Critical Paths for Theorizing the Digital in Higher Ed
by Alex Juhasz, Pitzer College
November 5, 2014
I’ve just returned from a day-long Symposium, Theorising Technology in Digital Higher Education. Sponsored by the Society for Research into Higher Education in the UK, and organized by faculty from the Education Schools of the Universities of Stirling and Edinburgh, the event demonstrated several critical paths for those who embrace and also are committed to understanding and improving digitally-enhanced education.
Rather than a day of boosterism, we enjoyed a well-orchestrated series of long talks where the two other featured speakers exhibited how FemTechNet‘s critiques of technology linked with our feminist theories of pedagogy can sit productively with other schools, methods, and projects of critical Internet analysis and teaching. It was great to discuss the Distributed Open Collaborative Course (DOCC) in a room full of Education scholars: a conversation we should be having as frequently as possible.