Peopling Technologies educational model

Philosophy, pedagogy, and evaluative framework

Abstract

This conceptual paper articulates a digital education approach that privileges diverse learners and harnesses the potential of technologies. The approach positions digital ways of thinking in terms of a philosophy (Peopling Technologies), a pedagogy (Immediate, Collaborative, Interactive pedagogy) and an evaluative framework (Sliding Glass Doors Learning). The three elements in concert focus closely on, and are responsive to, student contexts and skills. This balance forms an overall Peopling Technologies educational model designed to support students through transition to university and ongoing engagement in their studies. This educational model has practical implementation in the context of curriculum design and assessment design. The approach was developed in 2019, with ongoing iteration taking place in an education course assessment redesign project. Digital learning environments, shaped by this model, encourages belonging and inclusion to cultivate digital literacies, academic skills, discipline knowledges, and professional practice. The Peopling Technologies education model is adaptive to different discipline areas and elements of the approach are iterative to further contexts. By virtue of this model’s philosophical and pedagogical elements, this approach can be flexibly applied to changing contexts and responsive to technological advances (for example, generative artificial intelligence).