852 Matching Annotations
  1. Last 7 days
    1. how choice motivates students to read and write.

      Linguistic objectification and simplification. Choice is need-supportive, among a range of other need-relevant dimensions of curriculum design.

    2. In contrast, Novak’s explanations are thin on the kinds of details that show how UDL amounts to more than providing students with options.
    3. which psychologizes and individualizes what are systemic problems.

      This reminds me a bit of the distinction Zeynep Tufecki made between psychological and sociological storytelling in Game of Thrones

    4. Taylorism

      Fun to find this here.

    5. reduce the complexity and messiness of learning by controlling experimental conditions in the lab.

      Ish. Often.

    6. embraced

      At what scales? The existence of elective credits can be construed as evidence for recognition of variability, and electives have been around for long enough to call them traditional.

    7. strengths and weaknesses

      I don't like this framing. I know it's pervasive, and I don't think I've hesitated reading it much before now, but it seems of a piece with the sort of contextualized perspective offered in The End of Average (and in "The Context Principle" article cited in it).

    8. making structure and agency indistinguishable

      I don't think I understand this.

    9. is appealing

      To whom? For me, this is the opposite of an appeal.

    10. “The kind of vocational education in which I am interested is not one which will ‘adapt’ workers to the existing industrial regime; I am not sufficiently in love with the regime for that.”

      This is great.

    1. deliberately limited in scope.

      Holy isht. That's where my brain has been for aggregated highlights at some points.

  2. Mar 2020
    1. We are all going to need help.

      In order to best serve students.

    2. and forgiveness

      While I agree with this, I don't think I would emphasize it. Most of what's relevant here I wouldn't see as requiring forgiveness. Maybe another word is grace, or humility in facing a complex change in our collective circumstances? Grace has christian connotations I don't prefer. Then again, I do have a more general belief that understanding makes forgiveness redundant at best and maybe completely irrelevant.

  3. Jan 2020
    1. kind of adults

      Kinds is a red herring. (I'm wanting to use "red herring" today, apparently.)

      Perhaps instead: What are the attributes we want our children to have?

    2. This model, more or less, is still the most common one in schools today, where students learn by a defined time table that determines when they study, what subject, even when they eat lunch or can take a break.

      Ah yes, the smell of TED Dintersmith and Ken Robinson.

    3. Schools can always add more structure and control, but it comes at the cost of power and choice for the child and the adult he or she becomes.

      There are definitely not necessarily in opposition.

    4. The way a child learns how to make decisions is by making decisions, not by following directions.

      Bit of a Yes, And here. Role-modeling seems a powerful way to expand healthy decision-making capacity. Notably absent from my language here: teaching. I think I'm trending to more narrow usage of the term, and more narrow usage that perhaps excludes the idea that "decision making" can be taught.

    5. many parents are not ready to give up complete control over what/how their child learns.

      (Pssssst. They never had complete control.)

    6. autonomous learning strategies

      These "strategies", unless they're more narrowly defined than their parentheticals admit, are arguably present in plenty of classrooms in the ostensibly non-autonomous status quo.

    7. are competent partners in the process of learning

      Axiomatically? This is a murky statement, subject to an ocean of nuance in most all of the terms the sentence uses.

    8. Autonomy is often conflated with freedom by parents educated in more traditional, structured environments, but it actually means self-governance or self-direction, as opposed to being directed or driven by external factors like teachers or curricula.

      Not quite. This seems to sidestep discussions of structure and its importance and the role of adults in provisioning children with said structure.

    1. and using which new app?

      Really? Not where my brain went.

    2. “When you had a problem like this in the past, what did you do that worked?”

      This seems dangerous because it assumes an ability for the person to recall an analog that they experienced as successful. Maybe there is none--and if so, you might end up making salient some experiences of incompetence.

      Compare with: "Can you think of a time where you succeeded in solving a similar problem? (If answered in the affirmative:) What worked in that situation?"

    3. a climate of continual judgment

      This would indeed be unpleasant and undesirable if what you're describing were the only way to view this sort of feedback.

      But there's the possibility that feedback is experienced as informational rather than judgmental--and that can make all the difference.

  4. Nov 2019
    1. In one study, we simply asked students, “How are you? A woman, 18 years old and attending a university, responded, “I’m not OK.” When we asked why, she said, “I haven’t eaten in two days.”

      Holy mackerel is that a hell of a McGuffin. (I don't think I'm using that word correctly, but I'm gonna leave it.

