1,766 Matching Annotations
  1. Last 7 days
    1. Under Privacy – Share launcher’s name with tool you must select “Always”. This enables the Hypothesis LMS app to create an account with a recognizable username for the user.

      Creating usernames

    2. H. Save and display You will see two options for selecting a document: Enter the URL of web page or PDF (see 2A) and Select PDF from Google Drive (See 2B). The screen will look like this: 2. Select a Text A. Enter the URL of web page or PDF Click the button that says Enter the URL of web page or PDF. On the Enter URL dialog, enter a link to a public web page or PDF. Please note that the content at the link must be publicly viewable (i.e., not behind a login or paywall).
    3. NOTE: For more on hosting PDFs on WordPress, see this blog-tutorial. Elba Serrano, New Mexico State University Neuroscience grad students annotating PDFs of journal articles hosted at scholarly databases:
    1. Be prepared for text-size changes. People expect most apps to respond when they choose a different text size in Settings. To accommodate some text-size changes, you might need to adjust the layout. For more information about text usage in your app, see Typography.

      … then Apple didn’t follow its own advice when it created Safari 15.

    1. Just because a self-proclaimed qualitative researcher conducts a semi-structured interview with a customer at home does not automatically make it “ethnographic.”

      Hear, hear!

    1. Schaeffer P., 1966, Traité des objets musicaux : essai interdisciplines. Paris, Éditions du Seuil.Google Scholar


  2. Jul 2021
    1. Provide options for micro-credentials, badges, programs, and certificates as interest is rising among American students.
    2. Germany, Austria, and Switzerland have long seen vocational education as a pathway to the middle class, and an effective system to provide students with the skills they’ll need to further their career

      Rather important point to make, especially from a US perspective. Having Swiss friends going to vocational training (in an "apprenticeship" model) has taught me quite a bit about the difference it can make. That system is far from perfect. Friends and relatives have complained that the choice of a path was too early (12yo, if memory serves). And there have been times when Swiss unemployment levels have gone up quickly. Still, it's a useful reminder that a hyperindustrialized economy can give vocational training its due. There's also a connection to craftsmanship. Germany is really wellknown for it and I've heard FabLab experts associate this with hisorical events such as WWII. Yet it doesn't sound like Switzerland's neutral status has differentiated it from Germany in this respect since some Swiss industries have very similar features.

    3. A recent Cengage survey (publication forthcoming)
    4. Michael Hansen is the Chief Executive Officer of Cengage, an education technology company serving millions of learners worldwide.
    1. The fact that students think their own degrees are still valuable but believe higher education is generally "not worth the cost" suggests a pricing problem -- that even if the degrees are valuable, students think they're paying too much for it.
    2. when presented with a more general statement -- "higher education is not worth the cost to students anymore" -- nearly two-thirds agreed, up from just under half in the first such survey last August.
    3. Perhaps the most distressing (or at least confounding) data of all for college officials, though, were in students' responses about the value of college.
    1. EnglishArabic I live أسكُن

      During a webinar on Dynamic Language Teaching through Pressbooks, Arabic teachers pointed out some issues with the alignment of RTL content. Wonder if it's a broad PB issue, if it's a specific module used (say, Tablepress?), or if it's a textbook design issue. H5P activities from another book were deemed better.

    1. The pandemic has called into question many of higher education’s core pillars, such as college athletics, the residential campus model, the role of online education and sage-on-the-stage pedagogy.

      The first two really sound US-centric while the other two are common and longstanding. College athletics as one of "Higher Education's core pillars"? It sounds like American exceptionalism. Granted, athletics might become more important to Higher Education in other parts of the World. If so, that's very likely to come from US influence. The residential campus model is an interesting one. It's common and diverse. In my experience, it's not much of a consideration outside of the US.

      Even tenure tends to vary quite a bit. In our context (Quebec's Cegep system), it doesn't really exist. A prof gets a permanent position after a while, as in a "regular job".

