29 Matching Annotations
  1. Jun 2023
    1. Week 1 Activities (an alternative to checklists)

      This formatted block could be an alternative to Weekly Checklists especially for more complex courses and/or where Checklists might not be preferable

    2. Week checklist

      this can be an optional; some courses can be very complex and checklists can become unwieldy. However, for fully online courses, these might be helpful as fully online one tend to be/should be more focused in terms of what is what

    1. Course Code - Course Title

      The course code - course title is a good way to make a direct link to the course catalogue and the students' transcripts/HEAR report as codes and short titles always appear - so good for cross-referencing

    1. Course Handbook File

      So I would expect the aims, ILOS and full course spec to be under the Course Handbook. The course handbook could be made into a Sway rather than an H5P. I've seen H5P examples and I find these inaccessible in that they cannot be printed off as a clear, formatted document for reading on a device or offline. They are, however, good for some activities

    2. Course Information & Resources

      This is a key section that I think should be kept and provided with clear examples of good practices to demonstrate what a clear, concise section like this is for and does for students and staff

  2. Apr 2022
    1. We need new design principles that are agnostic of the spaces we use to deliver our education.

      These new design principles should be applicable and transferable to different situations regardless of the space and potential spatial constraints

    2. Done well, it can be truly transformative, innovative and facilitate deep learning. The simple key to doing it well is design.

      To what extent do education practitioners consider design as part of their theory and practice? To what extend does their education and training touch on design?

    1. Fear is built into curriculum design, privileging high stakes assessments over lower stakes and formative tasks with relevant and helpful feed forward. Fear is defined through consequences, with every decision you make, every question you answer, every group you work with and every grade you get impacting on your ambition to work for employer X or in job Y

      It is indeed built into traditional assessment approaches that often consist of a single assignment, that itself is often a written one

  3. Mar 2022
    1. Connections are critical for a business education.

      and admittedly for a range of other subject areas as well; the smaller the subject area, the more critical the connections will be given the limited number of connections one may come across (i.e. the veterinary world within the UK for example; specific domains within larger subject areas and so on)

    2. (through connectivism

      connectivism - work reading more around and about generally

  4. Jan 2022
    1. especially when I allow that I am a white, cisgender, straight-passing male, and especially when I acknowledge that my presence would be different, and equally as vital to the community of the classroom, if I were not white, cisgender, straight-passing, and male.

      acknowledgement of position in relation to the class through acknowledging that the educator's identity is intersectional and these influence/affect the classroom, educator practice and students' learning/perception of learning and teaching generally

    2. I stand, and I am the front of the classroom.

      Definitely. The teacher is ever present, ever at the center in our current way of learning and teaching, regardless of whether that educator has reset the furniture in a classroom in the shape of a circle or horseshoe or whatever other shape that allows students to see one another, and the teacher; in this sense the teacher, within a circle or horseshoe, creates more of a panopticon type of space... unless an understanding, an agreement is created that is shared in collaboration with students/learners at partners in the learning process - one that makes both a physical move and a discursive move on paper or shared via agreement that decenters the educator

  5. Aug 2021
    1. the results support three robust conclusions:

      each of these three would be well worth putting into a course information document or syllabus to highlight that focusing solely on the grade won't necessarily make for an enjoyable, rewarding experience which otherwise might actually help learning (i.e. when something is enjoyable, even if it's somewhat boring, we're likely to do better than if it weren't enjoyable at all)

    1. But what do all these things have to do with course design? That’s the problem. Not much. Faculty members focus on content, and instructional designers focus on course structure. Everything else?

      Yes, this raises issues of responsibility, remit, areas of expertise (or lack thereof) and then who's role this is. I would think it should be wholly collaborative in nature - so not 'I do x y z' and 'you do 1 2 3' but we do a mixture of this together.

      This is, perhaps, the problem of instructional design / learning design roles that are solely technical, and then academic/teaching roles that are wholly devoid of needing to know or being given time to know and learn about tech enhanced learning and teaching approaches.

      Having worked in a range of roles, I've learned that working in silos creates these situations as described: "I do this, because this is my role" and "You do that because that is your role". These clear-cut demarcation of roles create a grey space, because just like borders of countries and subdivisions (think of roads or rivers and how these used to divide political subdivisions) - there is always that space in the middle that becomes nebulous - responsibility isn't always clear. This space should be or become a community space in which we all take responsibility for what is at hand. Easy? Perhaps not. Achievable - yes.

