These resources outline ways digital pedagogy has been effectively implemented in education and will give you a solid understanding of what digital pedagogy is and how it can help your students achieve learning outcomes.
To be digitally literate means having the ability to evaluate and use information technologies and the internet. The assumption that digital natives know how to create, share, and evaluate digital resources may not be completely accurate.
These two articles clarify what digital literacy is and how it fits into higher education:
Digital pedagogy is about knowing when to use technology for learning and how to incorporate digital tools to enhance discovery and problem solving, engage learners, and improve the learning experience. Digital tools can include open educational resources such as e-books, response systems, learning management systems, Massive Open Online Courses (MOOCs), visual tools, and video or digital storytelling.
This compilation of resources is meant to help you understand the ethical implications of using digital tools and the educational opportunities that can be achieved through their use; knowing how to use PowerPoint is vastly different than knowing how to effectively communicate using PowerPoint.
ePortfolios: A best practices guide for faculty The UFV ePortfolio best practices handbook is a resource for faculty who endeavour to improve their teaching by implementing the High Impact Practice of ePortfolios into their courses or programs. The handbook, created by Claire Hay, Mary Gene Saudelli, Michelle Johnson, and Judy Jones contains practical lesson plans, assignments, rubrics, samples, and workshop slides that are relevant to ePortfolio practice here at UFV.
Devoted to open learning resources around the world; includes links to resources on learning tools, e-learning sites, open courseware sites, podcasts, and learning repositories, as well as an extensive list of other bloggers who write about e-learning.
This webinar presents some of the contemplative exercises and methods used and discuss the philosophy underlying them, which places the emphasis on student discoveries through mindful observation and reflection, rather than on general rules that everyone should, or must, obey.
The Teaching and Learning Centre has been an invaluable resource for me. After reaching out to express my interest in pursuing research in the Scholarship of Teaching and Learning (SOTL), I was put into contact with Dr. Mary Saudelli. Together we developed a research project and a successful grant application. We are now working on this project with strong support from Teaching and Learning. I am keen to broaden my research in SOTL with the assistance of the Teaching and Learning Centre. Moreover, TLC continually inspires me as I work to hone my skills as an educator.