As I’ve said before, pedagogy is praxis, at the intersection of the philosophy and practice of teaching. Digital pedagogy turns that thinking toward digital platforms and communities. It does not instrumentalize teaching into a set of things we do, and it does not atomize the digital into a series of tools. While I am not averse to teachers and students developing new literacies, I don’t think the answer is mere tutorials, but rather balancing the how of digital tool-use with the whether and why. There is currently a surfeit of professional development opportunities that focus almost entirely on the how of teaching — on best practices at the expense of pedagogy.
When we launched Digital Pedagogy Lab, the on-ground institute and online courses, our hope was to create a space for thinking through pedagogy and teaching as intrinsically, not just instrumentally, valuable. This Summer, Kris Shaffer taught our first online course about the “Flipped Classroom.” I just finished teaching a two-week intensive online course on “Teaching with Twitter.” Our next offering, “Learning Online,” will examine a broader and somewhat more abstract set of concerns. This course, taught by Sean Michael Morris and myself, will be less about teaching and more about learning. The focus will not be on best practices for online teaching, as so many similar courses are aimed, but on thinking about and talking through how we learn online.