Digital pedagogy
Digital pedagogy has its origins in distance learning, which took the form of correspondence courses delivered by mail during the early twentieth century.
[3] Charles Dickens referred to the institution as the "peoples' university” as it allowed broader access to higher education.
[4] In the United States, educational TV programs and radio broadcasts were created by academic institutions such as the University of Louisville, with the cooperation of NBC.
Also, the definition of digital pedagogy requires a good knowledge of the technological possibilities translated into concrete educational situations – the experience of the last years shows that only certain aspects of the use of digital technologies in education have authentic value and can add new pedagogical meanings.
[11] It considers digital content and space as valuable sites for information and knowledge, in addition to traditional mediums such as books or the classroom.
These multimodal forms of learning allow the user to have more freedom in terms of creating meaning making activities.
[11] The experimental nature of digital pedagogy enables critical reflection on its successes and contradictions in its educative possibilities.
[12] For example, engagement in the philosophies of digital pedagogy has renewed discussion on the politics and ethics of technology and its implication of learning as a whole.
As a method or resistance against oppression, Critical Digital Pedagogy seeks to engage individuals in collaborative practices, is inclusive of voices across social-political identities, and situates itself outside boundaries of traditional education, which is considered to be based on a banking model of teaching.
The consensus on blended education, where students receive face-to-face instruction from teachers and the online portions are only conducted in partial time, is largely positive.
Courses are typically interactive, project focused, and designed to for students with varied levels of skills.
Cartographic fundamentals are taught to students through a scaffolded curriculum that combines both theory and technical skills.
Students with long commutes can access, read, and respond to course materials on digital devices such as phones while in transit.
Some evidence suggests that this difference, independent of other academic and demographic variables, is as small as 0.07 grade points on a 4-point scale.
However, data also indicate that students with higher GPA tend to do better in online courses, while those with lower GPAs perform worse[23] While most universities in the 21st century use online learning management systems to help teachers communicate with their students, receive assignments, and post grades, some schools are adopting "open pedagogy" platforms that enable students and teachers to work collaboratively on course content and display their work to the public if they wish.
