58 Matching Annotations
  1. Jan 2020
    1. Black students were often in the racial majority in my classrooms. I was well-aware that they spoke, dressed, and behaved differently from me.

      I used to teach at a majority-minority school where, like this author, I was the only white person in the room (or one of the few). It makes me incredibly sad to think about how many of the white teachers at this school would discuss how the student's "different" behavior was something to be inherently corrected- what I now know is, something they saw as too non-white to be okay.

    2. Race always seemed to be about students of color, not about the white supremacist structuring of school.

      I'm not sure a lot of schools are ready to recognize the ways in which white supremacy are built in their institution. I think this is an important framing - instead of touting diversity, how can we dismantle the white supremacy inherent in our systems and institutions?

    1. Admittedly, I experienced a lot of anxiety throughout the teen activism course. Unit plans, lessons, and slides had been my security blanket. I felt vulnerable negotiating and navigating the course with my students.

      I'm experiencing the anxiety and stress reading this. The amount of vulnerability and pressure this open pedagogy required is admirable. I'm starting to wonder how it fit with the standards, curriculum, and alignment. It seems it was really well done, but sort of a stand alone to the rest of the curriculum... perhaps not...

    2. Strong history of injustice here. Silence is injustice along with dishonesty and bribes. I've been listening to the In The Dark podcast Season 2 about Curtis Flowers, an inmate on death row accused of capital murder without clear evidence. He's been in for 20+ years for a crime there is not much evidence to connect him to. https://www.apmreports.org/in-the-dark/season-two

  2. Feb 2019
    1. et an educator might be more likely to find people whoshare their most specialized interests in a global community than at their own institution- hence the power of the PLN, the online affinity space, the online community of practice,or the connectivist MOOC experience.

      Hear, hear! I'm alone at my institution! But, with pedago.me, I'm less alone and empowered!

    2. A university educator may, inthe course of their career, need to call for help from various members of their own in-stitution, but they should also have enough agency to find that support elsewhere ifappropriate.

      I'm so happy that I was invited to pedagome! I'm literally all alone in my pursuit of faculty development, and pedagome has quickly become my favorite part of teaching and learning!

    3. Each participant is encouraged to switch between these pathsthroughout the MOOC as they see fit.

      love that there is a choice to switch back and forth, I'd be worried I made the wrong decision if I were locked in!

    4. This becomes important for all constituents bringing an outside perspective to theconference participants, giving those who do not have the means to travel a glimpse ofthe conference, and providing the conference organizers with a boost to online atten-tion and participation with the conference.

      Important point here that these live streamed events don't just benefit the people at home who were unable to attend the conference, but also help boost conference participation and visibility online.

    5. graduate students

      The graduate student stage in my journey was incredibly defining, and many of the concepts and themes I was exposed to there are still very present in my day to day work.

    6. it requires a“paradigmshift”for faculty development practitioners who are used to designing single pathwaylearning experiences that align objectives and content to particular, pre-set outcomes,to find ways to respect multiple learner epistemologies

      Thinking about working within the system to make change. Perhaps the two philosophies can co-exist. Learning outcomes with their linear path learning could be complimented by a student-decided outcome. The student could look at the syllabus for what faculty hope they will learn in the course, but then choose a final outcome or goal they personally have for taking the course. Then they could also propose how they are going to demonstrate their learning.

    7. But here I was talking tosomebody influential in the field, asking some basic questions and getting answers.

      The chat rooms are always so interesting. This space can really allow someone like this student to be a bit bolder.

    8. it is a good example of self-determination inthat the learner decides their own path:

      I've never attended a conference virtually before, but I can see how motivation is essential. In fact, it requires a plan for setting up the right space, computer connectivity, limiting distractions and joining with the intent to learn.

    9. Participants reflect on how they choose what gets said in thepublic and what stays in-group in the backchannel.

      This is a great distinction to make. I wish I would have been introduced to the digital realm with some understanding of what commentary is appropriate in different contexts.

    10. Public interactions are promoted by the facilitator oftenwith the facilitator engaging their own network to converse in community with the co-hort.

      I'm sure this can really stretch some of the participants. Various comfort levels with putting themselves out there.

    11. staff

      There are murmurings of letting the instructional designers from Pedago.me participate in a #digPINS session.

    12. But how are faculty ever to create networkedlearning experiencesin open online spacesfor students if they have never experienced learning for themselves in these spaces?

      Yes! This a brilliant way to build faculty's digital literacy. Provide and model the experience in order to build confidence.

    13. education is always political,

      I've never heard it put so plainly. Perhaps any time one challenges the status quo it is political. This also helps explain why making change can be so hard. It could be a really uncomfortable position especially when you factor in the different ages of faculty development that an educator might be in at the time of critical reflection and asking for change.

  3. Jan 2019
    1. finding mentors and collaborators whohave no hierarchical relationship with them internally

      This is an important point: mentors & collaborators outside of a program's hierarchical relationship. I am much more likely to be authentic about my personal/professional growth when there is no hidden agenda or expectations.

    2. ifferentiate between different ages of fac-ulty developmen

      I love how the ages of teaching are broken down here. There is almost an unfair expectation for all educators to be fully evolved right out of the gate, but as with all things expertise takes time. Being able to somewhat gauge where an educator is on their journey is a nice indicator to have, especially as an instructional designer who works hard to meet faculty where they are in their journey and not overwhelm them.

    3. A call for promoting ownership, equity, andagency in faculty development viaconnected learning

      Looking forward to this connected and collaborative annotation jam. Feel free to jump in anytime, but be sure to join January 31 from 6-8pm to connect with the live Denver audience.

      A big thank you to Maha and Autumm for creating and sharing these ideas; ones we will all collectively benefit from.

