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"Graduate programs should incorporate more courses focused explicitly on pedagogy. If teaching is 40 - 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree. I was recently laughed at by someone in a traditional academic discipline when I offered this as a provocation, but it feels hardly provocative to me. For some programs, even requiring a single graduate course in pedagogy would be a step in the right direction, but 40% of coursework seems an incredibly reasonable bar (even if also well out of current reach for many programs)."

"This is why it is so essential that we consider them carefully and critically-that we empty all our LEGOs onto the table and sift through them before we start building. Some tools are decidedly less innocuous than others. And some tools can never be hacked to good use."

""It's time to embrace our very human inefficiencies." Audrey Watters struck a post-digital note as she wrapped her opening keynote on the first day of the Digital Pedagogy Lab 2015 Institute. She reminded the audience that teaching is affective labor, that it requires heart, patience, diligence, and creativity - things which technology fails in its attempts to mimic - and she asked, "What happens to love, to our soul, to our labor as we digitize the world?""