Document Type
Article
Publication Date
Spring 5-1-2014
Keywords
Collaborative explorations, Learning, MOOCs, Pedagogical guidelines, Slow design, Social competencies
Disciplines
Educational Methods | Instructional Media Design | Online and Distance Education
Abstract
This article describes two “Slow EdTech” initiatives, using this label to denote a focus on learning and the development of capacities for learning along with a mindful approach to the uptake of new digital tools that become available. One initiative, dating from 2001, is a set of guidelines about specific situations and specific ways in which specific educational technologies are of significant pedagogical benefit. The other, dating from 2013, is online Collaborative Explorations (CEs) for moderate-sized open online collaborative learning. The tools and processes used in CEs for inquiry, dialogue, reflection, and collaboration are designed to be readily learned by participants so they can translate them into their own settings to support the inquiries of others. Reflection on both initiatives points to the deeper source of challenges for Slow EdTech, namely, the political, economic and cultural context in which U.S. education is embedded.
Community Engaged/Serving
Part of the UMass Boston Community-Engaged Teaching, Research, and Service Series. http://scholarworks.umb.edu/engage
Recommended Citation
Taylor, Peter; Sullivan, Felicia; and Szteiter, Jeremy, "Slow EdTech: Pedagogical principles, collaborative explorations, and persistent challenges" (2014). Working Papers in Critical, Creative and Reflective Practice. 2.
https://scholarworks.umb.edu/cct_ccrp/2
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Included in
Educational Methods Commons, Instructional Media Design Commons, Online and Distance Education Commons