  4. Aug 2018
    1. higher education has become widely regarded as a vehicle for driving innovation

      Is this true? I've witnessed quite the opposite as far as perceptions go.

    2. Digital Fluency

      Another version of the most ambiguous element of our modern edtech lexicon. Fluency, literacy, what do we want to call it and how is it defined? Not to get morbid, but people dying is likely our hope towards this concept stabilizing (surely just in time for something equally confusing to crop up).

    3. OER initiative

      I wonder how a trend towards OER initiatives will change the landscape of for-profit edtech solutions and how they already have

  5. Feb 2018
    1. Instructional designers exist to bridge the gap between faculty instruction and student online learning.

      I'm really feeling connected to this statement and consider an important part of my role as an [instructional designer] is to empower student voice and involvement in the decisions being made, while also balancing instructor support.

    2. Thank you

      The Pedago.me annotation jam was so much fun! Good, Clean Fun

    3. technical

      Least favorite part! Technical support.

    4. innovative teaching and learning. These tools, such as learning management systems, lecture capture systems, simulation creators, authoring, and video and audio tools,

      Honestly, this list doesn't get me particularly excited though.

    5. highly and diversely educated.

      I find this very interesting. We are coming to this line of work from a variety of backgrounds. Perhaps it's a sign of an emerging professional. There was no such thing as an instructional design degree when I got my undergrad.

    6. 32% have doctoral degrees

      But is the doctoral degree in instructional design?

    7. 49% train someone in the use of online pedagogy at least once a day

      This is where I am currently spending most of my time in my work. It can be quite the challenge to teach online pedagogy when faculty is focused on research or face-to-face course load.

    8. Adobe products

      I'm a bit surprised by this. Adobe's programs are really complex and maybe too finicky for most graphic needs?

    9. You the man Jeremy! :)


      One of the things sadly missing from this list is that I'd love to see "Recommendations from Instructional Designers" Where is it?!?

      Anyways, I'd say I'd love to see more folks being open practitioners of their work where they can. Publish openly, foster relationships openly, and learn in the open. That may be a way for us to not have a "What do ID's do now 2020 edition?" I love learning from people who share their thoughts and experiences, good or bad. Just so much to learn through such connections.

    11. “Coding could be very useful, but it is not a skill I have!”

      I've been doing a bit of coding here and there, and I'd like to learn more for sure!

    12. Learning new technologies

      why we need to be curious, life-long learners!

    13. SOURCES

      great resources

    14. 20+IDs26

      Wow! Would love to know where they have a shop this big and hear how that operates and see what they produce! I would think that would be a fun environment to work in, with high quality design and dev in courses.

    15. reading

      More articles to annotate: https://hypothes.is/search?q=tag:%22instructionaldesign%22 Search for other keywords

    16. BLOGS


    17. Camtasia

      Woah really, this surprised me....

    18. Adobe products

      Sounds appropriate. Love-hate relationships and all.

    19. 7:00pm

      Yo Roman, you have a 12 hour day. When do you see your family and such?!?

      I expect an ID to be better at managing their own priorities and time. :P

    20. 7%

      I feel so young now. O.o

      That's ok. Just means there's tons to still learn. :)

    21. Introduction

      Introduce yourself (if desired): 30 Second Flipgrid Intros

    22. budgets dictate tools used.

      This represents a major issue to me. The tool potential is directly correlated to funding. The UCF's can build RealizeIt into their long-term vision while others struggle to scrape together approval for a few free Wordpress sites.

    23. “[T]he myth of online learning operating like a crock pot—set it and forget it—creates constant tensionwhen I push instructors at all levels for the all-important engagement piece of teaching and learning.”

      I feel this stems from instructors never having been students in the online space. Often they don't have a basis to develop online learning experiences because they only know face-to-face learning. Consequently, getting more instructors engaged in online communities as learners themselves would be a great introduction for online learning as a means to prepare them to facilitate their own online courses.

      Looking at you fun places I've spent learning: #clmooc #netnarr and such.

    24. Design instructional materials and courses, particularly for digital delivery

      Second favorite part. O.o

    25. Train faculty to leverage technology and implement pedagogy effectively

      Favorite part! :)

    26. Does a network of instructional designers exist?

      Yas! Instructional and learning experience designers unite via Pedago.me! We are most active in our slack channel where we HOMAGO (hang out, mess around, and geek out). All are welcome.

    27. Instructional Design

      If you are here for the Pedago.me annotation jam, welcome! Please participate in the anonymous poll, so we can get a feel for the roles and organizations being represented tonight.

      Here's some music to help you find your reading/annotating flow. https://www.youtube.com/watch?v=1Cs0qyG78qY

    28. Palloff & Pratt

      I've been devouring their books as we prepare faculty to begin teaching online

    29. and

      No Learning Experience Design (LXD) title anywhere?

    30. too little time

      I often feel like there is not enough time to do all the things required of my job.

    31. so little public awareness

      Maybe we need a Public Service Announcement about our work :) http://www.storyboardthat.com/articles/e/public-service-announcements

    32. instructional designers have positioned themselves as pivotal players in the design and delivery of learning experiences

      Have you been able to play a pivotal role at your institution? If not, what pirvotal changes would you like to make?

    33. Personas

      Which persona do you identify with the most? If any?

  6. Jan 2018
    1. 1Five Things We Need to Know About Technological Change

      For those interested in digging deeper after tonights #Pedagome chat, let's dissect Neil Postman's, 5 Things We Need to Know About Technological Change. Should be a fun "then and now" perspective.

  7. Jan 2017
    1. across settings

      Let's get this #pedagome flash mob annotation party started as we annotate in the margins across multiple settings (hypothesis, twitter, slack & underwater). https://www.youtube.com/watch?v=DgDztBmfwzs