19 Matching Annotations
  1. Dec 2019
    1. Creative Commons Attribution NonCommercial

      I'm gearing up my reading list for the holidays. I wanted to add An Urgency of Teachers: the Work of Critical Digital Pedagogy by Jesse Stommel and Sean Michael Morris. Seemingly I can only find .html, .azw3, and .pdf copies of the book, and I'd far prefer an .epub version. Fortunately the book has a Creative Commons Attribution-NonCommercial 4.0 International license (CC BY-NC 4.0), so I've spent some time this morning to convert an original and made myself an .epub version for my Android devices.

      I'm happy to share it if others are looking for the same and don't have the ability (or frankly the time) to make the conversion. I also have a .mobi version (for Kindle) of the text as well since it didn't require much additional work. These are exact replicas with no changes and come with the same CC BY-NC 4.0 license. If Jesse or Sean want copies to make available on their site, I'm happy to send them along. 

      If you have the means, please be sure to make a donation to help support the book and Sean and Jesse's work.

      Originally posted at https://boffosocko.com/2019/12/19/alternate-formats-of-an-urgency-of-teachers-by-jesse-stommel-and-sean-michael-morris/

  2. Nov 2018
    1. This article stuck me immediately as a former K-12 teacher who now works in higher education. Andragogy and Pedagogy are both extremely similar and unalike in many ways. It is important to understand technological styles in pedagogy, as this article demonstrates, in order to effectively apply similar principles in the higher education setting.

      Rating: 8/10

  3. Mar 2017
  4. Feb 2017
    1. simply incorporating a technological tool without reflecting upon pedagogical change isn’t digital pedagogy

      This is the key to what makes a pedagogy a pedagogy, I think - the thoughtful articulation of the rationale behind the practice. The intentionality of application by the instructor.

  5. Nov 2016
    1. Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpos

      people often fall in the trap of focusing on technical aspects and skills. Spreading awareness about contextual placement of technologies (ex: pedagogies) is key

  6. May 2016
  7. Apr 2016
    1.  In particular, connectivist-based scholars make the argument students must develop the skills necessary to filter, organize, remix, repurpose, and disseminate information.

      information management

  8. Mar 2016
    1. Often you will need to work closely with technical experts on your campus, not simply as resources, but as co-creators. Take advantage of opportunities to collaborate with staff and faculty across the disciplines in different ways, experimenting and brainstorming in the new vocabulary of DH that accommodates insights and approaches from all fields.

      co-creators

  9. Feb 2016
  10. Jan 2016
  11. Sep 2015
    1. Indeed, it was often unclear from the level of engagement which participants were physically present at DPL and which were watching from afar. The present-absent-present dance was fascinating to observe.

      As a "virtual attendee" or "lurker" or "scoper," it was difficult to follow and frustrating at times, but super helpful and fun too, especially as resources (images, links, quotes) were shared out. Communicating the context of those resources is still a pretty tricky thing to do well.

  12. Aug 2015
    1. Is the choice to use words like “electronic” or “digital” to designate our work and pedagogy simply a reflection of a moment of transition, soon to be abandoned as such methods become universal, or is it still important to call attention to the use of technology as we push it towards new frontiers?

      An artifact of transition?

    2. can anyone really teach without digital means at this stage of web integration?
  13. Jul 2015