DIGITAL PEDAGOGY IS ONLINE TEACHING, RIGHT? I THINK NOT…

Decoding digital pedagogy- Beyond the LMS and (Un)mapping the Terrain.

When thinking about the concept of digital pedagogy it is easy to assimilate it to online teaching. The reason for this is that the words “digital” and “online” are closely related and in the same way “pedagogy” and “teaching” are related too. To many it may seem that these words have basically the same meaning, so of course, when brought into relation, they have to be identical concepts, right? No, not right. Although they are in some way related, digital pedagogy and online teaching could not be more different. This assumption arises from the confusion about digital pedagogy, as explained by Sean Michael Morris in his article “Decoding Digital Pedagogy, PT. 1”.  It is further elaborated on by Jess Stommel in “Decoding Digital Pedagogy, PT. 2”.

 The main premise on which teaching and pedagogy differ is the fact that pedagogy, in itself is a scholarship which is different from the study of education. According to Morris, it has at its core “timelessness, mindfulness and improvisation”. Learning takes place instantaneously and momentarily within the context of a vital exchange. In this way pedagogy is not limited to the classroom in the way that teaching is. If we consider teaching, in the formal setting (schools), the learning that has to happen, happens within the context of the classroom and in this way creates certain limitations for the learners.

Pedagogy encourages learning that is lifelong, meaning that what is learnt can be sustained. It is therefore not concerned with teaching content that is important for assessment and that will most likely be forgotten after the assessment has been completed. The digital pedagogue thus teaches through inquiry and encourages the exploration of a landscape of learning that is mysterious.

Morris also makes mention of the LMS (Learning Management System), which was implemented as a resource to facilitate online teaching. According to him, its implementation was premature and did not reach a large part of the population. It also reduced digital pedagogy to being a “mere work of relocation”. Using the LMS, we can assume that we’re not ready to teach online.

Stommel further builds on the ideas of Morris and explains how digital pedagogy is an “active present principle” and a “way of engaging the world”. It can also be seen as a compass to learning, not an unknown pathway. Pedagogy can also not be defined and the reason for this is that it is responsive in nature.

Digital Pedagogy is therefore the practice of learning through many different means which encourage participation, engaging with the wider context, creativity, etc. Knowledge is achieved through the unknown and taught in a way that it can be sustained. 

Plugged In or Unplugged? Does it matter?

Plugged In or Unplugged? Does it matter?

For many digital pedagogy might be a term with which they have come across in other disciplines and different settings, but for me, this was not the case. The first time I was confronted with the term and what it meant was in my first Computer Use class in the PGCE program. As if the program itself was not strange to me already, seeing that my undergraduate degree differed somewhat as to what I will now be doing, being confronted with this term and being told that we would be actively be engaging in the practice of digital pedagogy, admittedly spurred a feeling of confusion, uncertainty and even fear within me. But all was not lost, in order to broaden my knowledge on this practice, I consulted a secondary source by Paul Fyfe and to much relief, the confusion, uncertainty and fear was put to rest. This is what the source states…

When thinking of digital pedagogy, the initial thought is that it is dependent on technology. Instruction, therefore, has to take place with the aid of technological equipment- this is a frequent misconception. According to Fyfe, for digital pedagogy to take place, technology is barely needed. This is particularly important within the South African context, as access to technology is limited in some areas. “Digital Pedagogy Unplugged” is therefore a means of conducting the practice in a context where the alternative is not always possible.

The concept of “Teaching Naked” comes into play here. No, it’s not meant in the physical sense, although that might be a daunting experience. The source speaks of teaching naked as the practice of teaching without technology. But with the increase of the prevalence of incorporating technological means into the field of education, “Teaching Naked” becomes somewhat irrelevant because of the educational benefits technology offers.

Focus is then shifted to Cultural Studies and the influence technology has on it. According to Sean Latham, whom Fyfe makes reference to, digital technology and cultural studies complement one another. The reason for this is that technology makes it possible for us to make sense of the density of culture with which we are faced in the general society. Digital resources also seem to aid the challenge teachers face, this being keeping the attention of the learners. In so doing, digital futures are imagined.

Fyfe concludes that teachers as well as their learners can be defined as digital humanists. The future of education is definitely digital and for this reason, it is irresponsible to teach with technology that does not portray digital pedagogy. To construct this pedagogy one needs to “pull the plug.”