    1. and challenge the disciplinary competition and fragmentation that has long characterized the academy.

      Buckminster Fuller and Great Pirates.

    2. multi-semester

      Included in some projects could be considerations for how a project might be handed off to students in subsequent iterations of a course.

    3. This “slowness” does not signify “inefficiency,” “smallness,” or “ineffectiveness.”

      I'd suspect that this "slowness" is orthogonal to these—one can have both efficient and inefficient slowness, for example.

    4. Yet, if there is one sector of society which should be cultivating deep thought, it is academic teachers” (xvii).

      This has some pretty sharp assessment implications. If we should* (in order to best support learning/students) slow down educational processes, then I'd think class size reductions would be in order. Because what's the right magnitude of "slow" for reading a student's paper?

      Edit: Of course, one way of accomplishing this might be to assign only one paper for a course, with the slowness coming from an extended composition process.

    5. innovative


    6. govern

      Do they govern, or is it more contingent? More of an instantiation?

    7. across the undergraduate experience.

      See the distinction between most institutions' "minors" and Grinnell College's "concentrations."

    8. prepare

      I think I prefer maybe "acclimate" and "orient," both of which do less to separate the immediate experience of the students from larger experiences that transcend institutions.

  5. Oct 2019
  6. radicalscholarship.wordpress.com radicalscholarship.wordpress.com
    1. The more I taught, the more I recognized that my role as a teacher of literacy was about power and human autonomy.

      Heart heart heart.

    1. as individuals

      It is a sadness and a resentment that I don't think any of my institutional educators engaged me as much of anything but a student. There are some exceptions, but they seem small. I do not have and have never had, I'd say, a mentor.

    2. Access, inclusion, design all have to fall together in favor of community, of dialogue, with content being no more than the field upon which those play.

      Finite and Infinite Games.

    3. And yet I think I’m after Babel.

      I'm a little fuzzy here on meaning.

      Post-Babel? In pursuit of Babel?

    4. all with different backgrounds and needs,

      Though SDT might offer a framework for situating embodied needs--deficit-based needs (I'm using this term here as technical term related to self-esteem rather than its typical use in the education discourse)--within a universal set of psychological needs common to all humans.

    5. alone

      I think I disagree with this. Not because its referent is wrong, though, but because I'd probably stand behind the idea that no learning is done alone, with "alone" (and its opposite) being metaphors. Maybe I'd use the word isolation?

    6. In other words, how do we design not a curriculum or a course, but a community?

      I'm uncomfortable with this idea--even as I think it's entirely a direction I want this piece to be heading. I think my discomfort is with the idea that communities can be designed. I think features--structures--of communities can be designed, but I would also lean towards categorizing a community as an emergent property arising from those features, rather than the structure itself.

    7. Where

      Spatial metaphors may not serve us--or rather, transcending them (while still using them where appropriate) may serve our goals here.

    8. Which is also something schools can be good at, when open to diverse and marginalized and nontraditional communities.

      Schools do this--regardless of whether they do it for all groups. In fact, the fact that they accomplish this so "well" (I'm thinking of Ivy League secret societies) for some is evidence that they could do better at it for all.

    9. generative

      The concept of generativity continues to draw new lines to stars in my conceptual constellation. Well--that's note quite right. I'm the one drawing the lines, and generativity continues to receive new ones.

    10. and unassessable

      Creating Incommensurability could be a nice title for a post.

    11. rules

      Rules already presuppose a particular relationship of power and enforcement.

    12. with no real connection to a university or campus, or the communities that occupy those spaces.

      There's probably some useful relevant ideas in the space/place paper from my grad class with Derek Furr.

    13. bound

      I think I like the word constrained more here. I'm not entirely sure why, but I think it might be tied to "bound" sometimes having the connotation of inevitability. 'Constrained' seems more likely to foreground that the sources of those limitations are contingent on human decisions.

    14. And more, we should be doing this.

      If we want to serve our students as effectively as possible.

    15. In other words, can we give online, distant, and non-traditional students the journey Erik Gilbert pines for? And if we can, would that change what online learning looks like? Would that alter or confound the offerings of the OPM?

      I have a guess which is more likely.

    16. toward creating alumni who have pride in their alma mater,

      I am cautious about this. I think historically much of the pride people have--especially the pride of sports--is a flavor of conditional regard. Pride stemming from "my school was better than yours." But I also read that as contingent self-regard... my pride is contingent on this belief, and would collapse if that belief were shattered.

