138 Matching Annotations
  1. Mar 2023
    1. Please note

      Should we also add a notice about intellectual property and being cautious about providing free labour to Open AI?

  2. Feb 2023
  3. Feb 2022
    1. We can’t help it: we measure what is possible, not necessarily what matters.

      Margaret Wheatley has a great quote about this, though you say it quite perfectly as well.

      "the measures define what is meaningful rather than letting the greater meaning of the work define the measures" (Wheatley, 2005, p. 162).

      Wheatley, M. (2005). The uses and abuses of measurement. In Finding our way. Leadership in uncertain times (pp. 156–162). San Francisco: Berret-Koehler.

  4. May 2021
  5. Mar 2021
    1. Mapping

      these are so cute

    2. Please sign up on the CPI registration system


      completion of this registration sends an email confirmation and a request to fill out this MS FORM

    3. prepatory


    4. pariticipants


    5. group sessions

      let's bold these instead of these colours which might not be high contrast enough for accessibility

    6. The DSI seeks to train participants in a

      The DSI is a three day, immersive, and interactive workshop that focuses on a core set of...

  6. Oct 2020
    1. Rigor is derived through engagement and when students feel trusted and valued, they engage at a higher level.

      Again so much research to back this up. The affective component of learning is crucial.

    2. Where’s the rigor in that

      Some really great discussions about how the obsession of rigor frames learning from a deficit model https://colab.plymouthcreate.net/resource/the-death-of-rigor/

    3. Designing assignments that are relevant to our students means folding in opportunities to draw upon their experiences and traditions

      Yes! There is so much learning science evidence that shows how important this is, see Ambrose et al (2010). How learning works.

    1. the network effects of creativity. That will be the subject of my third and final part of this series on TikTok.

      Can't wait!

  7. Aug 2020
  8. Apr 2020
    1. Efficient submission, marking, moderation and data storage pro-cesses;• Consistent, accurate results with opportunities to combine human and computer marking

      efficiency often drives assessment above other considerations

  9. Jul 2019
    1. Thisstudy makes noclaims of neutral, generalizable knowledge –what Haraway (1988) called “the view from above, from nowhere” (p. 589) –but rather focuseson the ways in which open scholarly influenceis experienced and understood by specifically-located individuals. These “situated knowledges” (Haraway, 1988) areperspectives shaped by particular social locations, material realities, and power relations.

      perspectives shaped by particular social location, material realities, and power relations

    2. Rather than claiming that “view from above, from nowhere” (Haraway, 1988, p. 589), mysociomaterial approach takes upeach of the intersecting lenses that comprise this dissertation as webs of significance, interpreted and analyzed through “the view from a body...a complex, contradictory, structuring, and structured body” (Haraway, 1988, p. 589). In the conclusion,I turn my focus to the view from this structuring and structured body a year after wrapping up the research study, and share some of the webs of significance that have emerged within the networks it helped create

      webs of significance

    3. This idea of an embedded, non-isomorphic and multiply-located researcher compromises the premise of what Haraway (1988) would call an unmarked field of vision, or the detached, reductionist “conquering gaze from nowhere” (p. 581) that science has traditionally valourized as signifying objectivity. From a perspective of situated knowledges, however, that neutral research lens is an inherently impossible fiction that reinforces status quo power relations.

      inherently impossible fiction

    4. This emphasis on knowledge as situated and enacted is informed by Haraway’s (1988) concept of situated knowledges and its premise of the material-semiotic actor, who –whether human or non-human –actively contributes to the production of knowledge as an “active, meaning-generating” (Haraway, 1988, p. 595) part of the apparatus, or assemblage. All three papers in this dissertation have ontological roots in the concept of situated knowledges, and in the assumption that both human and non-human actors contribute to any understanding of scholarship as a techno-cultural system


  10. Mar 2019
    1. In British Columbia, OER have been funded by institutions such as the provincial government, a number of universities and colleges, and other organizations

      We can change this to Ontario

  11. Sep 2018
    1. n addition, over the next three years, the Province will more than double the funding under the College Equipment and Renewal Fund — with an increase from $8 million to $20 million per year. This investment will provide colleges with support to invest in cutting-edge equipment and technology to ensure students’ skills are aligned with the tools industry is using today. The Province will provide a new investment of over $500 million starting in 2020–21 to help renew and modernize Ontario’s university and college campuses. Investments will support institutions to update classrooms and labs, and undertake facility retrofits and other renewal projects to enhance students’ learning experience.

