Document Type


Publication Date

Summer 2017


pedagogy, technology, independent study, human-centred, online-enabled higher education, STEEP V, online learning, collaboration, accessibility, curriculum design


This is an independent study for Hladkyj's graduate studies in Strategic Foresight and Innovation (MDes) at OCAD University. The study’s goal is to establish a “lay of the land” informing how technology and pedagogy might be designed in the Web Design Graduate Certificate program Hladkyj spearheaded at Sheridan College.

The research consists of a literature review validated by primary sources, composed of four 30-minute, semi-structured expert interviews with college-level design educators, administrators, and students (both current and former).

A modified, “human-centred” STEEP V (Social, Technological, Economic, Environmental, Political, Values) framework provides context to the findings.The output is actionable and threefold: (1) High-level motivations / truths on which to base curriculum design principles, (2) Levers and tensions that designers must capitalize on in curriculum development, and (3) Initial “design dilemmas” or points of view that can spark reframing of digital pedagogy for a Major Research Project (MRP).


An Independent Study report submitted for Hladkyj's graduate studies in Strategic Foresight and Innovation at OCAD University, Toronto.


Faculty of Animation, Arts & Design (FAAD)

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Original Publication Citation

Hladkyj, A. (2017). Pedagogy for a plugged-in age, independent study 2017 (Independent study). OCAD University, Toronto.