Much discussion of digital education focuses on platforms, tools, and artificial intelligence. What is often less visible is how these systems quietly shape pedagogy itself, influencing assessment practices, learner agency, and what counts as legitimate learning.
I have published a short executive overview that brings together several years of writing on critical digital pedagogy, platformed learning, and assessment in the age of artificial intelligence. The central argument is that many of the challenges we attribute to technology are pedagogical and institutional rather than technical.
I am interested in this as an open conversation rather than a settled position.
In your own context, where do digital platforms most strongly shape pedagogy by default, and what does it mean in practice to reclaim pedagogical intent?
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Much discussion of digital education focuses on platforms, tools, and artificial intelligence. What is often less visible is how these systems quietly shape pedagogy itself, influencing assessment practices, learner agency, and what counts as legitimate learning.
I have published a short executive overview that brings together several years of writing on critical digital pedagogy, platformed learning, and assessment in the age of artificial intelligence. The central argument is that many of the challenges we attribute to technology are pedagogical and institutional rather than technical.
I am interested in this as an open conversation rather than a settled position.
In your own context, where do digital platforms most strongly shape pedagogy by default, and what does it mean in practice to reclaim pedagogical intent?
A lone scholar in academic robes studies a glowing circuit-like screen above a maze-like digital city, with a large planet rising in a retro 1970s sci-fi sky.
A unique, topological, view on rivers & waterways in OpenStreetMap, showing how they are connected. Find mistakes and make better maps. #map #rivermap #waterwaymap