      8 million

    2. Ontario’s postsecondary institutions play an important role in equipping students with the skills, knowledge and competencies required to succeed in a rapidly changing social, economic and technological world. Ensuring that postsecondary institutions across the province are equipped with the right space and technology is important to delivering quality higher education. To support this, the Province will provide more than $3 billion in capital grants to postsecondary institutions over the next 10 years.

      3 billion

    3. Recognizing Indigenous Institutes builds on the Province’s historic $56 million investment in Indigenous learners, announced in the 2017 Budget, as an important part of a thriving postsecondary system and a key step towards reconciliation with Indigenous peoples in Ontario

      $56 million

    4. Saving Students Money through Open Textbooks Ontario is also supporting the creation and development of free online textbooks and educational resources for students to make college and university more affordable and accessible. This initiative allows students and faculty to browse, view and download free textbooks for use in their courses. The $1 million Ontario Open Textbooks Initiative, launched in June 2017 in partnership with eCampus Ontario, focuses on Ontario-specific content in areas where the most significant impact and cost savings for students can be realized, including high-enrolment first-year courses, French-language content, content for Indigenous studies, trades and technical skills content, and content for new Canadians. The current library collection has amassed over 230 textbooks, and anyone from across the province can view and download the open materials for free (openlibrary.ecampusontario.ca). The Open Textbook Library addresses two key barriers to education — access and affordability — and since the library’s soft launch in May, more than 5,270 learners have saved over $520,000.
    5. Making Labour Market Information Accessible Having access to accurate and timely labour market information (LMI) is integral for students, career counsellors and job seekers to help them make career and education decisions. The government launched a new LMI website in 2017 that provides new data about the current demand for jobs, and more regional information about job vacancies. Beginning in spring 2018, Ontarians will have access to real time, local labour market information through the government’s refreshed LMI website. This will help students, job seekers and ‎employers make better decisions about their workforce and career goals using current and localized information.
    6. That is why the government will invest an additional $63 million over three years to create the first Ontario Training Bank to serve as a one-stop shop for employers, job seekers and workers to access the skills training that meets their needs. The new Ontario Training Bank includes a refreshed set of services and programs3 that will: Help employers invest in the skills of their workers, and come together to train and recruit new talent; Provide workers with the ability to grow in their jobs and adapt to technological changes; Provide employers with access to essential skills upgrading, including digital literacy for their workers at no cost to the employer; Provide job seekers with support to access quality training to secure in-demand jobs and meet employers’ hiring needs; and Bring employers, industry associations and training providers together to develop skills programs that are tailored to the needs of the local economy.
    7. Ontario’s skilled trades create careers leading to secure jobs and a good quality of life, and are also vital to the health and growth of the economy. Building on consultations across the province, the government is investing $170 million over three years in the new Ontario Apprenticeship Strategy. This investment will include: Expanding the Ontario Youth Apprenticeship Program (OYAP), providing more high school students with trades-related hands-on learning opportunities; Improved guidance counselling resources and local labour market information for students, parents and educators; A new grant to promote pooled group sponsorship models for apprentices; A Local Apprenticeship Innovation Fund to increase opportunities for apprentices and encourage engagement within the apprenticeship system across Ontario, as well as support regional, local or sector-specific pilots where there is demonstrated market need;  and Continuing education opportunities for trade professionals.
    8. Preparing Secondary School Students for the Workforce Preparing Ontario students for the jobs of today and tomorrow is part of the government’s plan to create jobs, grow the economy and help people in their everyday lives. The Province has taken the following steps: In March 2017, Ontario launched 29 pilot projects across the province for the Career Studies course. More than $10 million per year for four school years has been invested to help schools create more experiential learning opportunities for students. Since 2014, Ontario has funded close to 300 Experiential Learning pilots across the province, helping students explore a wide array of career opportunities both inside and outside the classroom
    9. Students, parents, and educators have identified Grades 7 and 8 as crucial years where greater support is needed. That is why the government will invest more than $120 million over the next three years to help students prepare for success in high school by ensuring that flexible supports are available in response to local needs and priorities.
    10. Province is introducing a Good Jobs and Growth Plan with $935 million in new investments over the next three years as well as long-term infrastructure investments.
    1. Recent legislation requiring mandatory professionaldevelopment for recertification and a more standardized teacher appraisalsystem across the province,however, draws on the Standardsas a provincialpolicy tool for influencing the quality of teachers and teaching


