I've been re-visiting this graphic I designed for a conference presentation last fall with a new frame of reference. How do I use these dials with my own work with students in classes or even with faculty when advocating for opening their educational framework. How does the factors impact decisions. Is there a connection between these factors and the critical digital literacies outlined by Hinrichsen and Coombs? Lots of little threads floating but not really weaving into anything yet... more thinking to come. Meaning making in action - relating disparate elements into something that makes sense.
Here's the graphic:
- Coming back to this graphic one day later, to add some details that I had handwritten before I'd started this blog space.
As I begin this research journal, I'll look at how I 'dial it up' into open education spaces, connect to the open educational movement, and how my teaching practice models open pedagogy. The goal is to openly capture my thinking, decisions, fluencies, and critical digital literacies on multiple levels. Catherine Cronin outlines these levels as macro, meso, micro and nano.
- macro - global
- meso - community/network
- micro - individual
- nano - interactions
The sliding scales on the graphic depict the movement along a continuum based on influencing factors. These impact my teaching and learning with/about critical digital literacies in implicit and explicit ways. I'll examine each of these elements on the continuum in separate blog posts in the coming month.
