We will be working both independently and together throughout the term. The singular goal of the design of the class is to allow you the freedom to pursue an aspect of critical digital pedagogy that's most germane to your work in the world or in academia.

This Schedule is the path we'll take to the end of the semester, and the end of the semester culminates in your final project. So, as you're going along, keep that in mind.

Important Dates

  • February 6-April 2: Sign up for Take the Podium Blog post
  • February 26: Submit Research proposal
  • March 12: Submit Mid-term self-evaluation
  • April 24-30: Submit final project  
  • May 12: Submit final self-evaluation

[Link to Spring Academic Calendar]
[Assignments are also listed in Canvas to mark completion of each assignment.]

Unit 1: January 17-February 5 | Foundations

Stuff to do:

Slack: Accept your invitation to Slack and say hello in the #bios-introductions channel. Also, use the #discuss-unit1-foundation channel to respond to the reading you're doing. Especially, reflect on Freire's notion of an epistemological relationship to reality, or the idea of "reading our world." You may also want to reflect right off the bat on the relationship between critical pedagogy and digital education.

Catfish on Thursday, February 9 @ 7pm (MT): We need to set the date for our first film viewing. If you are able, join in our synchronish viewing of Catfish. This viewing will take place in your own home on your own screen, and all of us watching will start at approximately the same time. During the movie, we'll jump into Slack to discuss the movie as we watch. (If you are not able to join, don't worry: we will be doing similar viewings throughout the term, and you can also always join in the conversation after the fact.)

We begin with an examination of the foundations of critical pedagogy and critical digital pedagogy. I consider these readings important to understanding the approach we're exploring this semester.

Unit 2: February 6 - March 12 | Posing Problems

For the next four weeks, we will be exploring four areas of particular interest to critical digital pedagogy: Diversity, Equity, Antiracism; The State of School; Privacy and Surveillance; and Classroom Practice.

Stuff to do:

Take the Podium: This is your opportunity to make a presentation to the class. Please select a date for your presentation on this document. Then, compose a short blog post (500-1000 words) to publish on the class website. Two days before your post deadline, please post your text draft within our ghost site and we will publish the blog post for you. Topics can vary, but you may want to consider writing on:

  • Your definition or understanding of critical digital pedagogy
  • A response to one of the films we'll be watching
  • A response to a reading from Unit 2 or 3 depending on when you sign up
  • Your thoughts on any of the four areas of focus for Unit 2 or 3
  • An update on your research
  • Anything else that feels relevant or important that you wish to communicate to the class

Ghost authorship: Accept your invite to contribute to the ghost blog site so that you may post your draft a couple of days before your deadline.

Guidance and a few past examples are offered on the Take-the-Podium page.

Project Proposal: On or before February 26, please write up your project proposal and send it to Dr. Montoya and Dr. Summers via Slack DM or through the Canvas assignment link. For more information about the proposal, see the Final Project description or reach out to me with questions. To prepare for your project proposal, you may want to browse the Bibliography and look for ideas that pique your interest. Keep in mind that you will most likely shift, alter, or change entirely the subject of your research as you work over the next few weeks—and that's fine. The proposal is really just the opening of a conversation between you and this subject matter.

Mid-term Self-evaluation/Reflection: Sometime before March 12, please send us (Dr. Montoya & Dr. Summers) your first self-evaluation via private message in Slack or through the assignment link in Canvas. You can use any format you like, but please be sure to include your thoughts about:

  • What does participation mean for you in a class like this? How do you measure your own participation?
  • How is your research going? Do you have any questions or concerns at this point?
  • What grade would you give yourself at this point in the semester, and why?

We don't normally respond to self-evaluations, as we don't want to write my voice over yours. However, if you would like a response, please let us know.

Slack: Continue to use Slack as a place to discuss readings, insights, and your own research. Also be sure to share resources you've discovered in the #resources channel.

Movies: If you are able, join in our synchronish viewing of the movies below. Viewings will take place in your own home on your own screen, and all of us watching will start at approximately the same time. During the movies, we'll jump into Slack to discuss the movie as we watch. You are not expected to make it to all (or any) of these viewings—they are optional.

  • March 2 @ 7 pm (Mountain): Race to Nowhere
  • March 28 @ 7pm (Mountain): Stolen Education

Please do not read all of the readings below, but rather engage in the way that feels right for you. Here are a couple of options:

  • First, you could work through the readings by category, selecting the readings that seem right for you, pulling from the bibliography, or finding additional resources.
  • Second, you could choose the category that has the most relevance to your final project and dive into these and other readings.

Diversity, Equity, Antiracism

The State of School

Privacy and Surveillance

Classroom Practice

Unit 3: March 13 - April 16 | Reflection

For the next four weeks, we will spend some time reflecting. Plus take spring break, March 20 - 26.

Stuff to do:

Take the Podium continued.

Slack: Continue to use Slack as a place to discuss readings, insights, and your own research. Discuss, question, ponder, and wonder within the #unit 3 slack channel.

Movies: If you are able, join in our synchronish viewing of the movies below. Viewings will take place in your own home on your own screen, and all of us watching will start at approximately the same time. During the movies, we'll jump into Slack to discuss the movie as we watch. You are not expected to make it to all (or any) of these viewings—they are optional.

We will use a doodle poll for the following movies. The doodle poll for these movies will be available in late February.

  • March 28 @ 7pm (Mountain): Stolen Education
  • April 25 @7pm (Mountain): TBD

Please do not read all of the readings below, but rather engage in the way that feels right for you. Here are a couple of options:

  • First, you could work through the readings by category, selecting the readings that seem right for you, pulling from the bibliography, or finding additional resources.
  • Second, you could choose the category that has the most relevance to your final project and dive into these and other readings.

Telling Our Stories

Imagination and Change

Leadership

Unit 4: April 17 - May 12 | Praxis

Stuff to do:

Final Project: Final projects can be turned in anytime between April 24 - 30. So be sure you're working on finishing up your projects.

If you need or want to meet with eith of us before turning in your work, feel free to reach out or just make an appointment:  Please send your final project to us via private message in Slack. Make sure your google or word document allows for commenting access.

Self-evaluation: Sometime before May 13, please send us your final self-evaluation via private message in Slack. You can use any format you like, but please be sure to include your thoughts about:

  • What has participation mean for you in this class? How would you measure or evaluate your own participation?
  • Talk a bit about your research this semester. What was challenging? What was surprising? Can you now, at least a little bit, think of yourself as a scholar?
  • What grade would you give yourself for your work this term, and why?

We don't assume you want us to respond to self-evaluations, as we don't want to write my voice over yours. However, if you would like a response, please let us know when you submit your reflection. Include commenting access to your word or google document.