In a post on the Cultural Heritage Informatics Initiative site, Ashley Wiersma, CHI Fellow and doctoral candidate in history at Michigan State University, examines the digital, the pedagogical, and the location of authority. She concludes:
The power of digital pedagogy lies in its innovative and disruptive nature, which urges scholars to re-examine educational structures long taken for granted. Courses burst out of their original containers as students and teachers alike discover links between and among various bodies of knowledge, thereby undermining arbitrary disciplinary borders. Most importantly, digital pedagogy compels practitioners to search out new ways to engage students in the creative analysis of subject matter and together with them “discover how to participate in the transformation of [our] world.”
