Participants at ShapingEDU event in 2018 shared their first interaction with digital learning as early as the 1970's and captured by graphic facilitator https://www.dropbox.com/sh/uvimgp9qr4vxaa1/AAB-c7WA06WovGa2FQxF4ldXa?dl=0&preview=ASU+Unconference_All+Charts_Linked+Presentations.pdf

This is also generative for those of us annotating--all the examples you include inspire everyone else to be clever by coming up with what you left out and then speculating why.

my pet peeve--I've been contacted my so many vendors who claim to have finally solved the problem of engaging students in the lecture--that problem can be solved without any technology--just quit lecturing! Pedagogy not technology problem.

Right--we have seen multiple examples of digital pedagogy in different disciplines where people independently discover some technique that another community has long been using https://digitalpedagogy.hcommons.org/introduction/digital-pedagogy-beyond-digital-humanities

Or maybe you could just leapfrog their mistakes . . .

I feel like there is a tension between this idea that learning happens across an ecosystem and the need for formal institutions to be able to control and track learning.

Integration is the key here--with learning opportunities available in disparate locations, institutions of formal education need to help students make sense of their world and integrate their learning.

Right--we have to be conscious of how the affordances of technology determine our actions--cf. Design of Everyday Things for more on affordances

Is this a reaction to a perceived over-focus on assessment?

Depends on what you think authority means . . .

Good question--what do you think, BLCC-AH? (I think there is a role, but I am curious about your thoughts.)

For the BLCC-AH class--what are ways that Canvas or other tools have constrained the way you teach?

I think this is his definition of pedagogy

from the Greek: paidos + ago or the noun "child" + the verb "I lead"

This phrase implies that pedagogy is synchronous (and therefore can't apply to asynchronous online), but I don't think that is necessarily what Sean is getting at.

I think this is more like teaching as vocation--pedagogy is the craft practiced by teachers.

I've used this technique with students reading Vergil's Aeneid in Latin: I assigned different types of annotation for sections of the text: grammatical, formal elements of the poetry, e.g., scansion, similes, etc., and literary or cultural analysis, e.g., themes in Vergil.

For ten more examples of annotation, see the annotation keyword in Digital Pedagogy in the Humanities: https://github.com/curateteaching/digitalpedagogy/blob/master/keywords/annotation.md

don't get off schedule