Sometimes, the people you are expecting are not the ones who show up.
Last month, I spent a week facilitating the “Networks” track at the inaugural Digital Pedagogies Lab Summer Institute in Madison, Wisconsin…an immersive, five-day deep dive into the intersections of higher ed and digitally-networked platforms, practices, and pedagogical implications. Heady stuff…and risky stuff, every time, because questions of open & closed educational practices and open & closed academic systems strike at the heart of people’s most deeply-held beliefs about their professions and their professional identities.
But at #digped, it was MY understanding of my profession that got unsettled and re-aligned. Or rather, re-focused.
Because in the (pretty amazing) collection of 25+ professionals who joined my track, at least half were not the faculty, grad students, and maybe teachers I’d expected would come to explore digital pedagogies. They were instructional designers. Librarians. People tasked with the roles of making “the digital” happen in institutions, but people whose pedagogical audiences are as much faculty as conventionally-designated ‘students.’
I should have expected them. I started off in this field as a proto-instructional technologist myself, back before I’d ever heard the word. I began thinking about digital pedagogies pretty much at the point when I began teaching faculty how to teach online.
But the hierarchy of the academy to which we are actively acculturated in higher ed works to make the labour of digital professionals – particularly instructional technologists – invisible. They are not faculty. They are not admin, at least unless they are Directors. They are not much like the other support staff, in the sense that they interface (in most contexts) far less directly with students than with faculty. They are not students.
And yet in the contemporary university, in North America, they are the people most likely to be actively shaping an institution’s pedagogical response to the Internet.
Where pedagogy intersects with all things digital in higher ed, it’s being outsourced. To a class of workers who do not hold an official position in the academic hierarchy.
I’m not clutching pearls or defending the academic hierarchy, just noting that some pretty vast gaps exist in its version of higher ed and what it’s for.
Because as higher ed has complexified, whole classes of labour have emerged that have never been fully brought into the academy’s vision of itself, and central parts of that vision, such as pedagogy, have become increasingly isolated from the work of faculty.
I’d argue that these gaps – not the people in them but the gaps themselves – operate to further deprofessionalize the professoriate, ironically. Not to mention that digital adoption and online learning demand pedagogical direction if they are even to begin to do more than just move print-era content and its embedded pedagogical assumptions online. At the same time, tech still tends to be gendered male, so there are other – sometimes conflicting – forms of stratification at work at this strange intersection. And then there’s casualization. And the ever-present question of race in the academy and whose knowledge gets to count. And the fact that digital higher ed spaces in particular face enclosure and corporatization by those who see education as a ripe candidate for disruption or whatever they’ve decided to call it this year.
I suspect the technical term for the whole combo is “hot mess.”
I’d almost given up on trying to unpack it all when Tony Bates wrote a piece last week suggesting there’s little future and no career path in online learning. While a large part of me wants very much to agree with Tony’s reasoning – which runs “in the future, we will need instructors who have the skills to decide when and how to use online learning as part of their jobs, and not see online learning as a specialty of someone else” – I recognize that my desire to agree comes from a place of privilege, since I straddle the roles of instructor and online learning specialist. And much as most of my public work is about encouraging educators and faculty to explore digital literacies and digital pedagogy and digital scholarship, I’m not sure that our need for that future will magically create that future.
Sometimes the people you need – or are expecting – are not the people who show up.
Which is where we circle back to #digped and Wisconsin.
But on the Tuesday morning last month in Wisconsin on day 2 of #digped when it dawned on that my vision for the week wasn’t exactly addressing a large chunk of the people who were paying good money to join me for the experience, it was Kate’s voice I heard in the back of my head.
One does not simply *ignore* Kate Bowles. ;)
And so we changed gears midstream, albeit with some grinding of those gears along the way. And the whole week was better for it. Powerful, rich, and full of lessons that I, at least, will take forward into future iterations and future work. And this was thanks in huge part to the generous, exploratory spirit of the many instructional technologists and designers and librarians – as well as the faculty – who made up the Networks track and the range of skills and knowledge and conversations between us all.
We benefit from being hospitable to each other, and opening our narrow hierarchies of specialization. And even those of us who should know better sometimes need reminding.