6 Matching Annotations
  1. Feb 2019
    1. II. CONCEPTUAL FRAMEWORK

      Week 1 end: A marker to indicate that Week 1 of the Engelbart Framework Project ends above here - we are focusing on Section A and B of the introduction (but feel free to annotate anywhere)

    2. 0 I. INTRODUCTION

      Week 1 start: A marker to indicate that Week 1 of the Engelbart Framework Project starts here and includes Section A and B of the introduction.

  2. Feb 2018
    1. Week 1 Teaching Notes:

      Creating THE Syllabus: a thought project

      Queer Mainstreams and the Queer Cannon

      Creating an OPEN syllabus -- a way to think about this course more broadly

      "If it can't be shared, it can't be taught" : Free/Queer/CUNY

      Turning principles into projects: shared labor

      So our TO-Do list includes: finding resources, using technology, knowing our context, sharing the labor


      Assignment for Week 2:

      1. Subscribe to CUNY Commons and enroll in our site

      2. Begin identifying and evaluating OER for an undergrad queer studies course (of some kind)

      3. Begin researching the CUNY contexts for that course as one way of evaluating the OER.

      4. Begin posting your findings to our Free Queer CUNY Commons site. Tag your name and keywords

      Questions for Class Thursday, Feb. 15

      –why call it the CUNY ”Commons”? What does that word tap into in terms of intellectual communities? –what are the guiding principles and practices of the Commons? When it works best, what do you see it doing? –how does the Commons enable us to work across CUNY? Here, you might even just step us through parts of the Commons, linking functionality to the needs of academic organization.

      –What is Wordpress? What’s the bigger Wordpress picture? –When you see Wordpress working well for instructors, what does that look like? –How does Wordpress connect to the uses of open educational resources and the idea of shared academic labor?

  3. Sep 2017
    1. Resilient people also tend to demonstrate more flexibility with change, more stability in demanding situations, and less aversion to risk than their non-resilient counterparts.

      Working in a school district that is moving forward each year with the use of technology, it is interesting to see how different teachers react to the introduction of new resources available. When we were introduced to Google classroom, there was a large pushback from some in our elementary building due to the belief students would have no need for it. Fast forward three years, and it is now used through our entire building, K-2. When new ideas and resources are presented, it's crucial to keep an open mind to explore what is available to you.

    1. While the technologies change over time, the legwork, tedious checking and re-checking of sources, figuring out what the essence of the story is,and writing clearly remain at the heart of journalists reporting their stories.

      This is interesting to me, as I use Twitter and see up to the minute updates from various stories. While reporters and writers have to go through these steps, I don't believe every member of the media complies with the technology readily available at the moment a story happens.

  4. Jan 2017