      Which does make me think, yet again, about the specificity of Quebec's Higher Education. Universities in Quebec are rather typical among Canadian universities and differences with US universities & colleges can be quite subtle. Colleges in the Cegep system are very specific. They're a bit like two-year colleges in the US or like community colleges in both the US & other parts of Canada (NBCC, for instance). Yet our system remains hard to explain.

      (This tate comes in the context of my reminiscing over my time in the US after monitoring posts from a number of US-based publications including IHE. Guess I should diversify my feeds.)

    1. Learning engineering is an emerging discipline at the intersection of learning science and computer science that seeks to design learning systems with the instrumentation, data, and partnerships with the research community, to drive tight feedback loops and continuous improvements in how that learning is delivered in online and blended settings.
    1. A word of caution first. Anyone considering a Ph.D. might not want to listen to advice from anyone with a Ph.D., us included. People with doctorates are notoriously bad at this kind of advice, often exaggerating their history into a singular universal experience.
    1. Did you simply practice the same type of A/B testing that’s common throughout the tech sphere? Or rope unwitting students into being the guinea pigs of your experiment without consent?
    1. featured educator Hollie Benson, (Reading/College Success, Muskegon Community College)

      My highlight from the whole week.

    1. One reason universities may be well situated to be stewards of this program? They are versed in retention strategies, regularly deployed to make sure students stay on track to graduation, Twilley said
    1. Figure 2: Life expectancy in the USA, males and females, 1900-98. RAW DATA or PDF

      Used in piece on musicians' life expectancy… Now deadlink.

    1. the move by many OPM vendors into the broader OPE space. Call it digital transformation, call it OPE, call it OPX – it goes beyond purely online programs, beyond masters and professional programs, and it gets much more at the core of what colleges and universities are facing this year and beyond. We don’t have common definitions of this broader space yet – and for now I’ll keep the OPM naming for simplicity’s sake – but it is important to note.
    2. Online Program Enablement (OPE)
    3. Online Program Management (OPM)
    1. Allow content created on your site to be shared on a global H5P Hub Done - June 2021 release
    1. OER come in many shapes and forms. For instance, they might come as a full course with lesson plans, lecture notes, readings, assignments, videos, and tests, or they might be a single module, textbook, or syllabus
  3. Jun 2021
    1. J’ai été initié à la diffusion numérique du savoir par Jean-Marie Tremblay, le fondateur de la bibliothèque numérique Les Classiques des sciences sociales. Cette bibliothèque avait été créée afin de soutenir l’apprentissage des concepts de la sociologie auprès des étudiants en sciences sociales.
    1. Eric Mazur is Balkanski Professor of Physics and Applied Physics and Dean of Applied Physics at Harvard. He is also inventor of Peer Instruction, and pioneer of the flipped classroom.

      His involvement probably carries a lot of weight... and puts his peer instruction work in a strange context.

    1. Engage students at scale

      Reminds me that a strength of annotation practices have to do with keeping things at human scale.

    1. Section 182.B seems to cover it. These materials are human beings. Buying and selling humans interferes -at the very least!- with human dignity. I’m no lawyer, and I don’t think this has ever been tested in court. But: If a platform profits from a user’s breaking of the platform’s very own policies on human remains, if a platform turns a blind eye, is the platform not condoning the trade? Is this not a nudge-nudge wink-wink tacit approval of the trade? Who should want to invest in a platform that makes money from selling human beings? Should we not hold such a platform accountable?

      Potential link to educational dignity discussed during #IAnno21? Law scholars involved.


    1. “Anthropologists of our own culture.”

      Is it anthro's best-kept secret that we always work on our own cultural contexts?

    1. The Machine is Us/ing us | Web 2.0

      Random thought during #IAnno21... Did @MWesch participate in #IAnnoNN?

