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.
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