Learn more about Jennifer Hardwick on her KPU English faculty webpage.

A group of educators will be annotating this post together as a part of the 17 Sep 2021 AnnotatED workshop with Dr. Rajiv Jhangiani, as a part of his OLC Accelerate 2021 keynote. Join us annotating here, at the workshop live, or viewing the workshop recording afterwards.

Dr. Jhangiani collaborates with this post's author, Jennifer Hardwick, in the Teaching & Learning Commons at Kwantlen Polytechnic University.

I'm seeing a space of opportunity in the way we map and plan at the intersection of knowledge practices — like teaching and learning, research, publication, archiving — and tools. I'm thinking about ways we can use practices like Jennifer Hardwick outlines here to map and plan in new ways that emphasize human activity and connections rather than technologies.

What spaces of opportunity are you seeing?

Although I'm not teaching at the moment, I have collaborated on some Open Pedagogy activities, most fulsomely on what we've been calling "Open Learning Experience Bingo", a tool you can use to think about the "openness" of educational activities. I also gave a lightning talk about the bingo if you'd rather watch than read.

Do other readers have examples of open, UDL, or — new to me — appreciative inquiry practices they've been experimenting with or thinking about?

This is a pretty impressive list of initiatives above. It would be great to have people link similar initiatives from other institutions here to get a sense of how widespread this kind of activity is and help make connections across efforts.

One of the changes I've been trying to make is to listen more and talk less — which is hard for a blabbermouth like me. Rather than have my voice continue to take up the great space it so often does, I instead try to focus on how I can hear and amplify other voices — especially voices so often marginalized by those like mine.

For example: Rather than weigh in on a tweet that resonates with me, I simply retweet it, hopefully spreading its message and letting it speak for itself, making its own connections.

What "difficult and uncomfortable work" have you been taking on?

Follow this link to read Jessica Zeller's post, "Pedagogy as Protest: Reimagining the Center", with social annotation enabled.

Indeed, where is our humanity?

From the POV of educational technology, we seem to be bent on replacing humanity with machines as fast as possible, either "because technology scales" and so we need it to deliver more educational goodness to the growing population of potential learners, or because technology "capitalizes" and so enables some people to generate more/new revenue from education.

Meanwhile, the one thing we have in abundance that we know improves learning outcomes is...humans. Let's use them!

One shift that could help: focus on teaching students rather than teaching content.

In interviews I conducted with students studying remotely during the pandemic, every single one said that their technology skills had increased. One outcome of so many people moving to use online teaching and learning tools is they became more experienced and confident with online technologies in general.

This has been a tricky issue during the pandemic as transport for internet access may increase health risks. I have seen some EDUs also loan out wifi hotspots from the library.

Watch this related video (1 min 30 sec) to hear directly from students themselves on their experience, goals, and needs. https://www.youtube.com/watch?v=B6ICmyUEYJI&t=2s

This report, "Student Speak 2020", prepared by GlobalMindED in partnership with Every Learner Everywhere and The Equity Project, is the focus of an AnnotatED social annotation workshop during OLC Accelerate 2020. Read more about the workshop and join us in reading and discussing this report using annotation.

OLC Accelerate 2020 speaker Flower Darby selected this report to foster discussion around the themes of her keynote and closing plenary.

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Maren Deepwell presented on “Open for whom?“.

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Maren Deepwell presented on “Open for whom?“.

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Maren Deepwell presented on “Open for whom?“.

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Maha Bali presented on “How do we design our learning spaces with Intentionally Equitable Hospitality?“.

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Maha Bali presented on “How do we design our learning spaces with Intentionally Equitable Hospitality?“.

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Maha Bali presented on “How do we design our learning spaces with Intentionally Equitable Hospitality?“.

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Katsusuke Shigeta presented on "How to root Open Education in a region with specific needs?: An example of Japan".

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Katsusuke Shigeta presented on "How to root Open Education in a region with specific needs?: An example of Japan".

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Katsusuke Shigeta presented on "How to root Open Education in a region with specific needs?: An example of Japan".

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Katsusuke Shigeta presented on "How to root Open Education in a region with specific needs?: An example of Japan".

This document was shared in the context of the OLC Accelerate Live Online International Summit in 2019, where Katsusuke Shigeta presented on "How to root Open Education in a region with specific needs?: An example of Japan".

In Southern Hemisphere 5 at OLCAccelerate!