Tag Archives: Digital Knowledge Cohort


• Thomas P. Kasulis, “Questioning”

“A class is also a process, an independent organism with its own goals and dynamics. It is always something more than even what the most imaginative lesson plan can predict.” (2)

Group quiz

Ask students at the beginning of the semester what they want to get out of the class; repeat that to them the following week, then ask them at the end of the semester if they learned, etc. that topic.

Invite students, especially if they are shy and introverted.

Give options: Allow students to choose their preferred form of course involvement.

• Dave Cormier, “Rhizomatic Education: Community as Curriculum”

• Zach Whalen, “Notes on Teaching With Slack”

• Sharon O’Malley, “Professors Share Ideas for Building Community in Online Courses”

• (Optional): Sean Michael Morris and Jesse Stommel, “The Discussion Forum is Dead; Long Live the Discussion Forum”


October 28, 4:00 – 5:30 // Online Learning, Hybrid Pedagogy, Digital Literacy

•Maha Bali, “Knowing the Difference Between Digital Skills and Digital Literacies, and Teaching Both”

“Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.”

Empower students with digital literacy.

See W. Ian O’Byrne:

“To make digital literacies easier to understand, let’s examine Doug Belshaw’s doctoral thesis. He identifies eight essential elements of digital literacy that lead to positive action:

  1. Cultural: Requires technology use in different contexts and awareness of the values and practices specific to varying contexts
  2. Cognitive: Enables mastery of the use of technological tools, software, and platforms
  3. Constructive: Requires reusing and remixing existing resources depending on need, or possibly adapting them into new resources
  4. Communicative: Requires awareness of different communication devices that are both digital and mobile
  5. Confidence: Places emphasis on gaining competence with digital technologies and the ability to create an environment for practicing skills and self-learning
  6. Creative: Creates new data in digital environments while taking risks, developing skills, and producing new things
  7. Critical: Requires the digital learner to develop various perspectives while actively taking different circumstances into account
  8. Civic: Develops and helps acquire the concepts of democracy and global citizenship as individuals become participants in society”

FoMO: Fear of Missing Out

•Sean Michael Morris, “Online Learning Shouldn’t be ‘Less Than’”

•Jesse Stommel, “What is Hybrid Pedagogy?”

•Chris Friend, “On Vocabulary: ‘Blended Learning’ vs. ‘Hybrid Pedagogy’”

•(Optional): Ethical Online Learning: a Town Hall

How to do nothing, Jenny Odell


Projects and ideas

How to effectively teach a fully online course: discussion, social dynamic, connection

Learning/using students’ names

“I’m not a number”

Tools for leading discussion online

Synchronous vs asynchronous

Why/when/how do we decide to teach online?

Understanding both content and format

Rubrics, measurement

Self-generated, autodidacticism

Does this cross across disciplines?

Introversion / access

What’s best for the student?

Student engagement

Why is/is not online teaching for me?

Persona — Performance

Social media

Where in digital space does learning happen?

Private vs. Public online — ethics, data, privacy, safety, legal/copyright


Jason B. Ohler, Digital Community, Digital Citizen

T. V. Reed, Digitized Lives…

Digital Knowledge Cohort, 9/30/19

September 30, 4:00 – 5:30

12-2:30 prior to future readings available for open lab.

Digital Knowledge Cohort

Not what technology I need to use or how to use it, but how does this technology allow me to tell this story…..

Teaching with technology changes teaching. How does technology change the way we teach…..[discipline]…..


• Ray Bradbury, “There Will Come Soft Rains”

• Audrey Watters, “The Web We Need to Give Students”

What is our responsibility?

• David Weinberger, Small Pieces Loosely Joined (preface and chapter one)

“What is the Web for?”

“The Web, on the other hand, breaks the traditional publishing model. The old model is about control: a team works on a document, is responsible for its content and format, and releases it to the public when it’s been certified as done. Once it’s published, no one can change it except the original publisher. The Web ditches that model, with all its advantages as well as its drawbacks, and says instead, ‘You have something to say? Say it. You want to respond to something that’s been said? Say it and link to it. You think something is interesting? Link to it from your home page. And you never have to ask anyone’s permission.’ Then it adds: ‘And how long will it take to do this? I dunno. How fast do you type?’ By removing the central control points, the Web enabled a self-organizing, self-stimulated growth of contents and links on a scale the world has literally never before experienced.

The result is a loose federation of documents — many small pieces loosely joined.”