CFP: Digital Pedagogy Institute 2023

Co-sponsors of the 9th Annual Digital Pedagogy Institute (DPI) Conference, the University of Toronto Scarborough Library, Brock University, Toronto Metropolitan University, and University of Waterloo, have announced a Call for Proposals. The virtual conference will take place August 16-17, 2023, and will welcome faculty, researchers, graduate students, educational developers, librarians, and many other post-secondary personnel.

Proposals will be accepted for presentations, as well as tool/tech demos/workshops. Topics to be explored include: digital pedagogy best practices, digital pedagogy collaborations, digital pedagogy case studies, the state of digital pedagogy in higher education, or innovative new uses for traditional digital pedagogy tools.

From the call:

In 2023, the DPI is focusing on FIVE STREAMS:

  1. Critical ideologies and digital pedagogy: How do we question and challenge dominant beliefs and practices in the field of Digital Pedagogy? What underlying approaches and questions should we engage with more deeply? How can our pedagogical practices help support new educational priorities and social change?
  2. Digital (de)colonialism: How have digital pedagogy techniques and tools helped instructors and students address anti-racist and decolonization practices in their curriculum and research? What are the challenges and opportunities? Do you have any best practices to share?
  3. Inclusivity, accessibility, and digital pedagogy: Issues related to inclusivity and accessibility are at the forefront of Digital Pedagogy. What barriers have you encountered in your research and practice? How have you resolved them? What barriers remain? This is an opportunity to reflect on and share frameworks and best practices that have helped to reduce pedagogical barriers and integrate digital pedagogy approaches.
  4. Sustainability, renewability, and environmental costs in the digital sphere: Digital pedagogy is not immune to environmental critique. There are environmental impacts associated with generating the power and equipment needed to support digital initiatives. How should we reconcile the benefits of digital pedagogy with its environmental costs? Can digital pedagogy proponents be good environmental stewards?
  5. Digital pedagogy and the post-truth society: It is becoming increasingly difficult to navigate what is real and what is true. How can Digital Pedagogy help instructors and students to navigate issues related to digital literacy, data ethics, artificial intelligence, social media influences, etc.

Proposals should be submitted here by May 10.

dh+lib Review

This post was produced through a cooperation between Lorena O’English, Rebecca Saunders, Mimosa Shah, and David Sye (Editors-at-Large), Caitlin Christian-Lamb and Linsey Ford (Editors for the week), Claudia Berger, Nickoal Eichmann-Kalwara, Pamella Lach, Hillary Richardson and Rachel Starry (dh+lib Review Editors), and John Russell (Editor in Chief).