18 Matching Annotations
  1. May 2021
    1. build and maintain a sense of professional community. Educator and TikTok user Jeremy Winkle outlines four ways teachers can do this: provide encouragement, share resources, provide quick professional development, and ask a question of the day (Winkler).

      I love all of these ideas. It's all-around edifying!

  2. Apr 2021
    1. is the fear of putting our work out there in the world.

      Sometimes creation is for us, I think, and sometimes things need to be out. How do we know which are private and which iarefor the world?

    1. Problems with accessibility and considerations of disability that are specific to online teaching and learning;The way in which traditional teaching methods and approaches tend to gloss over trauma or ignore it completely;The fact that so many college students are hungry or homeless while still trying to get good grades;The general lack of good digital pedagogies that reinforce and hold up the human person and their needs;The overall dearth of solid, meaningful professional development available to faculty—professional development that goes beyond the advice about putting images in your course and creating video lectures, and that really tries to tackle what it means to teach online.

      Evergreen concerns in online ed, even after covid is over (or more manageable).

    2. A teacher can remain at the front of the room and also empower students to grasp hold of their agency and take control of their learning.

      And, not or.

    3. Silence has power and silence has vulnerability. That person maintaining the silence wields the power, and that person waiting on a response is subject to that power. Knowing that, critical pedagogy looks at the relationship between the silent person and the person listening for an answer for clues about agency, oppression, and what change might be needed to make that relationship more democratic.

      Important to think of what we're communicating, intentionally or otherwise.

    4. It may seem that the pedagogist sits back and scans the horizon of education for new things to talk about, but that could not be farther from the truth. The critical pedagogist is one whose practice undergoes constant revision in the interests of creating greater and more effective means for students, and other humans, to thrive.

      Really great reminder that humanity and flourishing are the end goals; not cool ed tech.

    1. Twenty-two participants (4%) also noted a shift in mindset from passively awaiting training towards active ownership of their professional growth

      So important to model, consciously or not, for our students!

    1. These interactions are Faculty to Student, Student to Content, and Student to Student.  

      Teachers interested in this might enjoy Ross C. Alexander's (ed.) Best Practices in Online Teaching and Learning Across Academic Disciplines.

    1. They get good grades, but they can’t retrieve the information; it’s difficult to discuss the next day, a week later. And so I thought, there’s really a disconnect going on here.”

      I know I've experienced this myself as a PhD student - it's easy to ace quizzes but leave with nothing (other than notes I may not look back at).

    1. We Instead of You. Use the first-person plural when possible. Statements of we and our are more powerful than you and your, especially when talking about negative behaviors or tendencies. The first person comes off as far less accusatory. Think of it this way: we’re writing peer-to-peer—we are not gods.

      This makes so much sense - colleagues and fellow sojourners instead of a lecture.

    1. Not only is it kind to do so, but it creates a mini-relationship with people who will be key to our success.

      Online analog could be getting to know the help desk/tech support/instructional designers prior to the course launching. Or, at least familiarizing yourself with what to do when those issues pop up!

    2. Finally, arriving early enables us to make contacts with early arriving attendees.

      Online ed analogy could be reaching out to students via email or phone prior to class start date.

    1. This would be useful to share with students. If they know that more complete notes will result in better learning, they may be more likely to record additional information in their notes, rather than striving for brevity.

      I'm also realizing that when I take notes I more quickly realize what I don't understand. That used to be a frustration source for me, but now I'm realizing it's part of learning. I know what I don't know more quickly when I take notes.

    1. Don’t worry about making students do a new activity or learn a new tool, just annotate the texts yourself for their benefit. This is a very real way to be present in their learning when you can’t physically be in the same place.

      Great for asynch and to add your "voice" and personality for the students.

    2. see how they make use of the digital margins.

      I love this idea of just seeing what emerges. The collective wisdom and creativity of a cohort could lead anywhere. (However, often it seems to lead nowhere. Any tips?)

    3. for any digital text, collaborative annotation with Hypothesis puts us all on the same page

      Another bonus, I think, is giving students (and profs) time to reflect and think. Synch video doesn't give that option, and can also discourage deeper thinking because quick talkers are rewarded. It's more like a game show than a discussion.

    4. A crisis like this isn’t the time to add complex, unfamiliar practices into people’s lives just when they are struggling with daily logistics.

      I think this is a really important factor to weigh when implementing any new ed tech. It's true that the tech may meet our goals and enhance student learning, but that may only be the case if everyone has the time and energy to learn the new tech. Timing is important!