Are there other axes or criteria that might be used other than these two? One seems better than the other, but what appears best to teachers is potentially better than nothing. (Though in cases it could be so bad that nothing may be preferable to a teacher's viewpoint.)

Tatiana Mac talks about some broad web accessibility tips, but from the perspective of adding them for potential learners who may appreciate the alternate modalities to improve their learning and comprehension.

This is also a great exercise for readers and learners. If the book doesn't do this for you already, spend some time to annotate it or do it yourself.

Accessibility is definitely a great goal, but how can one also make it more memorable/rememberable or more sticky?

What methods are there outside of [[Made to Stick]]?

I'm wondering how people of various stripes like this and other versions may or may not relate to the variety of mnemotechniques out there.

This is a great list of some common types of annotations for students just starting out, but it misses one key annotation that I think is the goal of all annotations:

New ideas from the reader that have been sparked by the writing.

Incidentally, this is also one of the more difficult types to create and it's also harder to model to students.

In some sense, many of these annotation types fall relatively neatly into Bloom's taxonomy with my addendum falling under the top level of the pyramid usually labeled "create".

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Cathy Davidson</span> in Twitter: "We are so pleased to present this free, open resource on open pedagogy, "I Wake Up Counting: Transformative Learning in the Humanities and Social Sciences," https://t.co/nxD3tMmIPJ https://t.co/aI6vuRt0Kn" / Twitter (<time class='dt-published'>03/23/2021 13:34:30</time>)</cite></small>

This exercise also makes it more apparent to students that their work and research can go on to make improvements to the field in general. Writing papers in college is a dreadful exercise for students who often don't see the point. While this may be like learning bowling with the gutter rails raised, it certainly helps bridge the gap many students may have.

The added benefit is that they might see their work live on in a textbook they may have used and in which they now have a credit.

Don't feel bad, I don't think many (any?!) programs do this. It's a terrible disservice to academia.

Examples of programs that do this would be fantastic to have. Or even an Open Education based course that covers some of this would be an awesome thing to see.

Mentioned at the Liquid Margins session on 2021-03-12.

I'm giving you these comments because I have very high expectations and I know that you can reach them.

A fascinating research result.

This helps to turn the class into a community.

It also establishes the class as an ongoing conversation of learning with all the participants.

It sets up the teacher not simply as the unquestionable "sage-on-the-stage" but as a guide through the material.

If we didn't question our teachers, their ideas, their writings, and learn new things, we could have stopped at Aristotle and everyone would still think the Earth was the center of the universe and that feathers fall as fast as bowling balls.

Ouverture des objectifs, en renversement direct de la conception inversée si chère à l'ingénierie pédagogique. Les résultats d'apprentissage ne sont pas dans une relation de causalité linéaire avec les objectifs d'apprentissages.

Spent some time browsing through the wealth of resources here. What a great site. Greg McVerry will appreciate it and many of the curated resources which he may be able to remix and reuse.

This seems like the sort of thing Greg McVerry would appreciate.

This is a clever tip and is reminiscent of Churrascaria restaurants which often have wooden blocks or figures on the table painted red on one end and green on the other and diners flip it to indicate: stop bringing food for a while or bring more food respectively.

I've also seen another version in the now-defunct Souplantation restaurants which had laminate cards to indicate you were off at the buffet and please don't clear the table yet as you're still dining.

Collaborative annotations can have a deep impact on approaches to learning and teaching.

post-pandemic pedagogy

I'm curious if Lynne Kelly or others have looked into these areas of research with their Memory work? She's definitely posited that singing and dancing as well as creating art helps indigenous cultures in their memory work.

Important point. We design not only courses, but programs, and they relate to experiences after the program.

The companies are hiding behind this as a feature - that the algorithms are not supposed to be implemented without human review. I wonder how this "feature" will interact with implicit (and explicit) biases, or with the power dynamics between adjuncts, students, and departmental administration.

