by James Hardin, College of Education As someone who teaches others how to appropriately enhance instructional practices through the integration of technology, I am constantly on the lookout for tech-related experiences that will help improve my craft. When asked if I was interested in joining a group of fellow educators from UA in attending the
by Heather Pleasants, Office of Institutional Effectiveness After returning from the Digital Pedagogy Lab Summer Institute (DPL)*, writing a post about “Assessing Diversity, Equity, and Inclusion in Digital Classrooms” seemed to make sense. However, I encountered a few challenges right away: Challenge #1: Who wants to read a blog post that starts with “assessing?” (…crickets) Challenge
by Cherelle Young, Tuscaloosa City Schools What is Critical Digital Pedagogy? Kate Molloy, a learning technologist with the Centre for Excellence in Learning and Teaching at NUI Galway and a peer from the Digital Pedagogy Lab, gave a good, easy-to-understand definition of Critical Digital Pedagogy: “CDP is the practice of reflective, critical teaching in a digital space. We must remain conscious
by Angela Benson, College of Education I have lost control of my syllabus. I’ve focused so much on making it meet the standards enforced by the online syllabus management system that I’ve lost sight of its true purpose: to invite students into a safe space where they can show and develop their greatness. I have
by Nathan Loewen, Department of Religious Studies On April 18, 1831, the faculty of four men at The University of Alabama opened its doors to fifty-two male students. The campus eventually looked something like this: The photo exhibits what some call the built environment of the original UA campus. Scholarly research on the built environment focuses
Digital fluency is a 2018 buzzword among those who likely also said words like disruption, MOOC, future, digital natives, etc. etc. You know. The “glaze or blaze” words of higher education. Thanks to a workshop with Lee Skallerup-Bessette, I learned to rethink “digital fluency” with the familiar metaphor of the tributary.