    1. The OCSA project, a Vanier initiative, aims to integrate online curation (OC) and social annotation (SA) into the classroom.

      Noticed that Patti Kingsmill was participating in #IAnno21. Maybe she could enable something with featured educators at #IAnno22?

    2. Online Curation and Social Annotation

      Useful project, expanding in interesting ways.

    1. A python tool that imports annotations made in Hypothesis (https://hypothes.is) to Zotero (https://www.zotero.org).

      In fact... maybe time to go back to some Jupyter Notebooks. What if my Zotero library and [h] annotations could become dataframes in the same code that I would document enough to guide someone for "computer-assisted" #OCSA (online curation and social annotation)...

    1. Chromebooks for Class: Zotero & Hypothesis

      Hadn't thought so much about the #Chromebooks connection.

    1. The Garden and the Stream: A Technopastoral

      Sounds like we're all Caulfield fans at #IAnno21... Or maybe it's just the @ChrisAldrich Effect. (Also known as #CommonplaceBooks without #LieuxCommuns)


      Maybe relevant for @RemiKalir? Before #IAnno21, stumbled into this because a project @UniLivLibrary/@UniLivPress elected to use @ManifoldApp... instead of @Pressbooks.

    1. Three years ago, I began reading and annotating the work of the philosopher Jacques Derrida

      That's a way to start a project!

    1. carcinogenic

      Cancer is a strong analogy, here.

    2. entirely mistaken trust in its artists, using them as prophets and futurologists

      This song (in Québécois French) claims that we should let poets dream for us. https://hyp.is/kBWfvNKxEeuxsWfL7oV8PA/greatsong.net/PAROLES-DIANE-DUFRESNE,POUR-UN-AMI-CONDAMNE,102736315.html

    3. The artist deals with what cannot be said in words.


  4. slac-coalition.org slac-coalition.org
    1. Members

      Surprising that the membership is mostly male.

  5. May 2021
    1. some of the weirder of us out there might even start building instruments in Unreal instead of other more conventional modular sound environments like Reaktor or Pd.
    1. 1) Presenting training in a glorified PowerPoint format

      Knew it wasn't "my line". Well, I've been using it since before this was published, especially about some SCORM packages.

  6. Apr 2021
    1. “I decided to look into it because [Proctorio has] claimed to have heard of ‘fewer than five’ instances where there were issues with face recognition due to race,” Akash Satheesan, the researcher, told Motherboard. “I knew that from anecdotes to be unlikely … so I set out to find some more conclusive proof and I think I’m fairly certain I did.” 

      Satheesan applied exactly the type of research-minded approach we strongly encourage college students to develop.

    1. Anchoring an innovation center on a college campus also gives Starbucks access to ground-floor research and insight into Gen Z interests before scaling new products or processes to market
    1. pushback when it comes up in faculty circles

      Quite honestly, I'm getting the impression the pushback isn't as virulent as it once was.

    2. the reminder of how writing and judgment are intertwined has been with most of us from a young age
    1. n Rebecca Elinich

      The content of Elinich’s course on VR through UE and Unity is available on OER Commons.

      What if UE4 and Unity assets were made available as OER?

    2. The facility, which includes a virtual reality lab and 3-D printer, houses the multimedia, data analytics and cybersecurity classes. S



    1. Nombre maximal de participants 100 participants2 300 participants 300 participants 10 000 participants

      N'ayant pas participé à une réunion Teams avec 299 autres personnes, j'ai de la difficulté à saisir comment ça peut fonctionner.

    1. The four C’s of 21st Century skills are: Critical thinking Creativity Collaboration Communication

      Convenient to have these four share an initial. (My perception is that a tendency to emphasize this type of parallelism has been strengthening over the years. At least, I don't recall this practice being common in French when I grew up.)

    1. Professor Peter Jaszi from American University's Washington College of Law discusses copyright issues in hip hop at a recent Community Cinema event.