The companies are caught between a rock and a hard place in the decision whether students should be informed that their attempt was flagged for review, or not. We see that, if the student is informed, it causes stress and pain and damage to the teacher-student relationship. But if they're not informed, all these issues of bias and power become invisible.

Not just in regards to students processing trauma, unfortunately...

This article uses educational theory to examine why educators feel anxiety in association with learning and using new technologies and how best to teach new technologies without triggering anxiety. 7/10, good discussion of theories and methods along with reasoning.

The Article often compares Andragogy to Pedagogy and how they are different and should not be confused. The Article goes in depth into core assumptions of Andragogy.

8/10

Article provides an in depth discussion of learning theories as applied to adult learners. Diagrams are particularly helpful. Clear discussion of Knowles, i.e., how adult and child learning differs. Rating 8/10

I'll be this also helps with their feeling of "flow" too.

Sounds a lot like the mathematicians who came after Perelman to show that his proof of Poincare was correct--they needed help in getting from A to B too.

As I'm reading this page I can't help but think about how it potentially predates and underlies the idea of the wiki which came just a few years after this piece of software.

If they wanted to add more "depth and nuance" wouldn't they actually go into greater depth on the topic by adding pages instead of subtly painting it such a discouraging light?

But Texas students will read that some critics “dismissed the quality of literature produced.”

And even at this they should be gearing them honestly and truthfully toward the students.

I've always been able to generally remember how far into a book and on what part of the page (left/right; top/middle/bottom) the thing was. This obviously is not a new phenomenon, though obviously the printing of texts in the modern age helps standardize this for students in comparison with this particular example which discusses different versions of the same text.

$ 2million compared to what? To everyone having purchased the textbooks at going rates before? This is a false comparison because not everyone bought new in the first place. Many bought used, and many more still probably either pirated, borrowed from a friend, from the library, or simply went without.

It almost sounds to me like they know they're not getting a cut of the money from poorer students who are finding the material for free online anyway, so they're trying to up the stakes of the piece of pie that they're getting from a different angle.

This other model of subscription at the level of the college or university is also one that they're well aware of based on involvement with subscription fees for journal access.

This is also a useful concept for teaching as well.

As I read both this post and this comment from Alan, I can't help but think again about scholars in the 14th century who taught students. It was more typical of the time that students were "forced" to chose their own textbooks--typically there were fewer, and at the advent of the printing press they were significantly higher in price. As a result students had to spend more time and attention, as Robin indicates here, to come up with useful things.

Even in this period students often annotated their books, which often got passed on to other students and even professors which helped future generations. So really, we're not reinventing the wheel here, we're just doing it anew with new technology that makes doing it all the easier.

As a reference, I'll suggest folks interested in this area read Owen Gingerich's The Book Nobody Read.

This is a nearly perfect question and something to watch in the coming years.

Repackaging public domain texts and charging a steep markup too much above and beyond the cost of the paper is just highway robbery. Unless a publisher is adding some actual annotative or analytical value, they shouldn't be charging outrageous prices for textbooks of this nature.

Mentioned in the video https://youtu.be/lelmXaSibrc?t=17m35s

I'm glad you had at least a little bit of this. The system I saw used for third graders left almost zero space for inter-student interaction or socialization which was a miserable experience.

And of course, there's the flip side of thinking about the voices of the future as well. Looking at the past is a nice exercise, but consider what those in the past would have potentially done differently if they could have seen the future? We should spend a moment or two of reflection on what the future potentially holds with the prior of where we are right now.

Aren't these all just Montessori principles under a different name?

One also has to question for pedagogy’s sake why the new professor of the course continued the adoption of that text which was patently “off” in its recipes to the point that a student who had the corrections and better descriptions (via those annotations) excelled while others were only passable?

This reminds me of an interesting study from MIT relating to collective learning that I heard about from Cesar Hidalgo recently.

