Innovation and the Digital

I am retiring next month after 34 happy years teaching at MIIS. During that time, my instructional capacity and confidence have been sustained and enriched by a variety of digital advances.  From word processing and e mail through course management systems and tools to create blogs, podcasts and videos, I have been supported and encouraged by campus specialists.  I would like to take this opportunity to express my gratitude and appreciation to Bob Cole and his colleagues at the Digital Learning Commons.  Without their assistance and guidance, I would never have been able to successfully flip my classroom and thus provide my students with much more meaningful learning opportunities. It is, of course, a two-way street: I could not have experienced this kind of professional development in digital terms unless I was willing to continue to reassess and adapt my practice in terms of pedagogy, curriculum design and assessment.  I have tried to capture this integration (or, to use a favourite term, this intertwingularity) in the following table (created for a recent panel discussion on Innovation, sponsored by the FFI).  While I would want to make it clear that this represents my own path, I would argue strongly that the Digital, properly exploited, does not just support and enhance learning and instructional practice: it revolutionizes them.  It brings us to a curriculum and its deployment that are much closer to our current understanding of learning processes.  The Digital is brain-compatible and learner-centred in ways I could never have imagined 34 years ago. Shaw, P (2017) Development Stages for One Innovative Teacher [pdf]

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