      More like sample-based musicmaking than Hip Hop specifically. Still use to think of the Fair Use Muscle.

    1. about the eonxr platform that might work in terms of education so um a little bit of background i've been a faculty member for nearly 35 years and so my main interest here is in the learning
    1. Alias, a very, very digital oscillator based on ignoring extensive research into low aliasing waveform generation methods, which as a result gives lots of 8-bit joy


    1. I haven’t seen a college mission statement with any of these:• Pit students and teachers against one another• Rank students competitively• Reduce the humanity of students to a single low-resolution standardized metric• Frustrate learning with approaches that discourage intrinsic motivation• Reinforce bias against marginalized students• Fail to trust students’ knowledge of their own learning


    1. Grades are a morass education has fallen into that frustrates our ability to focus on student learning.

      Oh, Jesse... Always mincing words... ;-)

    2. The rubrics I find most exciting are ones crafted by students

      ... yet even those never helped Jesse make sense of grading?

    3. Rubrics have never helped me make sense of grading or being graded.

      Wow. "Never" is a strong word.

    4. I'm really not a fan of rubrics.

      You don't say! Mr. "Rubrics are inhumane"... ;-)

    5. Peer-Assessment

      One of my favourite techniques... And one I set up in a simple way.

      I typically have some form of weekly contribution which is posted publicly and assessed by other members of the class. Basically: the output of low-stakes assignments are posts in a forum and students rate one another using a simple scale (eg. satisfactory, excellent, unsatisfactory). The aggregate ratings make up that grade. And there's a grade for those peer-ratings.

      A basic need this technique fulfills is about getting continuous feedback. Though shallow, ratings tend to satisfy some of the most grade-obsessed students, Which makes it easier for me to focus on the learning process.

      What's more interesting, though, is that it gets learners to pay attention to each other's work. Unlike the typical "I need you to comment on five posts", it's more of a nudge. The effect is that there's a lot more reference to what others have said and, in some cases, it really contributes to the community-building aspect of my teaching. Sure, it's just one part of the whole process. But it does help.

      So... For me, peer-assessment is almost a way to placate the grading spirits”.

      Which might be the opposite of ungrading.

      Ah, well...

    6. process letter that addresses their own contributions as well as the functionality and dynamic of the team they're working with

      Sounds fairly heavy. Probably makes a lot of sense in some contexts, for instance when developing an understanding of the collaboration is really central to the course. (In some of my courses, I've had a lighter version of this which ended up not being that useful.)

    7. share their work with potential collaborators, employers, grad. schools, etc.

      Spending time outside the Ivory Tower, I'm often surprised by the distaste people in HigherEd have about the very idea of “their” students catering to potential employers. Potential grad schools? Sure! There's even explicit discussion of the “grooming”(!) process. Potential collaborators? Sure, why not... if you really want to do that sort of thing, there's no harm in building a little page where you can display your work. But potential employers? Pffsh! That's not what Post-Secondary Education is about! Go to a vocational school for that. What we do here is serious work! Don't even try telling me about potential customers. Our students shouldn't sell out!

      Obviously, there's a whole lot of college/university professorship where such a condescending attitude is completely absent. In fact, that ‘tude might be exceedingly rare. Yet it's incredibly vocal in some contexts.

    8. crafting a digital identity
    9. authentic portfolios that have use value beyond the needs of individual, course, programatic, or institutional assessment

      ...also an argument for badges.

    10. Contracts run the risk of centering grades even more than traditional grading

      Oh, yes! It also makes the learner/teacher interaction quite transactional. Yet it probably makes it easier to spend less time discussing grades.

    11. humane in a way standardized teacher-centered rubrics usually are not

      Interesting implication about rubrics. Advocates do find them humane. Yet it's probably fair to say that not all rubrics appear humane to those who are submitted to them.

    12. focus on the work rather than the student

      Another common problem... and a tricky one.