      Maybe what I'd look for is a sense of satisfaction (or pride from the belief that the institution cared for and nurtured students' ability to come to that satisfaction).

    17. can forge themselves into ethical subjects in the context of their lives as hybrid learners and complicated human beings.

      Love this.

    18. technical or in quantitative terms
    19. as much as faculty, pedagogues.

      If not consciously, tacitly. That goes for both.

    20. technicist

      Reductionism in the service of de-skilling the profession—the better to maximize profit. But you have to design with tolerances, if you're going to do that. And the parts that don't measure up? Toss them and get a new one.

    21. it diverts the action of teaching away from those traditionally tasked with it by presuming that faculty need to be persuaded that being professionals can be “exciting and challenging.”

      Yes. And my other concern is that it resumes a likeness between engineering and teaching that I consider perilous—not just alignment with commercial interests, but alignment with scientism narratives of simple cause and effect relationships. Analogs to load bearing walls, where you just need to make sure you have the right number of struts and everything will be okay. There's an adjacent word, architect, that has some of the same resonance with skill, but also draws some of the same ire, because it's about more than distributing load amongst supports that are known quantities.

    22. What we are seeing, what we have been seeing for a couple of decades now, is a shift away from a curiosity about how learning happens, and the expertise of those whose teaching is their research, and toward a technicist approach to education and pedagogy.

      I think this mirrors a greater emphasis on education as an instrumental rather than an inherent good (e.g. employability arguments). This is the kind of motivational crowding I think SDT answers so effectively. Which isn't to say that instrumental values aren't entirely valid, but maybe to be more specific about what I'm trying to get at here, the kind of instrumental values are controlled (rather than autonomous/self-endorsed).

    23. financial diversity

      What exactly is financial diversity? Varying income streams? (Probably.)

    24. out-sourcing

      Robin DeRosa's Keynote at DPL 2019 centered around commentary around outsourcing.

    1. A wireless keyboard available in a classroom can work just as well [as a smartboard], as can simply having people talk to each other and write down the upshot of their conversation.

      This is reminding me of the trichotomy theory (I think that's what they called it?) of something being neither greater than nor less than nor equal to--which strikes me as an appropriate description of the three different technologies mentioned in this sentence (the last being a pencil and paper summary).

    1. but never my pedagogy.

      Is this being represented as a positive?

    2. "On page 8, paragraph 3, line 8 of the Student Handbook, it states that if all of the first-class seats on all of the nonstop flights to a student’s hometown are booked then the student is fully entitled to demand that their professor create an online exam to be taken anytime during the following semester"

      Seems like a strange thing for a handbook to say, but if it's in there, seems kosher. More seriously, negative judgments attached to a student's request for instructors to follow administratively determined policy seem strange. Presumably those administrative determinations are codifications of institutional values?

    3. Gives too much feedback to instructors


    4. Skipped too many classes: student did not pass


    5. with the same deferential respect he receives from his colleagues,

      ... more Kyriarchy.

    6. McContingent


    7. crystal-clear grading criteria


    8. Attendance, with the lowest rating being Dismissed from the course for failing to meet the university’s attendance requirement.

      Again, FERPA.

    9. purchased and brought the book to every class but with no visible cracks in the spine,

      Takes good care of the book? (Which is, in the grander scheme, moralistic value neutral.)

    10. (2) Level of Effort Exerted (extraterrestrial, semi-extraterrestrial, subterranean or alien)

      Effort isn't quantifiable, I'd argue.

    11. How could such a website be anything but a win-win for all?


    12. students know far more about their instructors than their instructors will ever know about them.

      Seems like a design challenge for instructors--what systems can be put in place to come to know students? (Ironically, the general thrust of this satirical article is a barrier as shaming motivates hiding behaviors...)

    1. inclined toward rudiments, toward direct instruction, toward autonomy, whereas campus learning is framed as intimate, nuanced, communal.

      I think implied in these lists is a contrast, but interestingly there's no opposites included here. You're not claiming online as individualistic, even if campus learning is "communal."

    2. toward autonomy

      Toward autonomy in what sense? It seems to me that representations of online, including many of yours, seem to cast it as structurally limiting autonomy. The LMS in particular presupposes or assumes certain kinds of relationships and pedagogical moves unlikely to be endorsed by students and educators alike.

