3 Matching Annotations
  1. Mar 2023
    1. In the fall of 2015, she assigned students to write chapter introductions and translate some texts into modern English.

      Perhaps of interest here, would not be a specific OER text, but an OER zettelkasten or card index that indexes a variety of potential public domain or open resources, articles, pieces, primary documents, or other short readings which could then be aggregated and tagged to allow for a teacher or student to create their own personalized OER text for a particular area of work.

      If done well, a professor might then pick and choose from a wide variety of resources to build their own reader to highlight or supplement the material they're teaching. This could allow a wider variety of thinking and interlinking of ideas. With such a regiment, teachers are less likely to become bored with their material and might help to actively create new ideas and research lines as they teach.

      Students could then be tasked with and guided to creating a level of cohesiveness to their readings as they progress rather than being served up a pre-prepared meal with a layer of preconceived notions and frameworks imposed upon the text by a single voice.

      This could encourage students to develop their own voices as well as to look at materials more critically as they proceed rather than being spoon fed calcified ideas.

    1. Stroebe, Lilian L. “Die Stellung Des Mittelhochdeutschen Im College-Lehrplan.” Monatshefte Für Deutsche Sprache Und Pädagogik, 1924, 27–36. https://www.jstor.org/stable/44327729

      The place of Middle High German in the college curriculum<br /> Lilian L. Stroebe<br /> Monthly magazines for German language and pedagogy (1924), pp. 27-36

      ... of course to the reading material. Especially in the field of etymology it is easy to stimulate the pupils' independence. For years I have had each of my students create an etymological card dictionary with good success, and I see that at the end of the course they have this card box ...

  2. Jan 2023
    1. Around 1956: "My next task was to prepare my course. Since none of the textbooks known to me was satisfactory, I resorted to the maieutic method that Plato had attributed to Socrates. My lectures consisted essentially in questions that I distributed beforehand to the students, and an abstract of the research that they had prompted. I wrote each question on a 6 × 8 card. I had adopted this procedure a few years earlier for my own work, so I did not start from scratch. Eventually I filled several hundreds of such cards, classed them by subject, and placed them in boxes. When a box filled up, it was time to write an article or a book chapter. The boxes complemented my hanging-files cabinet, containing sketches of papers, some of them aborted, as well as some letters." (p. 129)

      This sounds somewhat similar to Mark Robertson's method of "live Roaming" (using Roam Research during his history classes) as a teaching tool on top of other prior methods.

      link to: Roland Barthes' card collection for teaching: https://hypothes.is/a/wELPGLhaEeywRnsyCfVmXQ