    13. goal posts don't unexpectedly shift

      A fine-tuned solution to a frequently-experienced problem: shifting goalposts, at least in perception.

    14. In a service learning course, this community expands even further beyond the boundaries of the class

      I feel there's something profound, here. Grades are primarily about individual achievement in an environment which is deemed to be competitive. Even in teamwork, there's often a notion that each individual's grade is more important than the team's success (which is part of the challenge of teaching teamwork). Peer-assessment can be pretty powerful. ... and becomes quite impactful in a community context. Learners whose work is directly embedded in a community setting often receive deeper feedback than grades. In some cases (such as university-supported Community Service Learning), they may receive partial course credit for volunteering.

    1. The Library of Congress today announced the arrival of its 2020 Innovators in Residence, who will break new ground at the intersections of technology and hip hop, historic newspapers and classic illustrations.

      Having experimented with Foo's Citizen DJ, I'd say this statement isn't hyperbolic.

    1. “Design is about putting yourself in the shoes of your user… that’s what being a designer is all about — human-centered design.”
    2. “Did you get anyone else’s insight on this project? Was it just you all? Have you considered how that might be limiting at all?”

      Call me naïve...

      ...I always thought that gaining diverse insight was a basic principle throughout UX and specifically what makes HCD what it is.

      It's so very surprising when you find out that the question bears asking. Yet, like Mannan, I've been in situations where UX and/or HCD people have needed to ponder that question.

    1. «Doué d’une naïveté maladive, il vivait plus que les autres.» “Compulsively naive, he was living more than others were.”
    1. We welcome your thoughts and questions about this article. Please email the editors or submit a letter for publication.

      While this approach to comment is understandable in context, the contrast between “submit a letter” and the act of annotating a text makes the former sound rather quaint.

    2. the recently published collection Ungrading: Why Rating Students Undermines Learning (and What to Do Instead),

      Ha! Just as I'm actively reading Jesse's How to Ungrade post...

    3. Did you ever think you’d miss small talk in the hallway with your colleagues?

      Sure did!

    4. Students, just like us

      Funny that, though the sentiment behind the statement is about empathy and inclusiveness, the wording makes it sound like there's a category difference between “us” and “them”. I guess the reason it strikes me is that we're talking about basic human needs and “students are humans too” feels a bit weird, to me.

    5. I would much rather my students read one chapter closely, so that they’re able to understand its central concepts and discuss them in class, than skim three chapters and barely remember what they read

      Reminds me of a shift I've done based on student feedback... In a course evaluation for one particular semester of my Material Culture course, someone said that I had assigned too many texts for what we did with them. Had it been a complaint about the burden of reading all of these texts, my reaction would have been quite different. In that case, it'd have been about learners using these texts efficiently instead of spending so much time reading them. In this case, though, it was constructive criticism about the fact that we didn't do enough with these texts to justify the load. So, the next semester, I reduced the reading list to one text per week and we really dug through each of them. That's a technique I kept using for several courses.

      Another technique I've used, which is pretty much the mirror opposite: I list a large number of texts each week and each learner is responsible for one of those. Then, as learners work together, they get a bite out of each text and all of this material contributes significant to the week's topic. That technique is rather tricky. It's not one to enhance student satisfaction. It does have some important advantages, especially in terms of making learners responsible for their own process. Which is contrary to the customer-based approach.

    6. what our students need — all of the time really but especially during a pandemic — is quality, not quantity
    7. All of which means my courses this academic year are covering a lot less material than they normally would.
    1. In lieu of a four-year college, 16 percent of parents said they were interested in non-college vocational training and 22 percent said they preferred to see their children consider an array of other options, including starting a business, joining the military, getting a job or doing community service. Only 8 percent of parents said they would prefer a two-year community college, where more than a third of U.S. college students are enrolled and which also offer many vocational degrees and programs.

