Using imagery within a pedagogy of identity for online teaching and learning

Perryman, Leigh-Anne (2023). Using imagery within a pedagogy of identity for online teaching and learning. In: EADTU ed. The Envisioning Report for Empowering Universities. 7th edition. EADTU, pp. 26–29.

DOI: https://doi.org/10.5281/zenodo.7993634

Abstract

Having a strong sense of self, of personal identity, is essential to wellbeing and has been linked with successful study outcomes. Online teaching and learning has the potential to support identity development by drawing on an ever-increasing body of openly licensed and free to use images, audio and video resources and interactive teaching assets. However, time pressures, resource unavailability and lack of knowledge can lead to only dominant identities being represented, with learners already experiencing discrimination and disadvantage being further marginalised by the design and delivery of the courses that they study. This is particularly problematic for learners whose identities are emergent or fluid. This report outlines how a pedagogy of identity featuring appropriate use of imagery and drawing on the affordances of openness can support identity development, students’ empowerment and sense of belonging and increase empathetic understanding and the development of strong learner communities. The report features a case study from an Open University microcredential which both models and teaches equitable teaching and learning design strategies.

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