“You can’t facilitate networked learning without some kind of mental concept of networked pedagogy or digital pedagogy.”

— Stewart, Teaching in Higher Ed, [00:09:20]

This week, I listened to Bonnie Stewart’s episode on the Teaching in Higher Ed podcast titled “Networked Pedagogy,” that can be found at: https://teachinginhighered.com/podcast/networked-pedagogy/.

Where she explores the evolving role of educators in an age shaped by digital networks. Stewart challenges the traditional view of instructors as the sole holders and deliverers of knowledge. Instead, she emphasizes that learning today is deeply networked—formed not just within institutional walls, but across platforms like Twitter, blogs, and other social technologies. She explains that educators are no longer simply teaching content, they are helping learners develop critical digital literacies and identities in online spaces. Stewart draws attention to how the openness of the internet has shifted the landscape of authority, trust, and community. It’s no longer enough to teach in isolation, educators must now be intentional about modeling engagement, fostering participation, and acknowledging the power structures that shape online interactions. One key point she makes is that teachers who are visible and active in networked spaces give students permission to be engaged, thoughtful digital citizens. Her argument is not about replacing traditional education but enhancing it by recognizing the significance of relationships and co-construction of knowledge in online spaces.

What I appreciated most about this recording was Stewart’s framing of vulnerability as a strength in teaching. She talks about how educators often feel pressure to have all the answers, especially in digital spaces where everything feels more permanent and visible. But she encourages instructors to embrace uncertainty and model how to learn in public. This deeply resonated with me because I often feel hesitant to post or participate online in academic spaces out of fear of being wrong. Hearing Stewart affirm that modeling thoughtful engagement—rather than perfection—is more important made me reflect on how I might one day teach with more openness and curiosity. I also liked how she acknowledged the emotional and mental labor involved in teaching in networked spaces, a reality that’s often overlooked when people talk about edtech as purely innovative or exciting. It reminded me that pedagogical change is not just technical but also deeply human.

Building on that, A previous question on one of my blog posts got me thinking, and through this week’s podcast by Bonnie Stewart, I finally feel like I found the answer. The question was: How can educators foster a sense of community in online environments for students in practical or clinical programs? Connecting this to Stewart’s insights on networked pedagogy, educators can build community by modeling authentic and transparent participation, showing up consistently, inviting student voice, and encouraging familiarity in shared digital spaces. Even in clinical programs, a sense of connection can grow through collaborative reflections, multimedia journals, or informal networks supported by digital tools. As Stewart emphasizes, it’s not just about using technology, it’s about humanizing it. By embracing vulnerability and openness, instructors can make online environments feel less like isolated tasks and more like shared learning journeys.