The first session in the 2022-2023 GSOLE Webinar Series
During the COVID-19 pandemic, faculty, staff, administrators, and students alike scrambled to develop processes for effective online learning. Some of these processes drew on established practices; many did not. This pandemic pedagogy and administration at times resulted in decisions that would do in an emergency, good enough for the moment, even if solutions were not ideal for ordinary circumstances. However, the ethical implications of triage decisions came into sharp relief as the quick embrace of digital practices such as virtual proctoring (McKenzie,2021; Alden & Ha, 2020) and the failure to consider the impact of the digital divide illustrated how the uncritical use of digital technology for teaching and learning can harm students. Furthermore, it is important to identify how roles influence individuals’ perspectives on digital ethics, acknowledging that “doing the right thing” is constantly shifting based on context and positionality.
In this webinar, the presenters aim to provide an active forum for faculty, staff, and administrators to reflect on digital practices enacted before, during, and after the pandemic. Throughout, participants will consider what positionalities and factors influence how administrators, faculty, students, and other stakeholders define “digital ethics" and identify the results of the rapid shift to online and hybrid learning in their contexts. Facilitators will then share ethically sound strategies for addressing digital teaching and learning practices, using our work with eportfolios to offer several exemplary cases.
Participants will leave with:
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