    1. Much like the faction of men who seem to only be able to relate to feminism through their daughters, your EOA may only be "equal opportunity" so long as their women coworkers are unthreatening and unimposing.


    2. or in removing team members who refuse to be coached.


    3. If you're in a senior leadership position, you're in a great position to work to fix this common problem!  First, remove the idea of an EOA from your diagnostic toolkit.


    4. Get curious instead of combative.

      This seems of general value--a kind of mirror of the problem, perhaps? Curiosity over combativeness may help all managers, but especially URG managers?

    5. The real bummer of this is that your URG managers will not be able to fix this themselves, by virtue of having been pushed above the "unable to do my job" threshold.  Their hands are likely tied--they can't coach team members that refuse to accept them as a coach, and they can’t change team members that refuse to hear they have much to change. 

      Nasty problem.

    6. Graph showing equal height bars for pushback total (y-axis) for both URM and non-URM managers. Both bars below “unable to do job” threshold.

      Hell yeah captioning to promote accessibility.

    7. You should have just enough.

      Easy to say, but phrasing like this risks circularity. Still worth saying.

    8. But if one side pushes back too much and refuses to hear or trust the experience of the other, you'll miss out on the middle ground to which these opposing voices were supposed to get us.

      NVC / The Anatomy of Peace territory.

    9. Even if your EOA mistreats everyone equally, your employees from underrepresented groups (URGs) are still going to be disproportionately harmed by it. 

      Seems right to me.

    10. "equal opportunity" asshole (EOA).

      Orthogonally related to Schroedinger's Asshole?

    1. Maybe, then, Obama will be remembered for the fact of his election (though he and senior adviser Valerie Jarrett claim that getting a black man elected was nothing compared to getting the healthcare bill passed) and creating a brand of neoliberal multiculturalism for party elites to use and enjoy in years to come. Yet the defeat of Hillary Clinton in 2016 and the failure of Kamala Harris to dominate the 2020 campaign threaten that inheritance.


    1. naturally

      Nope nope nope nope.

    2. The most amazing thing on the planet is that every single one of these children with these brains goes into the world, and from tiny scraps of information figures out how that world works and changes the world.

      What I'm reading into this (or out of?) is trust in organismic development, which is of course part of OIT.

    3. But the general picture is that the new technology’s advantages have outweighed their disadvantages.

      Disagree. Not to say that I believe the opposite--I just don't think this is perhaps a human answerable question. The better/worse dimension here also places things on a simple number line (though it may not have an interval scale) where I'd say the larger part of the answer is qualitative.

    4. The technology of reading made people more isolated, less collective.

      Did it, though? It enabled connection to distant others in a way that was previously impossible.

    5. That’s what it means to be human.

      I don't love this as a totalizing answer--particularly when there are still uncontacted groups of humans that may not see any generational changes in technology whatsoever.

    6. One of the morals that comes from the science is to expose children to lots of different caregiving, lots of different grownups functioning in different ways.

      To a point.

    7. Children are more sensitive, more subtle, and more accurate in learning than we ever would’ve thought.

      Sensitivity as a valuable resource.

    8. designed for 19th-century factory workers

      Such a trope I'm not sure it's useful due to its baggage. Is there other phrasing that might not have this problem?

    9. if we were a civilized country

      Zeroth World, am I rite?

    10. For the first time in history, we have parents caring for a child when they’ve never done it before but have spent a lot of time going to school and working.

      Ooooof. Yes. Of course, "For the first time in history..." here perhaps means the last, oh, 10,000 years.

    11. The context in which we evolved to have children learn by play and observation was one where there was a big extended family in the proverbial village: lots of grownups around, lots of opportunities to see what grownups were doing, lots of grownups who were committed to caring for each particular child.

      And perhaps a different adult-to-child ratio than we see in most present child-development situations these days (more adults than children at any given moment).

    12. and create a system that’s resilient enough that when things change, the garden can adjust in very unpredictable ways.

      Seems like we have relatively little control over the resilience of these systems. Maybe fertilizer, but it seems that much of the time we're adding fertilizer to continue unsustainable practices.

    13. unconditional

      There's a lot of people who don't know to do with this word.

    14. such as letting a baby cry it out or co-sleeping

      Waaaaaaaait a minute these seem like possibly very important decisions à la secure attachment...

    15. There’s not very much evidence that any of the intentional minor variations in what you do as a parent make much difference in how children turn out in the long run.

