Digital Pedagogy Institute – August 19th – 21st, 2015

Digital Pedagogy Institute – Improving the Student Experience 

News:::::::Call for Papers:::::

Stayed tuned for NEWS about DPI 2017!

 

Digital Humanities Quarterly is publishing a special issue on undergraduate pedagogy that Emily Murphy is co-editing with Dr. Shannon Smith. For information, please see:

http://dhbisc.queensu.ac.uk/blog/cfp-digital-humanities-quarterly-special-edition-imagining-the-dh-undergraduate/ 

This is a wonderful opportunity for those of you who spoke at the Institute to have your work published!

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Emerging technologies have had an immense impact on the way that research is now conducted by scholars in all academic disciplines. There is a move toward the use of computers, applications, and larger, non-discrete data sets for what is increasingly termed “digital scholarship.” These major changes in research methodology mandate the development of new skill sets, both in faculty and in the training of students. As such, Digital Literacy and Pedagogy must become a priority for undergraduate and graduate students, as well as faculty members who must adapt to and participate in new, digitally-mediated methodologies.

 

The Digital Pedagogy Institute, co-hosted by the University of Toronto Scarborough, Brock University, Ryerson University, with the generous support of UTSC Chief Librarian Victoria Owen and a SSHRC Connections grant, will explore the potential impact of Digital Pedagogy on student experience. This will include the following topics:

  • How can digital research methodologies be used to improve student learning and engagement?
  • What are the best methods for teaching students digital skills so that they can actively participate in knowledge mobilization related to digital research? What instructional strategies have proven to be most successful?
  • What political and ideological decisions do educators (and institutions) involved in digital scholarship make in planning their teaching and research?
  • How can faculty shift from transmitting knowledge to facilitating collaborative learning, co-inquiring and co-learning with students via activity-centered projects?