Any views expressed within media held on this service are those of the contributors, should not be taken as approved or endorsed by the University, and do not necessarily reflect the views of the University in respect of any particular issue.
Critical Digital Literacies

Digital Futures for Education

‘critical is a keyword for theory as well as for application in our networked, digital age, and one that does not emerge fortuitously from incorporating the latest digital technologies in classrooms’

Kester & Schneier (2021)

Photo by Etienne Girardet on Unsplash


The recent outbreak of COVID-19 and the subsequent drive to provide assessment activities online can be seen as the catalyst in the broader adoption of remote invigilation technologies.

Assessment activities, such as high stake exams which had previously been held in exam halls, quickly pivoted to being facilitated through technologies such as Microsoft Teams and Zoom for live remote proctoring or towards recorded proctoring such as Examity, ProctorU, Proctorio and Proctortrack.

This OER has been created to be a resource for academic and professional staff so that they can critically engage with these digital technologies in the classroom, with the aim to provide a ‘distinction between doing the digital in instrumental fashion (e.g., to develop X skill) and doing the digital critically (e.g., to transform one’s being through X).’ (Kester & Schneier, 2021, p.1)

Course aim: Provide resources and activities to allow for a critical evaluation of the relationship between remote invigilation technologies and the student/teacher relationship.

Audience: the course is primarily aimed at education professionals working in the tertiary education sector.

Duration of the course: it will take approximately 3 hours to complete the course.

Course learning outcomes:

  1. Empower users to guide their educational institutions towards appropriate practices when using these technologies.
  2. Critically engage with the ideas around ‘complex ecologies of trust’ (Steedman et al, 2020) and digital assessment.
  3. Critically understand the effects that these new data practices have on student anxiety and performance.


Steedman, R., Kennedy, H. and Jones, R. (2020) ‘Complex ecologies of trust in data practices and data-driven systems’, Information, Communication & Society, 23(6), pp. 817–832. doi:10.1080/1369118X.2020.1748090.

Kester, J & Schneier, J (2021) Soft Surveillance: Social Media Filter Bubbles as an Invitation to Critical Digital Literacies. The Journal of Interactive Technology and Pedagogy, Issue. 20,


Digital Futures for Education by s1064867 is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike CC BY-NC-SA 4.0.

Leave a Reply

Your email address will not be published. Required fields are marked *


Report this page

To report inappropriate content on this page, please use the form below. Upon receiving your report, we will be in touch as per the Take Down Policy of the service.

Please note that personal data collected through this form is used and stored for the purposes of processing this report and communication with you.

If you are unable to report a concern about content via this form please contact the Service Owner.

Please enter an email address you wish to be contacted on. Please describe the unacceptable content in sufficient detail to allow us to locate it, and why you consider it to be unacceptable.
By submitting this report, you accept that it is accurate and that fraudulent or nuisance complaints may result in action by the University.