I'm gearing up my reading list for the holidays. I wanted to add An Urgency of Teachers: the Work of Critical Digital Pedagogy by Jesse Stommel and Sean Michael Morris. Seemingly I can only find .html, .azw3, and .pdf copies of the book, and I'd far prefer an .epub version. Fortunately the book has a Creative Commons Attribution-NonCommercial 4.0 International license (CC BY-NC 4.0), so I've spent some time this morning to convert an original and made myself an .epub version for my Android devices.

I'm happy to share it if others are looking for the same and don't have the ability (or frankly the time) to make the conversion. I also have a .mobi version (for Kindle) of the text as well since it didn't require much additional work. These are exact replicas with no changes and come with the same CC BY-NC 4.0 license. If Jesse or Sean want copies to make available on their site, I'm happy to send them along. 

If you have the means, please be sure to make a donation to help support the book and Sean and Jesse's work.

Originally posted at https://boffosocko.com/2019/12/19/alternate-formats-of-an-urgency-of-teachers-by-jesse-stommel-and-sean-michael-morris/

I'm wondering if Greg McVerry stated something along these lines at the beginning of EDU522? I suspected he's planning something along these lines, but I'm unsure if it was stated specifically. Students should also know about creative commons and be actively opting in to creating this content as open while they're doing it. They also shouldn't be forced into opening it up, or if they do, not necessarily taking credit for it if they choose not to.

I look at this and think immediatly about the Git model of allowing people to not only fork and reuse/redistribute pieces, but what about the ability to do pull requests to take improvements and push them back up the the source so that everyone potentially benefits?

If you think mathematics is difficult, tough, or you're scared of it, this article will indicate why and potentially show you a way forward for yourself and your children.

This is the understatement of the year. Faculty members will require extensive training and LOTS of assistance. This assistance SHOULD NOT come from student assistants, graduate students (who are likely to be heavily undertrained), or other "free" sources.

There are some pieces of this that immediately make me think that this model is more of a sort of "separate, but equal" sort of modality. Significant resources will need to go toward the equality piece and even then it is likely to fall short from a social perspective.

There is still typically a "thing(s)" they need to learn, a goal they need to reach, or standards that are typically set, so the freedom only goes so far.

Naturally, because you know, educators know how to educate other educators, right?!

This is related to the broad idea of modality shifts in more modern educational contexts.

I can't help but be reminded of the early professoriate in the 1400's when teachers were expected to be well known or interesting enough to have their own local following and pull in their own individual students. If they weren't the right sort of thought leaders or didn't teach the "right" subjects, they failed as teachers and were kicked out of the university. Social media in this era would have been more interesting whereas, now it barely seems to be a direct economic factor. (cross reference O. Gingerich, The Book Nobody Read)

Thanks for aggregating a variety of sources here!

I'd recently come across Robert Talbert's post <cite>Traditional Grading: The Great Demotivator</cite> which likely fits into this same sub-topic.

How can they also reach the idea of "flow"?

Some of these ideas in this section tangentially touch on the broader problems of EdTech. Technology isn't necessarily the answer.

They're onto something, but I feel like they're missing a huge grounding in areas of pedagogy, teaching, EdTech history, and even memory and memory research.

I find it somewhat interesting to note that with 246 public annotations on this page using Hypothes.is, that from what I can tell as of 4/2/2019 only one of them is a simple highlight. All the rest are highlights with an annotation or response of some sort.

It makes me curious to know what the percentage distribution these two types have on the platform. Is it the case that in classroom settings, which many of these annotations appear to have been made, that much of the use of the platform dictates more annotations (versus simple highlights) due to the performative nature of the process?

Is it possible that there are a significant number of highlights which are simply hidden because the platform automatically defaults these to private? Is the friction of making highlights so high that people don't bother?

I know that Amazon will indicate heavily highlighted passages in e-books as a feature to draw attention to the interest relating to those passages. Perhaps it would be useful/nice if Hypothes.is would do something similar, but make the author of the highlights anonymous? (From a privacy perspective, this may not work well on articles with a small number of annotators as the presumption could be that the "private" highlights would most likely be directly attributed to those who also made public annotations.

