1. CODEC Research Fellow in Digital Pedagogy
False Binaries: Digital Education and the Challenge of Training Priests Online
Dr Karen O’Donnell
@kmrodonnell
CODEC Research Fellow in Digital Pedagogy

2. Anglican Ordination Training
Full-time residential
Part-time non-residential
Mixed-mode

3. Key Questions:
Can (and should) you train to be a priest (mostly) online? If you can, why is there such resistance to online learning in this context? Are these theological, pedagogical, or administrative issues?

4. Formation

5. In the varied topography of professional practice, there is a high, hard ground overlooking a swamp. On the high ground, manageable problems lend themselves to solution through the application of research-based theory and technique. The irony of this situation is that the problems of the high ground tend to be relatively unimportant to individuals or society at large…while in the swamp lie the problems of greatest human concern. The practitioner must choose. Shall he remain on the high ground where he can solve relatively unimportant problems according to prevailing standards of rigor, or shall he descend to the swamp of important problems and non-rigorous enquiry? (Schon, 1987).

6. A theologically educated person is someone who has acquired the skill of reading and interpreting the world in the context and framework of Christian belief and Christian worship…not someone who simply knows a great deal about the Bible or history of doctrine but somebody who is able to engage in some quite risky and innovative interpretation and… to recognize holy lives. (Williams, 2004).

7. The internet dehumanizes us through lack of personal presence
The internet dehumanizes us through lack of personal presence. An important theological question is: How disembodied should our communication be? The internet distributes information widely and quickly, but in a merely electronic form, which lacks the personal presence at the heart of biblical discipleship, fellowship, and worship. When cyberspace begins to replace embodied interactions, we fail to honor the incarnational nature of Christianity (Groothuis, 1997). Can genuine theological schooling really be accomplished entirely on the Web?... Are virtual space and virtual presence adequate media for communication among personal organic bodies, or is ‘virtual’ just a euphemism for bodiless? (Kelsey, 2002).

8. Digital Technology & the Disembodied Self

9. Are we really disembodied? Or is it just me?

10. Augmented Reality
Our reality is both technological and organic, both digital and physical, all at once. We are not crossing in and out of separate digital and physical realities…
(Jurgenson, 2011)

11. Implications for Ordination Training
It’s an issue of social justice & equality. What does a theological learning community look like? What does transformational learning look like?

12. Maddix’s Spiritual Formation Matrix
Domain
Focus
Spiritual Practices
Inward Domain
Internal character of the person. Involves: meditation, prayer, fasting, study
Prayer blogs and requests,
scripture reading,
Iconography & devotional literature,
journalling
Outward Domain
Person’s call to discover the social implications of simplicity, submission, and service
Chapel podcast with interactive blog for application
Integrated spiritual assignments included in each online course.
Corporate Domain
Explore the disciplines of confession, worship, guidance, and celebration as members of a community of faith.
Building relationships and community online.
An online community chat room or forum
Online spiritual direction or work with mentor.

13. What does good digital education look like?
Hybridity Digital skills. Good stewardship of resources.

14. Karen O’Donnell @kmrodonnell CODEC Research Fellow in Digital Pedagogy karen.o’donnell@durham.ac.uk