      In a strange way, perhaps, this could be a shift in the customer-based approach in U.S. colleges? Parents are the primary customers and it sounds like a significant proportion of them want a different product. Learners themselves are quite a different story, whether or not they're the ones who end up paying for their studies.

    1. 26%The number of podcasts in Apple Podcasts that have produced only one episode

      Infographic material.

    1. scholarship

      All the opens...

    2. don't I have to have like the exact license or it's not an OER

      Such a common misconception!

    3. textbook maybe a 20th century kind of idea that we have to get away from
    4. creating programs for people that we retire from La Cité

      The shape of such a program could make it very fitting.

    5. when professors leave the college that we we have some type of legacy of that teacher's material
    6. we'll also talk about resources in a broader sense

      Beyond textbooks (perhaps Francophones have less of an obsession with textbooks?).

    7. r intellectual property has always been kind of just little a little bit muddy in terms of colleges because there's colleges are different than the universities in terms of collective bargaining rights colleges have one collective bargaining agreement and within that whole collective bargaining agreement there is some language around intellectual property

      Possibly another piece of the puzzle. During a recent (late March 2021) event, Mélanie Brunet (uO librarian with a strong OER dossier) was mentioning differences between provinces in terms of IP. There's probably something there.

    8. part of our culture's to build stuff

      Almost Maker culture or, at least, a kind of "if it doesn't exist, just build it".

    9. a French context is very fertile grounds in terms of building open educational resources

      There might even be a philosophical backdrop for it.

    10. what's happening at the college level which is a bit different than at the university level

      Another important point. Our college-based network is leading some OER initiatives, these days. Partly because our needs are quite specific. Most of the OER scene focuses on universities (or merges colleges and universities, since they are very similar in some contexts).

    11. not as as much approached by publishers to use their textbooks

      While it's probably true overall, there must be some variability across disciplines. For instance, even though I've mostly been teaching in English (since last century), I've rarely been approached by publishers. When reps did approach me, incentives were either vague or almost laughable.

      In fact... one case has been a key turning point in my life. A publisher offered me a gift certificate for Tim Horton (sic) if I adopted a textbook chapter (?) in my class. I notified the textbook author, who happened to be bestknown for his critical approach to something very similar. While my sending that email was a relatively insignificant gesture, a friend remarked that it was what I could do in my “sphere of agency”. That comment was important to me and the notion of a “sphere of agency” has remained relevant.

    12. a French institution is kind of interested in terms of sharing materials and open educational materials because there's way less opportunities for us to work with publisher materials there's just not the same amount of resources out there

      One key hunch about differences between language communities.

    13. I'll be transitioning to a full-time role with eCampusontario here in the next couple of weeks

      Ha! Called it!

    14. Michel Singh who's a faculty member and senior adviser at La Cité College in Ottawa

      Michel has been wearing different hats since then, including at eCampus Ontario itself and now at the Canada School of Public Service.

    15. we don't have teeth for right now

      Enforcement is key...? Some might say that a policy without teeth isn't much of a policy. Yet the teeth could come from another context.

    16. it's there and we can point people to it

      That's very strategic. Almost like the positive/active side of "show me the rule which says I can't do it". It's the "here's the rule which says I'm supposed to do it".

    17. flabbergasted that we managed to get this through Senate pretty sure no one actually read it

      This part does sound like politics as much as policy.

    18. series of open resources

      Combining the OER push with some unbundling, perhaps?

    19. faculty should always first look to no-cost options rather than publishers and consider the feasibility of open educational resources when they're assigning learning materials

      Some might say that enforcement is the key, and it probably has to do with syllabus review. It's also about a support system, creating a network effect.

    20. senate-passed memo on reducing costs of students reducing cost of learning materials for students

      The “topdown” part of policy. Or, at least, the institutional part.

    1. , centering his inquiry upon what he supposed might be the prob-lems inherent in an anthropologist’s observation of a culture which was his own, or nearly his own

      +1 insightful

    2. There was a leak, and the whole scandal broke on the front page of Tuesday’s Crimson.
    3. present as my “premise,” then, an amoral fabliau.