      Seems perhaps an improvable claim to begin with. There being a lack of counterfactuals and all... As such, this seems both trivially true and trivially false.

    16. Rather than viewing parenting as an activity or skill to be mastered, adults should simply be parents.

      Yes. This too. I can pretty close to 100% accept parenting as something that is neither an activity nor a skill--perhaps an outlook, or a relationship (that corresponds to an outlook). Blah blah blah Max van Manen Blah Blah Blah.

    17. Gopnik musters all this evidence in an attempt to persuade parents and educators to stop trying to mold children into adults with some desirable mix of characteristics, the way a carpenter might build a cabinet from a set of plans. Instead, we adults should model ourselves on gardeners, who create a nurturing ecosystem for children to flourish, but accept our limited ability to control or even predict the outcome of.

      Yes. I like this analogy. Better hope there isn't a drought.

    1. At its core, the plausibility of having a dignified career in higher education has eroded for the same reason that everyone from skilled manufacturing workers to cab drivers to writers have woken up and found that their slice of the American dream has been canceled: if money is everything, and everything is a business, then full-time jobs must be taken off the books as fast as possible.

      Hard hitting sentence.

    2. Once, a student saw her on there wearing her college ID, and told her she must not be a very good professor if she was forced to ride the bus.

      Hurt people hurt people.

    3. Ironically, the union campaign itself provided the collegiality, communication, and sense of community that so many adjuncts craved when they entered academia, but could not find at their huge, impersonal institution.

      Potential application of my earlier "isntitution" typo?

    1. ‘Success’ is measured in smiles.

      Not quite this either. I wouldn't want to send the message that we should develop and deploy face recognition technology that records and counts smiles during class.

    2. Those “I’m so bad at languages” comments that we hear from other adults when we mention our job, those comments are on us.

      Wellllllllllll, I mean, they're also on an educational macro-system that strengthens and reiterates these implicit messages about performance and achievement...

    3. I’m not making this up… the limited research around the motivational pull of CI and TPRS storytelling teaching is very strong.

      "Limited" and "Strong" though not opposite are contradictory in this context.

    4. no matter how hard I tried.

      This framing risks control-based/objectifying thinking--"If I try hard enough, I should be able to make them interested."

    5. even though I knew my lines, I had practised and drilled those role plays, the German locals did not know theirs!


    6. I’m still at under 1% of responses listing worksheets or practice drills as activities they felt helped their learning.

      Ooof. And students will not have perfect insight into what's helpful. But that thought draws its own criticism, which evokes that (Harvard?) study on learning critiqued by Jesse among others.

    7. As a teacher, how should we measure ‘success’ in our classroom? Progress? Engagement? Learning? Unfortunately, the standard way to judge or quantify how successful you, your methods or your students are, is through ‘achievement outcomes’ or, more simply, ‘results’.

      I don't think there's much that's simple about "achievement outcomes" or "results"... (tough there doesn't seem to be much recognition of these as complex things...

    1. that there is an organic tendency or will toward organization

      OIT--going to have to go back and re-read this...

    2. As with Julio Diaz, to speak compellingly of that world, you have to have seen it.

      I think I have.

    3. When we begin to heal those and no longer see through the lens of good guys versus bad guys, us versus them, good and evil, right and wrong, then it no longer feels good to use those words. They feel like lies. They feel inconsistent with who I am and who I want to become.

      Inconsistence/incoherence are words that I think have a lot of relevance here, for sure. This seems related to memetics.

    4. The point here is not to set ourselves up as the language police. Changing the words we use is not enough. As anyone knows who has studied Nonviolent Communication, the NVC formula can be used very violently.


    5. They have to sense that you're not trying to attack them, and you trust them, you trust their basic goodness.

      I'm not doing well with this at a basic level in some close interpersonal relationships at the moment.

    6. Energy that had been bound up in defending and upholding a self-image is liberated, and you feel a lightness and a new clarity of vision.

      I want a word other than shame to describe this.

    7. Judgements are a cloud,

      Judgments of worth are a cloud? I wonder if maybe they're hubris? These invitations are also stemming from judgments, just qualitatively different ones.

    8. What story informs their belief system
    9. It is that the energy of anger is neutralized

      Or even harnessed, repurposed, put to beautiful work.

    10. Are you willing to hold as lightly to your rightness as you wish them to hold lightly to theirs?

      I'm good at this sometimes.

    11. Sacrificing Winning

      Echoes Brad Reedy.

