Learn more about Jennifer Hardwick on her KPU English faculty webpage.

A group of educators will be annotating this post together as a part of the 17 Sep 2021 AnnotatED workshop with Dr. Rajiv Jhangiani, as a part of his OLC Accelerate 2021 keynote. Join us annotating here, at the workshop live, or viewing the workshop recording afterwards.

Dr. Jhangiani collaborates with this post's author, Jennifer Hardwick, in the Teaching & Learning Commons at Kwantlen Polytechnic University.

I'm seeing a space of opportunity in the way we map and plan at the intersection of knowledge practices — like teaching and learning, research, publication, archiving — and tools. I'm thinking about ways we can use practices like Jennifer Hardwick outlines here to map and plan in new ways that emphasize human activity and connections rather than technologies.

What spaces of opportunity are you seeing?

Although I'm not teaching at the moment, I have collaborated on some Open Pedagogy activities, most fulsomely on what we've been calling "Open Learning Experience Bingo", a tool you can use to think about the "openness" of educational activities. I also gave a lightning talk about the bingo if you'd rather watch than read.

Do other readers have examples of open, UDL, or — new to me — appreciative inquiry practices they've been experimenting with or thinking about?

This is a pretty impressive list of initiatives above. It would be great to have people link similar initiatives from other institutions here to get a sense of how widespread this kind of activity is and help make connections across efforts.

One of the changes I've been trying to make is to listen more and talk less — which is hard for a blabbermouth like me. Rather than have my voice continue to take up the great space it so often does, I instead try to focus on how I can hear and amplify other voices — especially voices so often marginalized by those like mine.

For example: Rather than weigh in on a tweet that resonates with me, I simply retweet it, hopefully spreading its message and letting it speak for itself, making its own connections.

What "difficult and uncomfortable work" have you been taking on?

Follow this link to read Jessica Zeller's post, "Pedagogy as Protest: Reimagining the Center", with social annotation enabled.