25 Matching Annotations
  1. Last 7 days
    1. Dilemma: should/ can the CTL be neutral territory (and can it be?)

      Fascinating to see what "neutral" means here. There's the "non-evaluative"/"non-supervisory" sense, where "neutrality" is essentially with respect to office politics, and the "not advancing an argument" sense, which in the strictest sense seems almost impossible to reconcile with any kind of developmental work.

  2. Feb 2022
    1. When I hear people in a variety of contexts talking about “building community” for students or colleagues (or, customers), I worry about that, too.  Is the motivation an additive one?  “Let’s give them more people to connect with and rely on?”  Or is it intended to be a kind of capture?

      What an enormous challenge for those of us in faculty development and other "community-building" businesses. Are we actually serving when we help people acculturate? We might be. We also might be trying to capture peoples' time and attention and loyalty.

  3. Jan 2022
    1. What if we designed faculty learning experiences that took less time, were more consistent, and were packed with meaning that compelled us to share and connect with our colleagues and students? What would that look like? I’d think I’d like to explore that question with all of you in 2022.

      Fascinating challenge... how do we design education to maximize "viral" reach?

    2. Why is the 60-minute workshop the gold-standard in faculty development/learning?

      Excellent question. How do we communicate "this is worthy of more time" as well as "this really shouldn't take that long"?

    3. Over the past several weeks, I’ve seen more faculty declining learning opportunities and expressing a need to protect their time than ever before in fifteen years of doing this work.

      Protect their time for what, I wonder?

    1. Men need to turn up to the teacher courses I attend on empathy and restorative practice. Men are consistently in the minority at these events and whilst the men who do attend are inspiring, the empty seats are a reminder that change is not happening quickly enough.

      The issue of who does and doesn't show up to faculty development has enormous impacts. Connecting it to violence in society is a chilling insight.

  4. Aug 2021
    1. All topics were framed as specific but open questions

      When meetings are framed around reading titles, they suggest a level of certainty. Framing around questions starts with what is unknown instead of known - more open to novices? (See next paragraph - "facilitators located expertise in readings and research ... not themselves")

    2. we first thought about starting a reading group, as many other institutions and departments have done. But we wanted to make the barrier to joining the conversation as low as possible

      This is an interesting point. Faculty members take reading assignments seriously; some folks will skip events rather than show up unprepared. Starting with a facilitator's presentation is an interesting way over that barrier.

  5. Feb 2021
  6. Sep 2019
    1. There is a growing need to establish literacies around open education, copyright, social media and networked learning as a foundational skill.

      Among both students AND instructors. Instructors teach what they know, and if they do not feel comfortable themselves working in these environments b/c they lack digital skills, then they will not encourage students to work openly.

  7. Apr 2019
    1. The  Use  of  Mobile  Devices  for  Academic  Purposes  at  the  University  of  Washington:  Current  State  and  Future  Prospects

      Professional development opportunities and incentives for faculty to integrate mobile devices and as a teaching and learning tool.

    1. Can Tablet Computers Enhance Faculty Teaching?

      Studies faculty provided with tablet computers and peer mentoring workshops to help increase understanding and use of mobile devices in pedogogical approaches

    1. Faculty Alert: You Can't Put the Mobile Genie Back in the Bottle

      Use of mobile devices in academic environments remains low despite the fact students demand it. However laptops are relatively common and accepted. There is growth in acceptance that mobile devices can contribute to student learning, however faculty adoption is slow.

  8. Jan 2019
  9. Aug 2018
    1. Like a phantom limb, you remember who you were as a reader but cannot summon that “attentive ghost” with the joy you once felt in being transported somewhere outside the self.

      I know this feeling. This summer I made it a point to rediscover analog reading. I really had a handle on this for awhile, lost it, then re-engaged with my new tablet hardware, ReMarkable.

  10. Jul 2018
    1. In a strong culture, there are many, overlapping, and cohesive interactions among all members of the organization.

      Important for faculty development centers - being a site where interactions can happen. But how to ensure they're "cohesive" interactions?

  11. May 2018
  12. Mar 2017
  13. Oct 2016