Asynchronous Presentations | Saturday, May 27 - Friday, June 2
Showcase 21.2 | Addressing Inequities
Critical Digital Pedagogy in Higher Education | Practice
Suzan Koseoglu | University of Greenwich
George Veletsianos | Royal Roads University
Chris Rowell | University of the Arts London
Abstract
Critical Digital Pedagogy in Higher Education is an edited volume with 13 chapters. The work has recently been published by Athabasca University Press in print, ebook, and open access formats. Contributors to the book critique oppressive educational systems and practices in order to create positive change – these reflections and shared practices reflect the diversity of critical pedagogic practices in the context of digital/digitized higher education. We have divided the chapters in the book according to four prominent themes: shared learning and trust, critical consciousness, change and hope. We invite the delegates to engage in a productive dialogue on these themes and the work in the book through the asynchronous forums.
AUPress Description
Recent efforts to solve the problems of education—created by neoliberalism in and out of higher education—have centred on the use of technology that promises efficiency, progress tracking, and automation. The editors of this volume argue that using technology in this way reduces learning to a transaction. They ask administrators, instructors, and learning designers to reflect on our relationship with these tools and explore how to cultivate a pedagogy of care in an online environment. With an eye towards identifying different and better possibilities, this collection investigates previously under-examined concepts in the field of digital pedagogy such as shared learning and trust, critical consciousness, change, and hope.
Showcase 21.3 | Addressing Inequities
GetLitwithFin: A Cross-Campus Capstone Classroom (C4) Digest (@ York) | Practice
Gilbert Chen, Diana Xu, Saranya Sivaneshon, Pranav Kulkarni, Wasif Hyder, Parkriti Biswas, Jessica Kabuli & Ramshah Kidwai | York University
Abstract
Our Cross-Campus Capstone Classroom (C4) interdisciplinary project involved our approach to the challenge question: “How can financial literacy be taught and learned in the K-12 sector on a more equitable basis?” It involves the UN SDG 10 – Reduced Inequalities with our community partner RBC on Campus. We tackled the problem by creating free online after-school zoom classes for any grade 11-12 students in Ontario. These sessions and additional content were centered around an accessible website. Students participated in three 30 minute sessions; each was equitable and inclusive and involved an important post-secondary topic. Topics include Saving, Borrowing, and Investing. These were taught in an engaging, relatable, and fun manner to increase their retention of the material. We will discuss our ethical social media outreach and teaching methodology. We wanted to share the importance of financial literacy and these three particular topics. As we wished to reduce any barriers that may exist such as socio-economic, political, or racial with a decolonization approach.