Perhaps the better solution is to default highlights to public and provide friction-free UI to make them private?

A heavily highlighted section by a broad community can be a valuable thing, but surfacing it can be a difficult thing to do.

An interesting pedagogical point, but then the question becomes: "Should we necessarily do it within your company's specific siloed domain?"

references to read

It looks to me like Andy and Michael are grasping at recreating with modern technology and tools what many (most? all?) indigenous cultures around the world used to ritually learn and memorize their culture's knowledge. Mnemonics, spaced repetition, graded initiation, orality, dance, and song were all used as a cohesive whole to do this.

The best introduction to many of these methods and their pedagogic uses is best described by Lynne Kelly's book Knowledge and Power in Prehistoric Societies: Orality, Memory, and the Transmission of Culture.

If they take her ideas as a basis and then layer on their own thinking, I think they'll get much further much quicker. Based on my reading of their work thus far, they're limiting themselves.

I ran across this 5 year old article courtesy of a few recent tweets:

This took me back to a time and something I’d forgotten writing, that has made me rethink where we are now: https://t.co/COgNQnutZr

— Kate Bowles (@KateMfD) April 25, 2020

“power is distributed very unevenly throughout the global network of higherEd institutions. If digital innovation is left to the market, we will continue to see scale and standardisation dressed up as personalisation and differentiation.” ⁦@KateMfD⁩ https://t.co/pqskuKPbQj

— Robin DeRosa (@actualham) April 25, 2020

What surprises me is that it's about education and pedagogy that starts off with a vignette in which Kate Bowles talks about the unknown purpose of Stonehenge.

But I've been doing some serious reading on the humanities relating to memory, history, and indigenous cultures over the last few years. It dawns on me:

I know what those stones are for!

A serious answer provided by Australian science and memory researcher Dr. Lynne Kelly indicates that Stonehenge and similar monolithic sites built by indigenous cultures across the world are--in fact--pedagogic tools!!

We've largely lost a lot of the roots of our ancient mnemonic devices through gradual mis- and dis-use as well as significant pedagogic changes by Petrus Ramus, an influential French dialectician, humanist, logician, and educational reformer. Scholar Frances Yates indicated in The Art of Memory that his influential changes in the mid-1500's disassociated memory methods including the method of loci, which dated back to ancient Greece, from the practice of rhetoric as a field of study. As a result we've lost a fantastic tradition that made teaching and the problem of memory far worse.

Fortunately Lynne Kelly gives a fairly comprehensive overview of indigenous cultures across human history and their use of these methods along with evidence in her book Memory Code which is based on her Ph.D. thesis. Even better, she didn't stop there and she wrote a follow up book that explores the use of these methods and places them into a modern pedagogy setting and provides some prescriptive uses.

I might suggest that instead of looking forward to technology as the basis of solutions in education, that instead we look back---not just to our past or even our pre-industrial past, but back to our pre-agrarian past.

Let's look back to the tremendous wealth of indigenous tribes the world over that modern society has eschewed as "superstitious" and "simple". In reality, they had incredibly sophisticated oral stories and systems that they stored in even more sophisticated memory techniques. Let's relearn and reuse those techniques to make ourselves better teachers and improve our student's ability to learn and retain the material with which they're working.

Once we've learned to better tap our own memories, we'll realize how horribly wrong we've been for not just decades but centuries.

This has been hard earned knowledge for me, but now that I've got it, I feel compelled to share it. I'm happy to chat with people about these ideas to accelerate their growth, but I'd recommend getting them from the source and reading Dr. Kelly's work directly. (Particularly her work with indigenous peoples of Australia, who helped to unlock a large piece of the puzzle for her.) Then let's work together to rebuild the ancient edifices that our ancestors tried so desperately to hand down, but we've managed to completely forget.

