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).
Faculty of Animation, Arts & Design (FAAD)
© Andrew Hladkyj
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.
Hladkyj, Andrew, "Pedagogy for a Plugged-in Age, Independent Study 2017" (2017). Publications and Scholarship. 14.
Higher Education Commons, Online and Distance Education Commons, Science and Technology Studies Commons
An Independent Study report submitted for Hladkyj's graduate studies in Strategic Foresight and Innovation at OCAD University, Toronto.