Document Type

Report

Publication Date

Summer 2017

Keywords

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

Abstract

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).

Comments

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

Faculty

Faculty of Animation, Arts & Design (FAAD)

Terms of Use

Terms of Use for Works posted in SOURCE.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Original Publication Citation

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

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