The historical and archaeological record: The Memory Code: The Secrets of Stonehenge, Easter Island and Other Ancient Monuments by Dr. Lynne Kelly

A variety of methods and teaching examples: Memory Craft: Improve Your Memory with the Most Powerful Methods in History by Dr. Lynne Kelly

I quite like this idea as a means of pedagogy.

to read

Critical Pedagogy Wikipedia

Good jumping off point for various topics and avenues of research.

pedagogical acts/knowledge processes of transformative pedagogy/multiliteracy pedagogy are experiencing, conceptualizing, analyzing, and applying

I agree with this. Creating divisions on how pedagogy relates to one age group over another takes away from the key developments around education and pedagogy, and creates a slightly more disconnected, disjointed field for education. Good education and educational practices are just that - the subject or age specificity can distract from otherwise good practices and theories that can and often do transcend the disciplines.

Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3

Crawford, J., Butler-Henderson, K., Rudolph, J., Glowatz, M., & Al, E. (2020). COVID-19: 20 Countries’ Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Teaching and Learning (JALT), 3(1). https://doi.org/10.37074/jalt.2020.3.1.7

Velez, G., & Power, S. A. (2020). Teaching students how to think, not what to think: Pedagogy & political psychology [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/yedap

In my campus's summer professional development, prep for next term's "remote learning," many colleagues are seeing this limitation. Tech is the sparkly thing, easy to focus on. We say "pedagogy before technology," but many are really focused on what tech to use, how to preserve as much of last year's f2f as possible, etc. Most of which isn't helping plan for fall classes.

Soicher, R. N., & Becker-Blease, K. A. (2020). Utility value interventions: Why and how instructors should use them in college psychology courses. [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/qwmzj

Important points - technology is not pedagogy; pedagogy is related to identity and mission.

This is a lovely way to introduce this topic.

English teacher being forced to teach online. New times.

Collection of webinars that focus on effective pedagogy in online synchronous sessions.

"The MUSIC® Model of Motivation (MUSIC model; Jones, 2009, 2018) was created to help instructors identify strategies to motivate and engage their students. The model does so by providing five research-based categories of strategies that have been shown to affect students’ motivation and engagement: eMpowerment, Usefulness, Success, Interest, and Caring (MUSIC is an acronym based on the initial sounds of these five categories)."

I was hoping that more people would read this, look through Wakelet, and be prompted to consider the role of ritual in their workplaces. Gonna keep looking at this myself, especially in my own life.

https://youtu.be/yiKFYTFJ_kw

An approach to education influenced by the Italian Resistance Movement in WWI, the Reggio Emilia Approach, identifies listening as a pedagogy and Carlina Rinaldi articulates it well. Here are some quotes from collaborative work from [Reggio Children and Harvard's Project Zero] x

Another Reggio philosophy is understanding that to practice a Pedagogy of Listening and teaching into the intentions of our students makes us vulnerable and that we have to become more comfortable living with doubt and uncertainty. We participate in a process of Negotiated Learning that is child originated and teacher framed. This is an early childhood approach, and my background (K-4). Possibly adolescents can frame their own learning? Here is more info on Negotiated Learning.

Excellent webinar on technology and pedagogy

compare to Downes' MOOC design principles. Autonomy - diversity - openness - interactivity

In this text, authors Kit Kacirek and Michael Miller explore adult learning for mature adults, or those identified as senior citizens. Research into mature adult learning programs centered around leisure activities, reveals situational pedagogy in which some traditional adult learning theory may need to be adapted to suit the cognitive changes in adults with advanced age. A brief description of the research methods reveals that adults in advanced age prefer lecture, use of media, and field trips. The implications for such a study are useful as the population of mature adults grows due to advancements in medicine and thus the demand for learning opportunities increases as well.

