Section

Special issue

Abstract

During the pandemic three widespread shifts in teaching cultures affected digital writing pedagogies: resilient teaching, open teaching, and inclusive teaching. Resilient teaching design emerged as a strategy to counter the unpredictability of public health policies on class delivery modes, and emphasised designing for maximising student interactions as a response. Open teaching started as a response to a lack of access to textbooks and evolved to transform functions normally reserved for teaching into learning activities. In addition, inclusive teaching practices, developed as a response to racial and social injustices, resulted in deliberate emphasis on class structure to incorporate all students. Although seemingly disparate and disconnected from the issues of technology that normally influence the teaching of digital writing, each shift focused on student needs and predict a future for digital writing pedagogy.

Practitioner Notes

  1. Resilient teaching design, or the development of alternative delivery modes as a contingency, provides the best insurance against destabilisation and can provide teachers peace of mind when faced with the prospect of temporary or long-term classroom disruptions, ranging from network outages, to inclement weather, to public health emergencies.
  2. Open Educational Resources are helpful for increasing student access to textbooks and course materials, and also increase students’ abilities to learn through disruptions.
  3. Open Educational Practices are premised on de-centering the classroom, providing teachers of digital writing the ability to share with students many classroom functions traditionally reserved for faculty alone, including content invention, teaching, and assessment.
  4. Inclusive teaching is premised upon enabling all students to find success in any course by increasing the structure of learning experiences: faculty can lower the amount and complexity of pre-class readings, state specific objectives for all in-class exercises, and ensure that post-class work explicitly reinforces learning objectives.
  5. Examine educational technology for use of AI, especially in testing or assessment applications, as these tools tend to replicate racist assumptions in their databases.

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