14 Matching Annotations
  1. Jul 2020
    1. and in some ways, more so than when comfort and peacefulness abide

      The dude abides...

    2. There’s no built-in function in any technology which can produce community. Nor can building community be done from the front of the room; it is not an exercise or a manoeuvre.  Rather than code safety, rather than prescribe it, we must demonstrate it; and once safety has been established, it must be honoured. In that same way, connectedness is not a strategy as much as it is an intention, not a technology but a relationship, a promise

      There definitely isn't anything easy when it come to forming communities in the classroom, even if the instructor excels at such relationship forming, it is very difficult to tell when, where, and with whom you have a community with. The relationship between individual students, groups of students, and the entire class is an evolving creature that we cannot always picture in it's entirety.

    3. All of these put the instructor indelibly at the front of the classroom, and all communication becomes broadcast.

      How do we escape from this "front of the classroom" mindset we have so instilled in our instructors?

    4. Too often, rubrics are tools for measurement more than guidance, and they are more prescriptive than aspirational.

      I can't stand rubrics tbh!

    1. Think of the community in your classroom as a seed you plant that you must tend for it to grow. In order for it to grow, you have to back up and think about the environment and nutrients it requires.

      When keeping cacti the key to a healthy plant is observation, by paying attention to the cactus over a long period of time you can begin to understand and gauge when the cactus needs water or to be repotted. Not all plants require the same amount of care, but they all require the same amount of attentiveness. Observing our students online will bring some difficulties, but I think there is still an opportunity to build community we just have to learn to connect in different formats/modalities.

    2. This model is the most flexible and open-ended of the four; your goal as an instructor is not to design a full-fledged semester of material, activities, and assessments. Rather, your goal is to work with your class to design and become a learning community, working collaboratively and individually towards your determined learning goals. For this to work you should have: a set of possible/preferred learning objectives for your classa library of course materials, preferably with as much as possible in digital formata suggested list of digital tools and technologies that you’re comfortable from with a list of possible assignment/project/assessment ideas that are related to your learning objectivesa willingness to experiment and invite your students into the teaching & learning process. At the onset of class you will need to facilitate a conversation among you and your students about how the class will unfold. This can be done in small groups f2f, via an online communication tool, or in a hybrid mix of both. As a community you should plan on addressing the following: what are our objectives as a learning community? what kind of work could we engage in to meet these objectives? what physical/virtual spaces would we like to work in? how/when do we want to meet in these spaces?how do we want to measure (assess) if an objective has been met?what rules and policies should govern our work? how will we work virtually and respect everyone’s boundaries and personal situations? how will we work f2f and respect public health recommendations and personal situations? You will probably need to spend at least the first 1-2 weeks answering these questions together and then designing a plan for your course. Make sure you and your students talk through various complications: what if the university’s policies about meeting f2f change? what if classes are forced to move entirely virtual/remote? what someone (students or professor!) gets sick?

      This is the one for me!!!!

    3. c

      Apologies for highlighting whole swaths of paragraphs but it can't be helped sometimes lol.

    4. Finally, these are NOT meant to be comprehensive. Instead, imagine these models along a continuum of opportunity. Your challenge is to determine where your courses could fit between and among the proposals.  

      I'm wondering how much or how little faculty will need to change their curriculum/delivery depending on the various inevitable changes that we can't exactly predict will happen this school year. For those faculty member purposefully switching online, what changes have they made already, and what changes will become necessary in the near future?

    1. There are many on-line courses that are not modularized. Or to state it in another way, there are many on-line courses that are just one large module. The better on-line courses are a sequence of modules. Most of the content is presented via modules.

      How do we create our own modules? What does an effetive module look like?

  2. Jan 2020
    1. Various partners from key environmental employment sectors will be directly involved in training students in skills where they typically see gaps in new employee’s abilities.

      This sounds like an amazing way of letting students build the skills necessary for life after graduation. It could also highlight areas in curriculum that need closer attention or focus so that these "gaps" decrease institutionally.

    1. I sometimes wonder about how we expect to have so many conversations about empowering students without ever having students in the room for these conversations, and this was such an important opportunity to begin approaching that issue.

      Maybe we need more students in the CPLC next time?

    1. I want to hear my students voices and I want them to really hear each other.

      This is something I strive for! I really try to minimize the amount I "lecture", which is ironic since I am a "teaching lecturer". If I could sit back and have my students talk and discuss the ins and outs of World-Building (the topic of my comp class), without any teeth pulling, and without being forced to direct (or redirect) the conversations they are having, that would be IDEAL. Of course, this is highly unlikely to happen on the last day of the semester, let alone day 1 ( 9 days away). The CPLC has not given me all of the answers (yet) for how to make this possible, but it has gotten me asking the right questions, discussing with colleagues, and seeking out new approaches that challenge students to take the reins of their own learning.

  3. cluster-learning-at-plymouth-state.press.plymouth.edu cluster-learning-at-plymouth-state.press.plymouth.edu
    1. If my assignments prioritize only one way of demonstrating knowledge and are never seen by anyone except me, how meaningful can my class be to them?

      YES! This is something I question continuously, how to make each and every assignment meaningful and relevant to a larger audience outside of the classroom. I don't have the answer yet, but I'm certain multiple CPLC members have some good ideas and strategies.

    1. So, while not every class can or should have aggressive high impact experiences for students, we can use the framework for what makes something high impact and evolve our traditional classroom experiences/assignments to be more effective and more meaningful for students.

      The CPLC experience has certainly begun shaping new and different ways of viewing my previous assignments. Every task your students are assigned does not, and probably cannot be a high impact experience, but we can push ourselves and our students to develop more rigorous and meaningful practices.