Post-Pandemic Digital Writing Instruction Will Be Resilient, Open, and Inclusive
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| Title: | Post-Pandemic Digital Writing Instruction Will Be Resilient, Open, and Inclusive |
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| Language: | English |
| Authors: | Cummings, Robert |
| Source: | Journal of University Teaching and Learning Practice. 2023 20(2). |
| Availability: | University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Pandemics, COVID-19, Computer Assisted Instruction, Writing Instruction, Resistance (Psychology), Access to Education, Inclusion, Teaching Methods, Textbooks, Equal Education, Social Justice, Class Organization, Open Educational Resources, Learning Experience, Educational Technology, Artificial Intelligence, Educational Testing, Educational Assessment |
| ISSN: | 1449-9789 1449-9789 |
| Abstract: | During the pandemic three widespread shifts in teaching cultures affected digital writing pedagogies: resilient teaching, open teaching, and inclusive teaching. Resilient teaching design emerged as a strategy to counter the unpredictability of public health policies on class delivery modes, and emphasised designing for maximising student interactions as a response. Open teaching started as a response to a lack of access to textbooks and evolved to transform functions normally reserved for teaching into learning activities. In addition, inclusive teaching practices, developed as a response to racial and social injustices, resulted in deliberate emphasis on class structure to incorporate all students. Although seemingly disparate and disconnected from the issues of technology that normally influence the teaching of digital writing, each shift focused on student needs and predict a future for digital writing pedagogy. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1382424 |
| Database: | ERIC |
| Abstract: | During the pandemic three widespread shifts in teaching cultures affected digital writing pedagogies: resilient teaching, open teaching, and inclusive teaching. Resilient teaching design emerged as a strategy to counter the unpredictability of public health policies on class delivery modes, and emphasised designing for maximising student interactions as a response. Open teaching started as a response to a lack of access to textbooks and evolved to transform functions normally reserved for teaching into learning activities. In addition, inclusive teaching practices, developed as a response to racial and social injustices, resulted in deliberate emphasis on class structure to incorporate all students. Although seemingly disparate and disconnected from the issues of technology that normally influence the teaching of digital writing, each shift focused on student needs and predict a future for digital writing pedagogy. |
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| ISSN: | 1449-9789 1449-9789 |