      Apart from writing style, there's something particularly juicy about this anecdote. Because it probably elicits very different reactions from diverse people.

    4. “But sir, I don’t think I really deserve it, it was mostly bull, really.” This disclaimer from a student whose examination we have awarded a straight “A” is wondrously depressing. Alfred North Whitehead invent-ed its only possible rejoinder: “Yes sir, what you wrote is utter non-sense. But ah! Sir! It’s the right kind of nonsense!”

      So many years later and as relevant as ever.

    1. William Perry'sScheme of Intellectual and Ethical Development

      Not only is Perry's model useful but I keep coming back to this one “journey”.

    1. alleviate students’ fear of failure by showing that learning is often about not knowing, indirection, and ambiguity

      Could go well with William Perry's wellknown scheme, though it puts more emphasis on the perception (by young adults) that teachers hold the unambiguous Truth.

    2. Online Social Annotation: Interpretation is Social

      Not only is there a long tradition of scholarship about social interpretation through marginalia, one might even argue that it's the very basis of scholarship, at least based on the Talmud. Such was part of a lecture by Johannes Fabian, summarizing his work in Ethnography as Interpretation. Interestingly, three of us did some form of online annotation of that very lecture. Maximilian Forte's post goes pretty deep in the meta.

    1. Instead what he said first inspired him were Talmudic texts, quotes from the original source on a page surrounded by the commentaries of Talmudic scholars interpreting the text, and reacting to one another’s reinterpretations. “Am I saying we should be Talmudic writers? I think one can be worse things.”
    1. they’ve learned to collaborate and to work in a digital environment, which are some of the outcomes of the Plan d’action numérique
    2. A sample descriptive rubric (that is very detailed) and a holistic rubric

      My hunch is that both can be quite useful as starting points.

    3. Yuja (has an excellent video commenting feature)

      Speaking of YuJa, it's the tool ConU uses at an institution-level for lecture capture (replacing Panopto) and they integrate the videos in Moodle. The idea is to either capture your live lecture and distribute it as-is so that learners can go back to it... Or create clips “asynchronously”. Even in remote learning, there's a lot to be said about the flipped classroom. https://www.youtube.com/watch?v=guA21RgRcSg&t=91s

      As for video annotations in YuJa, there's a toolbar.

    4. already comfortable with the basic platforms (Teams, MOODLE, etc.)

      Layers of technopedagogical appropriation.

    5. authenticity to the assessment
    1. Travailler plutôt directement avec des OSBL locaux lorsque possible est quelque chose qui tient à cœur à celle qui ne serait d’ailleurs pas surprise de voir arriver sous peu un « panier bleu » en éducation.
  7. Mar 2021
    1. moving away from student work as a thing to be “collected,” might actually prove best at creating intrinsic motivation to do the work of a course.

      There must be a wealth of research on this. Admins and Old School teachers are quite likely to claim that only some students are intrinsically motivated and that a behaviourist carrot/stick extrinsic motivation is the only way to make them do what's good for them. Yet I'm also convinced that there's a wealth of solid evidence behind this notion that we can help learners develop their own intrinsic motivation by shifting the "reward system" to the thing itself. I keep going back to the gym analogy. Usually because of the sense of entitlement demonstrated by many customer-like students. It also works here: the work of a fitness coach builds intrinsic motivation, even if it addresses external rewards.

    2. Metacognition is a practical skill that cuts across disciplines.

      Yes, and... Like critical thinking, it's quite distinctive of HigherEd, in practice. Sure, most learning theories emphasize metacognition at one point or another. As a practical skill, though, it's quite difficult to develop through whole groups in most mainstream public education systems before college. (Yes, there are alternative systems where it's pushed since childhood and might work "at scale". My high school experience was actually one of those: a semi-alternative school in a local school board).