    2. and this undershoots the potential of higher education to improve not only individual lives but also the public good.

      Yes, the neoliberal knowledge economy priortizes the individual's needs over the needs of community; students as individual customers, teachers as technicians who deliver teaching content

    1. as well as menstrual, hygiene, cleaning, and other essential products.

      Sounds like a something to advocate for that could be made a free, publically available good given away at public health centers and pharmacies

    2. Being in college when I was being diagnosed and living with this condition was extremely difficult, and some professors weren’t very understanding. There were professors who would never give extensions or makeup work for me to complete. I was being penalized for being sick.

      I remember this used to be more of a norm - ill health wasn't always viewed with openness; this seems less the case now, or at least where I am studying... perhaps COVID-19 has forced people to review how they view ill health and studies, and that we should take our health seriously rather than defer to deadlines and work

  6. Jun 2021
    1. They are also unable to pay attention because the focus on one issue means ignoring 99 others.

      There are dozens of issues at any one given time and therefore politicians and policy makers are likely to focus on those which might enable 'quick wins'. Other potential might be focus on smaller, incremental changes or 'tweaks' to current policies.

  7. Jan 2021
    1. So a good teacher is someone who can help you to get back to a teacher within. The teacher can do that in many different ways; she or he does not have to meet you physically.

      kind of like a mentor or coach, perhaps, but someone who presents fewer barriers because they care about the other person, their development and growth generally into a fuller sense of self and identity as a practitioner, in whichever field that person practices.

    2. Defining love as “the will to extend one’s self for the purpose of nurturing one’s own or another’s spiritual growth,” he draws on the work of Erich Fromm to emphasize again and again that love is first and foremost exemplified by action—by practice—not solely by feeling.

      links to praxis here

  8. Oct 2020
      • praxis - what is it? Why is it important for educators and practitioners?

      • praxis has a moral purpose

      Kemmis & Smith (2008:4) regard praxis as action that is 'enlightened and elevated' in which a practitioner considers the interests of themselves, their learners and those interest that may benefit society generally.

      an example of this might be engaging in recycling from all perspectives in the classroom, through our words and beliefs and also our actions and emphasizing the importance for each of us as individuals and us together as a society, as a whole;

      praxis is being phased out in favor of practices, which are more akin to following rules than to enacting moral agency

      p5: "praxis demands creative thinking, care, compassion and critical consciousness - thinking outside or beyond the rules"

  9. Sep 2020
    1. Critical

      This is perhaps a good definition that should be used both in undergraduate and postgraduate studies at the point of induction and throughout academic studies

    1. But have you evidenced your reflection today? Almost certainly 'sorry, too busy at the moment'.

      building reflection as a habit is a process that takes time; it's something that some don't often 'just do' without some motivation

    1. professional learning accounts: reflection is related to the review and development of practice.

      professional practice - Moon and others

  10. Jul 2020
    1. My graduate education encouraged me to think of students as antagonists, always trying to get one over on their instructors.

      This is too often replicated, which leads to a sort of unhelpful cynicism rather than a healthy dose of skepticism

    1. The word “pedagogy,” as we use it, defines the work of education at the intersection of theory and practice — the act of teaching that derives from reflection and which inspires reflection again. Pedagogy is both where “critical” and “digital” terminate, and also the whole terrain of teaching.

      I agree with this. Creating divisions on how pedagogy relates to one age group over another takes away from the key developments around education and pedagogy, and creates a slightly more disconnected, disjointed field for education. Good education and educational practices are just that - the subject or age specificity can distract from otherwise good practices and theories that can and often do transcend the disciplines.

    1. digital humanities, educational technology, digital writing, social justice, plagiarism and academic integrity, instructional design, and more

      critical digital pedagogy is intersectional

    1. commercial textbook companies

      Consider the questions:

      • What publishers have you come across?
      • Who publishes your textbooks?
      • What percentage of the cost goes back to the author(s)
      • What is the ecological cost of your textbooks?
    2. social justice

      Give some examples of how this can affect students.

      What are reasons that textbooks should not be free?