Through the method of curation, we arrive at the convergence of critical pedagogy and pedagogy 3.0.
The “critical” in Critical Pedagogy 3.0 refers to the ability to recognise, analyse and critique the social, cultural and political processes that are a part of knowledge production. Championed by Paulo Freire, bell hooks and Henry Giroux, among others, at the centre of critical pedagogy is an understanding of the unjust operations of power. For example, critical pedagogues teach students to think critically about their education situation, recognise it as a structure of authority, be actively engaged in holding it accountable, and make change through participation and self-empowerment. Critical pedagogy demands that educators actively transform oppressive practices and structures making education democratic, emancipatory, and empowering to all students.
Following on from the user-generated content revolution of Web 2.0, Web 3.0 bespeaks the new connective intelligence of computing. The “3.0” in Critical Pedagogy 3.0 builds on this in relation to new ways education can be accessed and our expanding ideas of what counts as legitimate educational texts and approaches in an online environment. Jackie Gerstein (2013) defines pedagogy 3.0 a connectivist and heutagogical approach to teaching and learning. “The teachers, learners, networks, connections, media, resources, tools create a unique entity that has the potential to meet individual learners’, educators’, and even societal needs. Many resources for Education 3.0 are literally freely available for the taking”.
With this in mind, I have created this dynamic resource featuring a selection of articles to inspire pedagogy and assist with creating, curating and delivering educational materials to tertiary level students in the era of Web 3.0. Resources cover a variety of topics including multimodal literacies, digital curation, eLearning, differentiated instruction and peer assessment which will be of particular relevance to my colleagues teaching CIU modules at SAE.
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