This is something I am worried I will have to learn through trial and error. For instance, when I first started teaching I assumed that most students would read--at least most of the material. I don't assume that anymore. I am going to have to remind myself not assume anything as I go into this work.

I really like the idea of starting out simple with a few new tools since I have been feeling a little overwhelmed this semester. It reminds me that I don't have to be an expert at this right away, and really it isn't possible.

Right--we have to be conscious of how the affordances of technology determine our actions--cf. Design of Everyday Things for more on affordances

Is this a reaction to a perceived over-focus on assessment?

Depends on what you think authority means . . .

Good question--what do you think, BLCC-AH? (I think there is a role, but I am curious about your thoughts.)

For the BLCC-AH class--what are ways that Canvas or other tools have constrained the way you teach?

I think this is his definition of pedagogy

from the Greek: paidos + ago or the noun "child" + the verb "I lead"

This phrase implies that pedagogy is synchronous (and therefore can't apply to asynchronous online), but I don't think that is necessarily what Sean is getting at.

I think this is more like teaching as vocation--pedagogy is the craft practiced by teachers.

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