    12. they choose an unflattering photograph too.

      I've long since noticed this and find it unhelpful.

    13. It feels good,

      Part of the memeplex--though perhaps the combination of cognitive and affective elements/dimensions may benefit from a superstructure relative to a memeplex.

    14. And how can I participate in the evolution of those conditions?

      I love this framing.

    15. reflexive


    16. intimately

      And innately.

    17. it kills the weeds once and for all.

      Gene drives.

    18. We never ask, “Why does Brutus want to kidnap Olive Oyl?”

      Also, sometimes the knowledge of deeper causes doesn't change the surface features of our response. Force may still be required to rescue Olive Oyl, but that force will be subtly qualitatively different.

    19. allows the deeper causes to go unexamined and unchanged.

      There is danger here in merely substituting "deeper" symptoms as the legitimate aim of war.

    20. Marduk

      Hoooooold up. I just encountered Marduk in Snow Crash.

    1. an article in the S&B

      Is it just me or does this link not... link... to the intended page?

      Edit: It does not. It got conflated with the below link on shuttle schedules. Maybe it was supposed to be this one?

    1. I find myself forgetting to exercise empathy

      Does it require conscious triggering?

    2. must

      Same as above re: must.

    3. where agency is situated

      I think we should be more uncomfortable with any framing or concept of students that doesn't recognize their inherent agency, separate from whatever our thoughts about their agency. The passive voice here does move away from instructor agency dominating, but not as far as I want it to. Maybe: "There is also cognitive dissonance in designing courses that recognize and validate the agency situated in learners..."

    4. real-world impact.

      I think I will always prefer "larger world impact" to real world impact.

    5. and society

      Myth of the Separate Self. This is a place where interbeing shows through (or where I want it to, though the language shift might seem stilted).

    6. instructional designe

      Are you gravitating toward "Learning experience designer"? I've heard that bandied about.

    7. I have worked as an instructional designer who rejects the concept of instruction.

      When you put it that way it doesn't sound so easy.

    8. not what the instructional designer can do with the technology, but what affordances of the technologies can be leveraged by putting them in the hands of the students for the construction of artifacts with real-world impact.

      I'm thinking OER.

    9. For instance, in the courses described above there were readings and videos every week, but they were not presented as “content” to learn, but rather as “setting the stage” material. They provided a background, a starting point, and an atmosphere.

      This reframing is what I'm here for.

    10. must

      This language inadvertently obscures the source of the "must"--that it's an institutional requirement tied to job expectations.

    11. When learners have autonomy and authority over the goals, processes, roles, and nature of the artifacts, those artifacts take on personal significance.

      You have to have read some works related to SDT.

    12. optimal

      I'm growing away from wanting to use this word. In part because I have less and less of a handle on what it means.

    13. embodied cognition.

      This is another possible Lakoff connection, I think, but I haven't read that book of his.

    14. Assessment is not about mastery of learning objectives, but a reflective practice.

      Assessment contains multitudes.

    15. and features of their environments such as tools, resources, language, social structures, and so on.

      I think we underestimate our ability to play a role in shaping all of these--especially social structures. But also overestimate? Influence, facilitate; not control, dictate. Maybe what I'm getting at is that many of what are currently unconscious or flippant decisions have more impact than we realize while our conscious efforts at control have less. (That's not quite right either--but I worry that conscious efforts are often misguided.)

    16. Learning is context-dependent.

      An underrated and under-explored idea.

    17. Piaget, Vygotsky, and Bruner.

      We're missing John Dewey in this list.

    18. my approach is not “instructional design,” but “learning environment design.”

      This is the direction I want to grow into as well. Which is maybe unsurprising, since this is a shift toward ecological thinking.

    19. in its entirety.

      What does entirety entail?

    20. The dominant metaphor

      Nice Metaphor kick, HybridPedagogy.

    21. problem-based

      I wonder if there's a layer that's deeper than the "problem-based" frame--I'm thinking of a "hope-based" one, where our hopes for the world shape the way we read problems into contexts (or not).

    22. Trojan Horses for emancipation

      This is an interesting choice of metaphor. It hearkens back to a violent conflict--conquering and sacking a city--but is here used (I'm imagining) completely separate from that origin. I wonder, however, whether it can be fully separate from a meaning tied to a lack of knowledge (and consent) on the part of the person receiving it. Trojan Horses, for me, stand apart from self-determined action, so I doubt I'd choose this metaphor.

