HomePublicationsTILTed Pedagogy Chapter 16: Critical Autobiography for a Digital World Book MenuTILTed Pedagogy ChaptersChapter 16Book Resources Sergey Rybas and Natalia Rybas This chapter examines a reflective activity called the Critical Autobiography for a Digital World, designed for upper-level undergraduate courses in humanities and social sciences. This activity encourages students to critically discuss events or artifacts that have shaped their professional development, culminating in a multimedia product. The chapter emphasizes the activity’s implementation in diverse university settings, accommodating varying student backgrounds and abilities. The pedagogical approach draws on critical thinking and digital literacy theories, recognizing their significance in contemporary education. Specifically, this chapter outlines the application of the Critical Autobiography, highlighting its iterative nature and the range of technological choices available to students to promote self-reflection and embrace diversity in disciplines and levels of achievement. Navigation Tools What: Analytical & Interpretive Work Where: Interdisciplinary & Integrative Related Book ResourcesDiscussion Questions What teaching challenge is the chapter’s assignment trying to address, and how does that challenge show up in your own courses? How does the chapter’s use of the TILT framework (purpose, task, criteria) change the learning experience described, and what parallels do you see in your own teaching? What assumptions about students or learning does the chapter surface, and how might those assumptions influence assignment design? How does the assignment described in the chapter support student agency, autonomy, or choice? How does the chapter illustrate the connection between assignment design and deeper learning (e.g., critical thinking, metacognition, synthesis)? What evidence does the chapter provide that the assignment worked, and what additional evidence would you want to see? How does the chapter’s assignment align with or challenge your current beliefs about effective assessment? What aspects of the assignment design could be adapted to your discipline, and what would need to change? If you were to implement a version of this chapter’s assignment, what would be your first step — and what potential barriers would you anticipate? Share:
