#DigPINS Blending Connections: faculty development as a networked online community
Submission Type
20-minute Presentation
Abstract
#DigPINS (DIGital Pedagogy, Identity, Networks and Scholarship) is an online faculty development curriculum which blends synchronous and asynchronous online networked experiences for faculty at multiple institutions. Designed for a single liberal arts college in 2016, #DigPINS was implemented and adapted collaboratively and networked between multiple small colleges and regional public institutions in years that followed. Meant for small groups of 5 - 10 per institution, faculty and staff participants use a combination of public and private online environments to explore each of the four topic areas (Pedagogy, Identity, Networks, and Scholarship) and how they are affected by “the digital”.
Start Date
7-20-2020 2:20 PM
End Date
7-20-2020 2:40 PM
Description
#DigPINS (DIGital Pedagogy, Identity, Networks and Scholarship) is an online faculty development curriculum which blends synchronous and asynchronous online networked experiences for faculty at multiple institutions. Designed for a single liberal arts college in 2016, #DigPINS was implemented and adapted collaboratively and networked between multiple small colleges and regional public institutions in years that followed. Meant for small groups of 5 - 10 per institution, faculty and staff participants use a combination of public and private online environments to explore each of the four topic areas (Pedagogy, Identity, Networks, and Scholarship) and how they are affected by “the digital”. #DigPINS participants share their reflections on the ways using these tools affects them in different contexts including building their own digital competencies, affecting digital citizenship, and impacting their own digital wellness.
Rather than focusing on a tool or on any one specific method, the goal of #DigPINS is for faculty to experience communication and connection over distance as a person using technology in community. Faculty and staff participating in #DigPINS are recognized as self-determined learners (Hase & Kenyon, 2000), whom if given a rich environment to explore will form their own outcomes and define their own successes. Using both open and closed environments, #DigPINS models what online and blended teaching can look like in a variety of different approaches. Participants are aided in both experiencing and evaluating particular tools as well as in strengthening a self-directed foundation for establishing future faculty development directions. (Bali & Caines, 2018)
In this 20 min session #DigPINS facilitators from St. Norbert College, the University of Michigan - Dearborn, and Kenyon College will reflect on the growth of #DigPINS over the last several years. Examples of past content and deliverables from #DigPINS participants will be shared. Additionally, presenters will share opportunities for other institutions to join future iterations of #DigPINS.
Bali, M. & Caines, A. (2018). A call for promoting ownership, equity, and agency in faculty development via connected learning. International Journal of Educational Technology in Higher Education 15(1) https://doi.org/10.1186/s41239-018-0128-8
Hase, S., & Kenyon, C. (2000). From Andragogy to Heutagogy. Ulti-BASE In-Site. Retrieved June 17, 2019, from https://epubs.scu.edu.au/gcm_pubs/99/.
#DigPINS Blending Connections: faculty development as a networked online community
#DigPINS (DIGital Pedagogy, Identity, Networks and Scholarship) is an online faculty development curriculum which blends synchronous and asynchronous online networked experiences for faculty at multiple institutions. Designed for a single liberal arts college in 2016, #DigPINS was implemented and adapted collaboratively and networked between multiple small colleges and regional public institutions in years that followed. Meant for small groups of 5 - 10 per institution, faculty and staff participants use a combination of public and private online environments to explore each of the four topic areas (Pedagogy, Identity, Networks, and Scholarship) and how they are affected by “the digital”.