15 Matching Annotations
  1. Feb 2019
    1. “the true benefit of the academy is the interaction, the accessto the debate, to the negotiation of knowledge—not to the stale cataloging of content

      Once this particular light goes on in one's head, it may be impossible to turn it off. Yet we still need the so-called "stale" cataloging of content. We need foundational knowledge. Perhaps the academy has just made its function (again) more visible under connectivism? And we are in a creative tension of sorts with knowledge cataloging as an end in itself?

    2. The kind of participatory connected learning experiences that we are advocating for arenot easily described

      What are some ways we who seem to "grok" participatory connected learning (or think we do) can make this concept more accessible to colleagues who lament the failure of "sit-and-get" faculty development/PD, but don't know what to do next? I was reminded of this a few days ago in a "mixed" meeting of faculty, staff, and administrators. We all meant well, but could have done better in planning some upcoming sessions that (we hope) will become a Community of Practice. I think a way to describe participatory culture in a room full of people who don't already know Henry Jenkins and Mimi Ito would help.

    3. have enough agency to find that support elsewhere

      Why can't the university, with all its supposed resources, support PLN development among its faculty and staff?

    4. So much of faculty development is one-size-fits-all andarranged according to preset schedules and locations - and by doing so, will consist-ently fail to meet the needs of those whose interests are marginal or different from themajority. Moreover, the understanding of“network”in the institutional sense fails toaccount for the individual level of the Personal Learning Network (PLN) where educa-tors can build connections and relationships that advance their ongoing learning out-side of institutional structures and boundaries

      One-size-fits-all is the perennial challenge of PD (professional development, faculty development)—the demand that faculty as learners must conform to the instruction, rather than bringing their full selves. There have been days, weeks, and even semesters when I felt marginalized (even as campus entities insisted that I wasn’t). The only way through this was the PLN (“my” PLN) that welcomed my whole self into another type of PD.

    5. it requires a“paradigmshift”for faculty development practitioners who are used to designing single pathwaylearning experiences that align objectives and content to particular, pre-set outcomes,to find ways to respect multiple learner epistemologies

      Thinking about working within the system to make change. Perhaps the two philosophies can co-exist. Learning outcomes with their linear path learning could be complimented by a student-decided outcome. The student could look at the syllabus for what faculty hope they will learn in the course, but then choose a final outcome or goal they personally have for taking the course. Then they could also propose how they are going to demonstrate their learning.

    6. But here I was talking tosomebody influential in the field, asking some basic questions and getting answers.

      The chat rooms are always so interesting. This space can really allow someone like this student to be a bit bolder.

    7. it is a good example of self-determination inthat the learner decides their own path:

      I've never attended a conference virtually before, but I can see how motivation is essential. In fact, it requires a plan for setting up the right space, computer connectivity, limiting distractions and joining with the intent to learn.

    8. Participants reflect on how they choose what gets said in thepublic and what stays in-group in the backchannel.

      This is a great distinction to make. I wish I would have been introduced to the digital realm with some understanding of what commentary is appropriate in different contexts.

    9. Public interactions are promoted by the facilitator oftenwith the facilitator engaging their own network to converse in community with the co-hort.

      I'm sure this can really stretch some of the participants. Various comfort levels with putting themselves out there.

    10. staff

      There are murmurings of letting the instructional designers from Pedago.me participate in a #digPINS session.

    11. But how are faculty ever to create networkedlearning experiencesin open online spacesfor students if they have never experienced learning for themselves in these spaces?

      Yes! This a brilliant way to build faculty's digital literacy. Provide and model the experience in order to build confidence.

    12. education is always political,

      I've never heard it put so plainly. Perhaps any time one challenges the status quo it is political. This also helps explain why making change can be so hard. It could be a really uncomfortable position especially when you factor in the different ages of faculty development that an educator might be in at the time of critical reflection and asking for change.

  2. Jan 2019
    1. finding mentors and collaborators whohave no hierarchical relationship with them internally

      This is an important point: mentors & collaborators outside of a program's hierarchical relationship. I am much more likely to be authentic about my personal/professional growth when there is no hidden agenda or expectations.

    2. ifferentiate between different ages of fac-ulty developmen

      I love how the ages of teaching are broken down here. There is almost an unfair expectation for all educators to be fully evolved right out of the gate, but as with all things expertise takes time. Being able to somewhat gauge where an educator is on their journey is a nice indicator to have, especially as an instructional designer who works hard to meet faculty where they are in their journey and not overwhelm them.

    3. A call for promoting ownership, equity, andagency in faculty development viaconnected learning

      Looking forward to this connected and collaborative annotation jam. Feel free to jump in anytime, but be sure to join January 31 from 6-8pm to connect with the live Denver audience.

      A big thank you to Maha and Autumm for creating and sharing these ideas; ones we will all collectively benefit from.