17 Matching Annotations
  1. Aug 2021
    1. the results support three robust conclusions:

      each of these three would be well worth putting into a course information document or syllabus to highlight that focusing solely on the grade won't necessarily make for an enjoyable, rewarding experience which otherwise might actually help learning (i.e. when something is enjoyable, even if it's somewhat boring, we're likely to do better than if it weren't enjoyable at all)

    1. But what do all these things have to do with course design? That’s the problem. Not much. Faculty members focus on content, and instructional designers focus on course structure. Everything else?

      Yes, this raises issues of responsibility, remit, areas of expertise (or lack thereof) and then who's role this is. I would think it should be wholly collaborative in nature - so not 'I do x y z' and 'you do 1 2 3' but we do a mixture of this together.

      This is, perhaps, the problem of instructional design / learning design roles that are solely technical, and then academic/teaching roles that are wholly devoid of needing to know or being given time to know and learn about tech enhanced learning and teaching approaches.

      Having worked in a range of roles, I've learned that working in silos creates these situations as described: "I do this, because this is my role" and "You do that because that is your role". These clear-cut demarcation of roles create a grey space, because just like borders of countries and subdivisions (think of roads or rivers and how these used to divide political subdivisions) - there is always that space in the middle that becomes nebulous - responsibility isn't always clear. This space should be or become a community space in which we all take responsibility for what is at hand. Easy? Perhaps not. Achievable - yes.

    2. and this undershoots the potential of higher education to improve not only individual lives but also the public good.

      Yes, the neoliberal knowledge economy priortizes the individual's needs over the needs of community; students as individual customers, teachers as technicians who deliver teaching content

    1. as well as menstrual, hygiene, cleaning, and other essential products.

      Sounds like a something to advocate for that could be made a free, publically available good given away at public health centers and pharmacies

    2. Being in college when I was being diagnosed and living with this condition was extremely difficult, and some professors weren’t very understanding. There were professors who would never give extensions or makeup work for me to complete. I was being penalized for being sick.

      I remember this used to be more of a norm - ill health wasn't always viewed with openness; this seems less the case now, or at least where I am studying... perhaps COVID-19 has forced people to review how they view ill health and studies, and that we should take our health seriously rather than defer to deadlines and work

  2. Jun 2021
    1. They are also unable to pay attention because the focus on one issue means ignoring 99 others.

      There are dozens of issues at any one given time and therefore politicians and policy makers are likely to focus on those which might enable 'quick wins'. Other potential might be focus on smaller, incremental changes or 'tweaks' to current policies.

  3. Jan 2021
    1. So a good teacher is someone who can help you to get back to a teacher within. The teacher can do that in many different ways; she or he does not have to meet you physically.

      kind of like a mentor or coach, perhaps, but someone who presents fewer barriers because they care about the other person, their development and growth generally into a fuller sense of self and identity as a practitioner, in whichever field that person practices.

    2. Defining love as “the will to extend one’s self for the purpose of nurturing one’s own or another’s spiritual growth,” he draws on the work of Erich Fromm to emphasize again and again that love is first and foremost exemplified by action—by practice—not solely by feeling.

      links to praxis here

  4. Oct 2020
      • praxis - what is it? Why is it important for educators and practitioners?

      • praxis has a moral purpose

      Kemmis & Smith (2008:4) regard praxis as action that is 'enlightened and elevated' in which a practitioner considers the interests of themselves, their learners and those interest that may benefit society generally.

      an example of this might be engaging in recycling from all perspectives in the classroom, through our words and beliefs and also our actions and emphasizing the importance for each of us as individuals and us together as a society, as a whole;

      praxis is being phased out in favor of practices, which are more akin to following rules than to enacting moral agency

      p5: "praxis demands creative thinking, care, compassion and critical consciousness - thinking outside or beyond the rules"

  5. Sep 2020
    1. Critical

      This is perhaps a good definition that should be used both in undergraduate and postgraduate studies at the point of induction and throughout academic studies

    1. But have you evidenced your reflection today? Almost certainly 'sorry, too busy at the moment'.

      building reflection as a habit is a process that takes time; it's something that some don't often 'just do' without some motivation

    1. professional learning accounts: reflection is related to the review and development of practice.

      professional practice - Moon and others

  6. Jul 2020
    1. My graduate education encouraged me to think of students as antagonists, always trying to get one over on their instructors.

      This is too often replicated, which leads to a sort of unhelpful cynicism rather than a healthy dose of skepticism

    1. The word “pedagogy,” as we use it, defines the work of education at the intersection of theory and practice — the act of teaching that derives from reflection and which inspires reflection again. Pedagogy is both where “critical” and “digital” terminate, and also the whole terrain of teaching.

      I agree with this. Creating divisions on how pedagogy relates to one age group over another takes away from the key developments around education and pedagogy, and creates a slightly more disconnected, disjointed field for education. Good education and educational practices are just that - the subject or age specificity can distract from otherwise good practices and theories that can and often do transcend the disciplines.

    1. digital humanities, educational technology, digital writing, social justice, plagiarism and academic integrity, instructional design, and more

      critical digital pedagogy is intersectional

    1. commercial textbook companies

      Consider the questions:

      • What publishers have you come across?
      • Who publishes your textbooks?
      • What percentage of the cost goes back to the author(s)
      • What is the ecological cost of your textbooks?
    2. social justice

      Give some examples of how this can affect students.

      What are reasons that textbooks should not be free?