Digital Pedagogy
The complex interaction among the three areas of knowledge teachers need to be able to combine in today's world- content, pedagogy and technology- can produce the types of flexible knowledge necessary to successfully integrate technology use in teaching in unique contexts (Koehler & Mishra, 2009). The teacher's role in a 21st century pedagogical approach- designer and facilitator of learning experiences- is a challenging one and involves constant learning and reflective practices.
Get in touch with me for individual or group coaching, or faculty development processes to hone or develop digital skills needed to be able to integrate technology in your teaching successfully while achieving your pedagogical goals.
Selected Projects
from consulting at Kibbutzim College
2019, "Sholem Aleichem in Bassel and Tel Aviv"- Creative Analysis through international collaborative multilingual translation and visualization (COIL) in Literature Course, Faculty of Humanities and Social Sciences, Dr. Lilach Naishtat
Dr. Shifra Kupperman- Yiddish professor from University of Basel in Switzerland- and Dr. Lilach Naishtat-Bornstein partnered to promote a deep analysis of the short story "The Pocket Knife" through multilingual collaborative translation (from Yiddish to German and to Hebrew). I had the honour to act as counselor and co-designer of this course. Students worked in both local and mixed international teams while using collaborative writing (in Google Docs), photography, and English for communication. Intercultural and critical thinking skills were promoted through a glocal approach. At the end of course the Israelis designed a learning unit for the story with focus on specific segment they worked on. See image below in full screen and click on hotspots for more info.
2019, Synchronous Mindmapping for Visualization of Krebs Cycle in a Knowledge-Building Community, Biochemistry course in Faculty of Sciences, Dr. Dana Sachyani
Expertise was distributed in a learning community as students worked in groups for mindmapping of different stages of cycle in class. Teacher acted as coach. Each group's map was created in corresponding slide in slide deck on Cacoo platform, allowing for visibility of all other groups' work/slides and synchronous work. Later a final map (see below) was created from sum of maps each group contributed with for each stage. This served as learning material of the whole cycle for all. Research was conducted by Dr. Dana Sachyani and Dr. Ilana Ronen on spontaneous development: the unintentional creation of shared visual language across groups through emojis- probably resulting from visibility of all other groups' work and ensuing negotiation of meaning (orally during classwork). Critical thinking skills and deep learning of complex, abstract and important cycle were promoted.
2019, Alternative Perceptions in Science Teaching, Computer- supported collaborative learning community for research in Science Seminar Course, Faculty of Sciences, Dr. Ilana Ronen
A three-layered shared Google site supporting both asynchronous and face to face learning of yearly course in a seamless way:
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Three different interest groups as support for individual research through synchronous discussions and peer feedback in collaborative documents
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Individual portfolios for writing of research paper with feedback and asynchronous coaching from teacher throughout the process
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Accessibility to material and guidelines for group as a whole
2020, 'Voyage across America: Travel Writings and Migration in the Americas'
Ongoing multimodal task in asynchronous History course, Faculty of Humanities and Social Sciences, Dr. Atalia Shragay
This fully asynchronous remote course was voted by students as most suitable for distance learning in Higher Education in survey passed by Mofet in 2020. The design consisted of multimodal (text and images combined) ongoing tasks on Google Maps in maps created by each student separately, for visualization and reflection of learning. Students added hotspots with additional layers of info (with textual interpretation and images of their choice) for relevant places in their maps after reading the material assigned weekly. Teacher's feedback was provided for every single addition also in the map. See upper layer of one final map below.
2020, Digital Humanities- Interdisciplinary innovative course
Distance learning marathon course, focus on Bible Studies, Faculty of Humanities and Social Sciences, Dr. Boaz Stavi
A knowledge-building community was built for students to understand relevance of digital humanities in an interconnected world (with information at the tip of our fingertips) and knowledge-building society. Students explored platforms for sharing, finding and building knowledge on the Internet, such as Sefaria and 929 . Digital skills were fostered through student engagement in tasks with tools to build knowledge, make own contributions and for training as teachers who will eventually promote such skills among own students. For students' products and reflections, click on the image below.
Food for Thought
"Digital learning is "real world" learning. That’s why blended on-campus and online study is best. We need to move to intentional learning design that combines the best of online and on campus delivery. This will show students they can learn, thrive and build the skills they need however they study."
(from The Conversation, July 2021)