Discussion - Facet Three
Connecting
Except I have always sought to dismantle the screen, or to see through it. Because critical pedagogy, or critical digital pedagogy, is a humanising pedagogy—seeking the human behind the screen. Sean Michael Morris, Dec 2020As Morris suggests, humanizing teaching and learning practices by engaging through the screen rather than to the screen is essential for educators in order to make human connections within digitally enabled and enhanced teaching and learning spaces. From the findings, the participants actively model the use of MDL to bring humanizing qualities into their teaching within their OEPr. I reconsider the findings and the research to explore the participants’ connections as both process and product – noesis (mode of experiencing) and noema (what is experienced) (Rosenberger & Verbeek, 2015) – through a lens of humanizing teaching and learning through their computer screens. While connections can be both cognitive and social in nature, this discussion focuses primarily on the social connections that participants experience in their OEPr that require or apply MDL.
As revealed in the findings, the participants’ lived experiences and artifacts share their stories of how they foster relationships, seek opportunities for connections, and build on the learning of others in humanizing ways. This is exemplified for example by ER’s story of one students’ experience of creating moccasins. It is also evident in FJ’s description of unconditional hospitality as being attuned and deeply listening to others, being reciprocal, sharing accessibly, and understanding the barriers preventing connections, all while avoiding inflicting harm on others. FJ’s comments of unconditional hospitality echo my own experiences and conceptions of intentionally equitable hospitality (Bali et al., 2019) for video enabled dialogues within open and shared conference conversations, as arranged and presented by the grassroots organization Virtually Connecting, where media-making processes and products focus on equity of connections.
From the frameworks
Connecting is referenced in most of the frameworks as explored in Table 4.- Hoechsmann and Poyntz (2012) see connecting as essential “thinking or actions that produce meaningful connection with significance for those participating in the network” p. 160; where connections between different problems and with drawing conclusions across seemingly different discourses and practices p. 147 (also at the heart of OEPr)
- Connecting is not explicitly mentioned in the MediaSmarts Canada framework (McAleese & Brisson-Boivin, 2022) but could be encompassed within the
- UNESCO (2013) considers individual cognition where connections are made when retrieving and restating information and media content, as well as the physical computer hardware connectivity via the internet which enables people to take advantage of crowdsourcing with/for information.
- Belshaw (2011) identifies connecting as an element that supports the eight digital literacies while drawing on the theory of connectivism (Siemens, ??) to suggest that digital environments enable and enhance analog connections within a participatory practice.
- In their examination of international digital literacy frameworks, Martinez-Bravo et al., (2022) identify connecting as a dimension within the operational dimension with links to the use of digital tools to real-world purposes, but also within the social dimension in how people form hybrid identities to connect and exchange “needs, motivations, solve problems or to create new products/ideas” (p. 6).
- DigCompEDU (2017) focuses on how educators connect the wealth of materials, resources, and content through a process of using, modifying, and sharing in order to benefit student learning. This framework suggests that educators can then apply these connections to student learning when “exploring a topic, experimenting with different options or solutions, understanding connections, coming up with creative solutions or creating an artefact and reflecting on it” (Redecker, 2017, p. 22).
- The DQ global standards do not have explicit links to conceptions of connectivity but connecting could be implicitly related to collaboration and teamwork, active listening, analytic thinking, and systems analysis within the twelve future-readiness skills this framework identifies as compiled from international literature and reports. (DQ website, n.d.).
Thestrup and Gislev (Mackenzie et al., 2022) suggest that acting globally and feeling connected requires a mindset found on the playground or in the makerspace, and where the internet connects people and places. Such playful mindsets include “experimental, non-linear, immediate and multimodal digital literacy practices” linking MDL processes and products within “content, tools of learning, contexts, peers, levels of challenge, time and place” (Tour, 2017 p. 15). This playful ethos is present in the participants’ stories of MDL within their OEPr as they uncover connections from/to texts, self, and the world within nuanced and multiple layers of engagement, while maintaining a focus on their students as the primary audience. Their MDL processes and productions connect the participants to national and global networks within physical and digital spaces, e.g. UF’s connections to #FemEdTech (add popup for this term) or BC’s connections to the Canadian Association for Teacher Education (CATE) and OTESSA (add pop-ups for these terms). Connecting supports and develops the participants’ MDL through the process of seeking, making, and maintaining connections, but also through purposeful collaborations on productions and research, such as CS’ and RB’s connection to GO-GN (add pop-up box for this term), and AT’s connections to global contexts through research and video productions to support courses they teach. The participants’ stories suggest a playful and open mindset in their relationship with technology in order to see ‘through’ rather than ‘with’ or ‘in’ technological hardware and software. Participants divulge how they become explorers of technologies to discover the functions of the tools through which they can connect with others and provide enriching learning opportunities. For some of the participants this includes self-reflective practices that occur through blogging and/or social media connections.