      That said, I think the idea of subtle and implicit invitations to step into new and better relationships with the world absolutely matches with the larger project here.

    23. The Children’s Machine

      Sigh. I'll get there.

    24. mirror the face-to-face lecture/textbook/exam versions.

      Much of my thinking has been about how to renovate face to face.

    25. designed to “teach” rather than to facilitate learning.


    26. With the rapid expansion of online learning over the last decade I have witnessed a tendency to translate classes into online modalities with designs closely resembling those of the face-to-face classes.

      But... Online is just like a horseless carriage, right?

    27. agentic, autonomous, self-directed learners.

      Now this phrasing certainly has my attention piqued, given I've been reading about agentic engagement as a new addition to Self-Determination Theory constructs. (Plus dissatisfaction as a new need state, but I wouldn't guess that's as directly related here.)

  7. Sep 2019
    1. Otherwise, who needs a contract? Otherwise, what good is one?

      The obvious answer to these questions is that someone might be untrustworthy... But in education, it seems like that's an occasion for problem-solving, because the reason will be idiosyncratic.

    1. easiest

      Is it clear what will be easy? Will the same thing be easy for all students? (Unlikely.)

    2. higher-level

      The hierarchical conception of learning (Bloom) doesn't seem right to me.

    3. Let’s admit that, right now, our grades have little connection to outcomes. Students earning an A may have achieved all the outcomes of a course, but what about those getting a B, a C or a D? Did they achieve some outcomes and not others? If so, which ones? Or did they achieve few or none at an acceptable level? Even so, they passed the course.

      This much I can agree with.

    4. If you choose, you can even let students earn tokens by submitting satisfactory work early, successfully completing additional assignments or doing whatever you’d like to reward.

      Behaviorism. Simply base behaviorism. Plus, not much thought for the intersection of privilege and academic expectations. How about students who have less time to devote to coursework due to financial pressures? All of a sudden, your grading scheme replicates larger inequities.

      The uncritical use of phrasing like, "or doing whatever you'd like to reward," also grates on me terribly. Students as objects to be acted upon by professor-as-knower.

    5. hand in an assignment 24 hours late without penalty or to take a makeup exam.


    6. a virtual-token economy

      Right, because economics (rational actor theory, commodification, etc.) is what we need more of in education.

      I'm positively salty at the moment in response to this article--maybe because it's adjacent enough to things I think are vital that I have higher hopes/expectations to be dashed.

    7. Maybe we’ve gone too far with lowering the stakes of our assignments and tests.


    8. increases student motivation

      Single dimension conception of motivation...

    9. If your objective for an assignment is creativity, simply provide loose specs of the various ways that students can demonstrate their ability to explain and apply the material -- such as a 20-minute informational video or dramatic performance, a four-minute original musical performance, a 15-page short story or an eight-minute persuasive speech.

      This is... bad. Those are forms (video, dramatic performance, musical performance) but it seems of dubious possibility that "loose specs" can really capture what it means to "demonstrate" the "ability" to "explain and apply" the material.

    10. All you have to do is lay out that formula or whatever part of the formula is important for your students to learn and follow. If you’re bothered by late work, you can include on-time submission among the specs, too.

      This doesn't seem to be a serious grappling with the issues of grading given this cavalier attitude toward adding timeliness to grading criteria.

    11. You must write the specs for a complex assignment very carefully, clearly and thoroughly.

      This perspective doesn't seem to allow for emergent properties of learning, particularly as they relate to writing on a particular topic, with needs for structure related to the unique content of said topic. This also locates the generation of "specs" in the educator.

  8. Aug 2019
    1. a way of seeing

      My use of this phrase is highly influenced by the concept of collusion as it appears in The Anatomy of Peace (this blog post is a decent overview).

      Also, as much as I'd like to move away from a metaphor that relies on reference to ableness not shared by all--and which casts (or risks casting) blindness as bad--I don't seem to have found a satisfactory alternative. Suggestions welcome.

    2. risking disappointment, resentment, and doubt if those expectations are unmet;

      Above and beyond a course where those expectations weren't set in the first place, that is.

    3. to convince

      This phrasing is why I describe the position here as disempowering--assigning students to the position of direct object in the sentence (grammatically/linguistically speaking) is to act upon students. Other examples: "make my students..." and "get my students to..."

      That this phrasing is pervasive is all the more reason to resist it. Though it's something else that invites our humility--with lots of practice and intention in avoiding this language, I still use it from time to time.