    3. requires administrators and institutions to defend the academic freedom of teachers, especially adjuncts).

      Precisely. Out of nine institutions, I almost never had administrators who'd support even a discussion of such an approach. While I've typically enjoyed my status of "Contingent Academic Labour" and never felt any "academic freedom" issue in terms of the academic content, this is one dimension where my lack of "teaching freedom" has been an issue. At one institution where I taught one specific course, I did have an administrator who was ok with my being lenient in grading. And there was one administrator at another institution who defended my teaching freedom around an issue which wasn't directly related to grading. Overall, though, most administrators in those nine organizations weren't very supportive of even discussing teaching practice apart from what's in their internal model or in official documentation.

    4. easy, because “where they stood” in the course never felt arbitrary or mysterious.

      Interesting interpretation of that comment. Had I received such feedback, I wouldn't react the same way in the least. With pressure around "grade inflation" (perceived as a problem in itself instead of a symptom of a deeper problem), I would have felt guilt and shame over such a comment.

      Thankfully, nobody said to my face (or in course evaluations) that any of my courses was an easy A. I did get former students comment on the fact that one of my courses (especially in cultural anthropology) had been easy for them because they had already developed a clear understanding of the core material. Yet those who got an A in a class I taught never said that it was easy to do so.

      Of course, Stommel's interactions with the student probably clarifies what was meant, especially if the comment was paired with the student's name.

    5. observed a distinct gender imbalance

      Been expecting the same and didn't really observe it. The imbalance I did perceive had more to do with an "attitude", which doesn't vary that much by gender in places where I've taught. It's not even so much about a sense of self-worth, though that does play a part. It's more about the emphasis on grades, which remains in my classes (because I never went as far as Stommel did).

    6. I reserve the right to change grades as appropriate

      Same here (for a self-assessment which usually amounts to 20% of the final grade, because rules). Initially, I'd modify a few grades, mostly by increasing them. Eventually, changes in those grades became really rare.

    7. students as complex and deeply committed to their education

      While the prevailing model tends to emphasize "potential", stratification, and control. While marketing constructs are deeply problematic, the frequent valuation of flexible paths by members of a given "generation" (basically, young adults at a certain point in time) goes well with "the world in which our graduates will live". It's been discussed in so many ways and bears repeating: we apply ideas from Old School HR to people who are entering (or going back to) a workforce which challenges diverse HR models.

    8. necessary conversations

      Reminds me of Radical Candor in that uncomfortable conversations are part of the difficulty.

    9. crafted to privilege certain kinds of students
    10. Students are increasingly conditioned to work within a system that emphasizes objective measures of performance, ranking, and quantitative marks
    11. students are made to feel like they should care a great deal about grades
    12. reducing individual students to cogs in a machine

      Which goes well with the "learners as products" model.

    1. For those with a worldview that encompasses the term library customer, the individuals served at the library are people who have something that we want (usually money). They are just a number. We don’t owe them anything; on the contrary, they owe us.
    1. pretty much all of us have some version of a teaching stream faculty member now

      These used to be rare.

    2. valued differently

      Maybe it's also the rest of profs' work which affords a rethink in terms of valuation. Hence DORA.

    3. instructor nervous about using open for fear of exposure mistakes in their material could be noted

      Remarkable in that it's both a shared feeling and one which is rarely discussed that openly.

    1. instructors there prepare to retire, they can participate in a legacy project

      Been advocating something similar for quite a while. In fact, I distinctly remember discussing something like this while I was at UNB Fredericton for an intersession, back in 2003. Maybe my memory's off and I'm compounding two distinct events. Still, I'm quite sure it's something I've discussed while teaching in an English-speaking institution (since that's mostly where I've taught).

      Interesting that it'd be associated with Francophone colleges.

    2. very smart way of capturing the OER that is more common at Francophone colleges due to the lack of publisher interest in producing French language materials