Universal design for learning (UDL) is the topic of focus for this webinar hosted by Digital Promise. Multiple experts discuss UDL for adult learners and strategies for UDL. Rating: 6/10

The Office of Educational Technology website that is featured on Section 4: Measuring of Learning, discusses pedagogical implications of assessment shifts and how technology is part of enhancing assessment. The site places emphasis on using assessment as a real-time measurement of learning for real-life skills. The infographic that displays traditional models of assessment next to next-generation assessments is a quick reference for shifting ideology and practices. Ultimately, increased personalized learning serves the learner more efficiently and promotes increased achievement and mastery. Rating: 8/10

The article emphasizes the term technology and pedagogy. The author explains learning environments, learning styles, how technology impacts pedagogy, and how technology is good for students. Rating: 5/5

Good and necessary questions

Timothy Robbins emphasizes this goal in his guidelines for contributors to the latest Rebus Community iteration of the Open Anthology of Earlier American Literature. In a distillation I find particularly elegant, he notes: "In its best iteration, “open pedagogy” entails the spread of access to knowledge with an invitation to participate in the re-creation of new knowledge" ("Guidelines: Section Introductions.") 

Carl Wieman paper on evidence based learning implementation in the disciplines

I can't help but wonder if the emphasis on "content retention" and "compliance" that seems to be core to the authors' concept of learning doesn't make some bad assumptions: that learning is something that an instructor does to a student, and not something that students have agency over. This seems to me to be in extreme conflict with what might be even more inclusive practice: far less emphasis on the grade, more individual attention and greater emphasis on personal growth, less teacher control and more student agency. This is basic Freire stuff. Students aren't vessels to be filled.

It's worth noting that none of this is easy or efficient. If it was, we'd all do it. One must make a concerted effort to ensure students feel like they belong and that they're supported so that they can learn best. If that's not part of an instructor's job, then what exactly is the instructor's job?

They're used to death, but for good reason. There are few things better than a good TPS for getting students warmed up for discussion. One can even allow the TPS to inform the entire lesson: if the TPS results in a class-generated set of questions or learning objectives, teach from that, or plan to teach from it in the next class session.

minimize inequities = reduce harm; clear similarities to Hippocratic oath. See also Kaufman & Schipper (2018) Teaching With Compassion, p. xxiii

Emphasis on all. Frequently defensiveness kicks in when traditional teaching is called into question, because it does work, but just for some.

minimize student anxiety w these 5 tips

Giving learners more autonomy in their learning is a great pedagogical principle, and in the context of the article focusing on learning design, I can see how this fits with "open" as it does require that the course design needs to be more "open" as in flexible to allow for this kind of learner autonomy. There is overlap here between authentic learning and open pedagogy.

What does Giroux's "be considerate of others" look and feel like in practice? How is it related to the problematic calls for civility?

Further articulation of Freire's vision of pedagogy. I'm interested in what "bafflement" looks like in this context. An openness to being surprised? A kind of Socratic ignorance? A beginner's mind?

A compelling image that captures hooks' vision of engaged pedagogy.

I found spontaneity to be one of the hardest things to grow comfortable with as a teacher. I think that's the case because I rarely ever witnessed spontaneity as a student, and if I did, I doubt I knew what had just occurred was, in fact, unplanned. I think the more teachers can make their pedagogy transparent to students, the better both groups can understand why and how to create more opportunities for the kind of excitement hooks is describing.

Which again raises the question of pedagogy. The practice also creates a classroom environment based at least in part on begrudging compliance and resentment. Not great!

The student's description of the course reminds me that conversations about OER go hand-in-hand with conversations about pedagogy. How does adopting and (co)creating OER texts affect the how's and why's of teaching and learning? And for instructors (and students) new to OER, how can they receive support before, during, and after the use/creation of an OER text?

Howard Gardner's theory of multiple intelligences should not be conflated with the idea of "learning styles". Most people benefit from multiple modes of learning.

This is an interesting comment. I'm struck by the notion that the site enacts the learning process rather than provides materials. I'm also wondering how this might fit into the "open education" ethos.

!!!

Yes! How does DH end up caught in the trap of focusing solely on research? I'm loving the notion of more attention to DH pedagogy separate from the research discussion

and perhaps what is good work for others, beyond the class...