    4. Adam Heidebrink-Bruno’s Hybrid Pedagogy article

      It's hard to overstate how close a companion his article is to mine.

    5. When should a syllabus be a warning?

      This links to a tweet (and a Twitter user) that appears to no longer exist. The gist: If a professor is a mandatory reporter for things like sexual assault, they should disclose that fact in their syllabi.

    6. Other metaphorical frames

      Hmmmmmmmm. What, pray tell, is this link to?

    7. Reading these books, listed on the syllabus? Inside, a part of, necessary for the course—ignore the mandate and you will be sanctioned, graded down. Reading those books, not listed? Extracurricular, supplemental, separate from the course—maybe encouraged if relevant; not required.

      Some of my comments from the discussion on this section:

      "I think this is more of an entreaty. Imploring is another word that comes to mind. The reduction of the infinite to the finite is a source of sadness. I think this is a moment where my critique of the contract paradigm takes (tries to take) the form of a plea for resistance to that diminution."

    8. Your syllabus need not look like a contract to be one.

      I think we should be careful not to see “black text arranged on a white page with no thought to design” as ineffective. An expansive view of design (or one not unnecessarily narrow) would be quick to recognize the contributions referenced at the top of this article, some masquerading as simple “black text” — or even blank space — as (potentially) profound changes.

    9. relevant aspects of contract law

      For example: consideration, recision, offer, acceptance, competency, representations, terms, obligation, conditions (both precedent and subsequent), warranties, breach, remedy, duty to read, risk allocation, and relief, among others.

      This list courtesy of a conversation with my father, a lawyer.

    10. Hello! Welcome! I thought it'd be fun to add a dimension to the article via Hypothesis annotation.

    1. Another student told the New Times that the professor raised the QAnon topic “out of nowhere” and was just “babbling” about it throughout class. The students told the New Times they didn’t really care that their professor used class time to talk about his conspiracy theories. “It’s a chill class because he goes over the quizzes with us,” one student said. “It’s weird though, because you have politics being spouted at you for an hour instead of being taught actual English stuff.”


    1. is it reasonable to expect all or most of them to understand and apply academic citation well before they have determined their major, the discipline that will dictate what citation stylesheet and writing conventions matter?

      I'd answer no.

    1. There are two forms of motivation observed in human behavior, intrinsic and extrinsic.

      (5, unless you count the two forms of amotivation...)

    2. Reformers like Mann believed that hierarchical rankings would motivate students.

      Sure might (will for some students). What kind matters, though.

    3. of the human brain.

      What's the brain got to do with it? I'm tempted to say that it's more about mind--which is more subtle of a distinction than this annotation probably makes it out to be.

    1. Both approaches give students greater ownership over their grade and the way that it’s awarded; grading becomes, to whatever degree possible, a collaborative venture.

      Who holds ownership by default?

    1. it is not always best to create those strong incentives.

      Framing things around incentives preserves a kind of rational actor theory approach.

    2. There is something to the argument. The better your measure of some outcome (be it test scores, crimes solved, patients cured, or what have you), the stronger are the incentives you can create for that outcome to be achieved.

      This ignores motivation quality as a factor.

    1. I am not scared to meet my bodymind’s needs in front of my students.


    1. Should we have critical conversations about shame and vulnerability? Should we be seeking to be courageous in our willingness to connect with each other? Of course. But that cannot and should not happen without acknowledging and first centering on the institutional and societal shame that has been unfortunately embedded into our society, including our kids. Our students are children. They didn't wake up with shame—people and systems created a world that puts shame on them. We must actively work not to "fix" students, but to uproot and undo the systems that try and shame us, and move toward a world rooted in love and care. That is a battle that I'm willing to wage with my students, moving all of us toward a better world overall.

      I like the ending of this.

    2. She is talking about a quote from Theodore Roosevelt that Brown often cites, about how only those who also are willing to enter "the arena" with you deserve to critique the work you're doing.

      I think Sara Goldrick Rab took this position.

    1. What form will the language of criticism and hope look like if it is to address the everyday lives of people caught in the grip of neoliberal common sense?

      Sacred Economics. The More Beautiful World Our Hearts Know Is Possible. Climate: A New Story.

    2. Why did I sit in classes teaching me about the merits of our history and our civilization?

      Attributing this to schools is a pretty stark example of schools as political--in what I'd call an unacceptable direction.