Fatherhood can be such a wonderful thing for both fathers and children, but all too often it is a relationship structured by the ugly power dynamics of patriarchy, marked by broken relationships, emotional distance, and psychological, physical, and sexual abuse.

encouraging the integration of different teaching methods and forms of assessment to motivate the active use, creation and sharing of OER; and assessing the impact of OER on inclusive and equitable quality education;

properly recognize OER creation as a professional or academic merit

To do so, we need to stop thinking of external reality as more valuable than subjectivity, to stop treating subjectivity as a barrier to overcome. Let’s embrace it as the human condition, treat ourselves and our students as whole, absolutely subjective, human beings, and see where that takes us.

He explains how this mindset shift made him focus less on how to mark down a student, and instead, how to help them make their work better.

Speaking of grades, I do not mean to suggest that students can just each give themselves a grade and consider it good enough (though you could try that, I guess), but it also means that our authority as teachers is not the absolute and only valid judgment of the student’s learning. It implies a more complex negotiation of what it means for a student to have learned: a dialogical, emergent understanding that is not based on pre-defined rubrics or arbitrary numbers and letters. It also suggests an openness to questioning what it means when we emphasize certain things in a grade, or when we try to “order” students in terms of who performed better or worse.

But it has a more advanced stage called “contextual relativism” which implies that what is more or less true depends on the context.

Interpretive and critical research, on the other hand, clarifies the researcher’s subjectivity. In fact, it makes subjectivity central to what the research presents and represents. It offers readers the agency to judge for themselves which parts of the research to take or leave.

I beg to differ.

Raising consciousness is sometimes about asking, “What is wrong with…?” from a social justice perspective.

This explicit non-neutrality is a characteristic of critical pedagogy.

But believe me: pretending to be objective or neutral only hides our subjectivity, it does not actually remove it.

Transactional models of education identify students as consumers and teachers as retail workers who must please their customers (an inhumane model for retail sales as well as the world of learning).

For many years I taught with the idea that there was a well-established, academic norm that was fair and impartial, and my job was to make accommodations available for those students who had particular disabilities, or faced particular challenges in meeting that norm. I no longer believe in such a practice.

basic terminology around which there was confusion

There’s an obvious chance that I could be taken advantage of in this scenario, that someone could straight-up lie and get away with it.

And when we are urged to be kind within an educational setting, it’s too often to make up for a lack of institutional support for students and faculty in need, asking a particular service of women and non-binary individuals of all races, and men of color. Kindness can be a band aid we’re urged to plaster over deep fissures in our institutions, wielded as a weapon instead of as a balm. And too often people confuse kindness with simply “being nice.”

rigor

I took a good long look at my syllabus, and realized I had communicated everything in it from a position of absolute authority. The language I used to describe the college’s Honor Code, for example, expressed the suspicion that everyone was going to commit some awful academic offense at some point, and my attendance policy made no room for the idea that my students were adults with complicated lives who would need to miss a class now and again.

From the pronoun buttons available at the registration desk, to the probing questions of the session leaders, to the time people took, one-on-one, to talk about syllabi and assignments, there was an ethos of care running through the whole four days of my residency.

I was once advised by a senior graduate student to “be a bitch” on the first day of class so that my students never wanted that version of myself to show up again, advice that I dutifully repeated to several of the graduate students who came after me.

We realize that for some instructors these new practices will be easy to incorporate into their pedagogies; others will find these practices overwhelming, even as we’ve tried to anticipate such concerns.

When we proactively provide captions on all essential video content, it not only ensures that students with disabilities are included but provides a more robust experience for any student who might wish to access the video from a variety of contexts, such as those listed above.

Getting closed captions on your video is doable, and there are resources available to help do this that will not drain your time. This section is meant to explain the benefits of closed captions and how to make sure the videos in your class are more inclusive.

But again, disability resource centers and the accommodation process are important, and some students will require official accommodations no matter what, but adhering to an inclusive design philosophy proactively anticipates that no student has the exact same experience as another.

making sure all videos used in the class have closed captions, using larger and more readable fonts in their materials, and providing clear headings and hierarchies of information in their syllabi and assignments.

Inclusive design is different from traditional accessibility efforts because the former is proactive and the latter reactive

One of the best ways to improve your accessibility is through universal design or, even better, inclusive design.

The ideologies underlying many of our traditional spaces and traditional practices often fail to take disability into account.

The issue of screens, though, does not only affect those denied them. Students with Attention Deficit Disorder and Obsessive Compulsive Disorder might find the distractions of a large lecture space difficult to overcome, and these distractions are likely increased by the screens of fellow students. So what’s the answer?

“granting an accommodation was seen as less fair than not granting one” (27).

it forces students to out themselves as a person with a disability, which can come with considerable stigma.

Can any pedagogy be sound if it doesn’t fully incorporate people with disabilities?

It is about the assumptions instructors make about students.

A key to successful assessment is giving students a clear understanding of what the expectations are for their work. This is especially important for alternative assessments. Rubrics, especially those that are given alongside an assignment description, are a great way of guiding students towards success. They can also be used to provide feedback to students, strengthening the formative component of any assessment method.

Examples of Authentic or Alternative Assignments

The traditional form of assessment in the post-secondary course is a mid-term or final or exam.

It’s one we need to answer

No educational technology has answered or can answer that question.

Turns out, it was the human experience that persisted.

teach through the screen, not to the screen. Find out where your students are, and make your classroom there, in a multiplicity of places.

in ways that centre care and justice

Some of the approaches I’ve adopted in the last year have been dismal failures

let go of my ego and embrace discomfort

right to expect

REVIEW AND UNDERSTAND POLICIES KEEPING OTHERS FROM DISADVANTAGING YOU

total learning integrity

H5P

Course Readings

We aim to present the most significant theorists and readings in a way that they are accessible to people that have not completed an educational technology program.

Policy

Midterm

Pre-semester

Semester start

Reflective practice

Professional development

Course Calendar

End of Semester

Course Readings

What are some philosophical underpinnings, for example, why do we run workshops rather than classes, pedagogy?

Course Objectives

References

As Good or Better than Commercial Textbooks:Students’ Perceptions and Outcomes from UsingOpen Digital and Open Print Textbooks