HASTAC Digital Fridays: "Critical Digital Pedagogy: Humanities Approaches" | Summary and Q&A

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March 16, 2020
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Futures Initiative
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HASTAC Digital Fridays: "Critical Digital Pedagogy: Humanities Approaches"

TL;DR

This session explores three strategies of critical digital pedagogy - historiography, auto ethnography, and entity-relationship exploration - to navigate the challenges of online learning during a crisis.

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Questions & Answers

Q: How can educators use historiography to help students understand the historical context of information structures?

Historiography can help students critically examine the origin and development of information structures, such as tables and databases. By exploring the historical context, students can understand how these structures influence the way we collect, organize, and interpret data. This analysis can foster a deeper understanding of the relationships between technology, society, and power dynamics.

Q: How does auto ethnography contribute to critical digital pedagogy?

Auto ethnography allows students to reflect on their personal experiences and biases with technology. It encourages them to question their assumptions, privileges, and barriers when engaging with digital tools and platforms. By examining their own interactions and emotions in relation to technology, students can develop a more critical and self-aware approach to digital pedagogy.

Q: What are the benefits of using entity-relationship exploration in online learning?

Entity-relationship exploration challenges traditional data organization methods, such as tables and spreadsheets. By encouraging students to think outside of these structured frameworks, educators can promote creativity, critical thinking, and exploration of alternative ways to represent and analyze data. This approach can help students consider the limitations and possibilities of different data organization methods.

Q: How can critical digital pedagogy be applied in online learning during a crisis?

Critical digital pedagogy can be applied in online learning during a crisis by encouraging educators to be transparent with their students about the challenges they face and involving students in the analysis of information structures and technologies. Additionally, educators can prompt students to reflect on their own experiences and biases, as well as explore alternative ways to organize and interpret data. These strategies promote critical thinking and engagement, even in difficult and rapidly changing circumstances.

Summary & Key Takeaways

  • The speaker introduces herself as a project manager, learning experience designer, and doctoral candidate in English, discussing the intersection of technology and humanities in education.

  • She explores three strategies of critical digital pedagogy: historiography, which examines the historical context of information structures; auto ethnography, which analyzes personal experiences and biases with technology; and entity-relationship exploration, which challenges traditional data organization methods.

  • The speaker encourages educators to use these strategies to facilitate critical thinking and engagement in online learning, especially during moments of crisis.

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