer review process;
 : and thus interrogates (and makes transparent) academic publishing practices.
  12. 12. Hybrid Pedagogy uses a Collaborative Peer Review process, in which editors engage directly with authors to revise and develop articles. Editorial work is done both asynchronously and synchronously in a Google Doc that evolves through an open dialogue between author and editors.
  13. 13. “In digital space, everything we do is networked. Real thinking doesn’t (and can’t) happen in a vacuum.” ~ Pete Rorabaugh and Jesse Stommel,The Four NobleVirtues of Digital Media Citation Photo by mmechtley
  14. 14. Photo by flickr user petalouda62 Increasingly, the web is a space of politics, a social space, a professional space, a space of learning, a space of community.And, for better or worse, more and more of our work is happening there.
  15. 15. Photo by flickr user Fio Can the necessary reflective dialogue flourish within web-based tools, within social media platforms, within learning management systems, within MOOCs?
  16. 16. Photo by flickr user Christopher Michel “Neither is grungy pessimism nor unadulterated optimism going to pave the way forward into an educational landscape that will productively embrace the digital.What we require is a strategic hope, and creativity born from skepticism.” ~ Sean Michael Morris,“Teaching in Our Right Minds”
  17. 17. Photo by flickr user Pedro Figueiredo Digital pedagogy is not equivalent to teachers using digital tools. Rather, digital pedagogy demands we think critically about our tools, demands we reflect actively upon our own practice.This means knowing when and how to put tools down, as much as knowing when and how to take them up.
  18. 18. “Unless the mass of workers are to be blind cogs and pinions in the apparatus they employ, they must have some understanding of the physical and social facts behind and ahead of the material and appliances with which they are dealing.” John Dewey, Schools ofTo-Morrow Photo by flickr user Thomas Hawk
  19. 19. Photo by flickr user Paul • The large-format blackboard was first used in the U.S. in 1801. • The vacuum tube-based computer was introduced in 1946. • In the 1960s, Seymour Papert began teaching the Logo programming language to children. • The first Learning Management System, PLATO (Program Logic for Automatic Teaching Operations), was developed in 1960. At the invent of each, there was fear, resistance, and thoughtless enthusiasm. At the introduction of the Radio Lecture in the 1930s, Lloyd Allen Cook warned,“This mechanizes education and leaves the local teacher only the tasks of preparing for the broadcast and keeping order in the classroom.” This sentence is not all that different from ones we’ve read about the MOOC over the last 3 years, or about online learning over the last 25.
  20. 20. bit.ly/digpedtimeline Photo by flickr user Taro Taylor
  21. 21. Photo by flickr user Mr.TinDC “Books are the best of things, well used; abused, among the worst … I had better never see a book than to be warped by its attraction clean out of my own orbit and made a satellite instead of a system.” ~ Ralph Waldo Emerson,“On the American Scholar”
  22. 22. We need to handle our technologies roughly -- to think critically about our tools, how we use them, and who has access to them.
  23. 23. Photo by flickr user Fio We have built an almost ironclad academic system — and I acknowledge myself as one of its privileged builders — a system which excludes the voices of students, which calls students “customers” while monetizing their intellectual property, which denigrates the work of learning through assessment mechanisms and credentialing pyramid schemes.
  24. 24. Photo by flickr userVictoria Pickering Why do we attempt so often to resolve this...
  25. 25. Photo by flickr userVictoria Pickering Into this?
  26. 26. Photo by flickr user Chris Campbell If there’s a better sort of mechanism we need for teaching in digital environments, it’s a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping us listen better to students.
  27. 27. Photo by flickr user Lorrie McClanahan And, by “listen,” I decidedly do not mean “surveil.” The former implies an invitation to open dialogue, whereas the latter implies a hierarchical relationship through which learners are made into mere data points. My call, then, is for more emphasis on the tools that help us fully and genuinely inhabit digital environments, tools like ears, eyes, or fingers.
  28. 28. Teachers stand to learn more from students than we could ever teach. Many students come to digital environments knowing very well how to work and learn online. How can we champion and foster the expertise of our students? Photo by flickr user kennymatic
  29. 29. “We often ignore the best resource for informed change, one that is right in front of our noses every day—our students, for whom the most is at stake.” ~ Martin Bickman,“Returning to Community and Praxis” Photo by flickr user tai chang hsien

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