    1. Making Child Care More Accessible and Affordable
    2. college and university students have access to mental health services and supports
    3. Provide every high school in Ontario with access to mental health support
    4. Ontario will invest $3 million over three years to build and expand tools and services to support children, teachers,
    5. To help make life more affordable, the government has introduced programs like full-day kindergarten, free college or university tuition


    6. mbed social emotional learning in the refreshed curriculum
    7. Reducing financial barriers for students from low- and middle-income families so that they can pursue postsecondary education through the newly transformed OSAP program
    1. Education Our public schools help all students succeed, while colleges and universities provide our economy with a highly skilled workforce. We're improving education by: making college and university tuition free for more than 225,000 students of all ages supporting the creation of free online textbooks and educational resources for students connecting 250,000 students in 850 schools to high-speed internet in 2018
  12. Apr 2018
    1. mental models,

      peter senge

    2. undergraduate students

      question: what about studies on educational leaders? (chairs, directors, faculty, board members, senate, etc.)

  13. Oct 2017
    1. uality Assurance & the Audit Culture


    2. asthope & Easthope (2000) posit, if neoliberalism is perceived successful in education, it is only as a result that it has been accepted as a natural extension to many of the professionalbeliefs that already exist

      neoliberalism exists in the university because it aligns with many societal perspectives

    3. market driven paradigm reducing its primary role for creating citizenswithin a society to a commercial base ideology
      • neoliberalism description
    4. hegemonic

      ruling or dominant in a political or social context.

    5. massification

      for the masses

    6. bureaucratisation of education


    7. Neoliberalism creates changes to methods of quality assurance and accountability in higher education, and in so doing leads to “the obsession with what Lyotard calls ‘performativity’-everything to be translated into easily measured outcomes” (Mayo, 2009, p. 96

      YES! this quote

    8. financialization of everything

      efficiencies are a form of financializing

    9. Neoliberalism, for the purpose of this research, will be defined as economic policies that focus on

      neoliberalism definition

    10. question not only the type of knowledge presented to them but the meaning of this knowledge

      reductionist interpretations of measurements like the aggregate course evaluation data

    11. political mechanism for control and domination, once transformed, education becomes the key for liberation

      mechanistic to organismic

    12. power to transform their own oppression

      Freire humanist perspective = Morgan's radical humanist paradigm

    13. ontradictions were necessary within society for they provide a method for defining and understanding our world


    14. Freirean philosophy is not idealistic; however, it is hopeful

      diverges from Marx in its hopefulness

    15. alues of reason

      what would Immanuel Kant say about that?

    16. moral choice

      this is the variance of morgan's world views (alternate realities / paradigms); functional vs structuralist vs humanist

    17. hierarchical role

      hierarchies: weber, fayol, taylor

    18. conceptual framework

      attempt to use a critical pedagogy framework to critique the scientific management approaches (neoliberalism)

    19. neoliberal efficiencies and competencies

      contradictory pressures to measure the wrong things

    20. restructuring of higher education

      my assertion is that restructuring = Auditor General recommendations

    21. neoliberal climate

      my assertion is that neoliberal = scientific management


    1. Hence, an exploration of how different institutions commit resources, time, and policies to teaching improvement would be a fruitful area of future investigation.

      Teaching Culture Perception: Documenting and Transforming Institutional Teaching Cultures


    1. Institutional culture and quality teaching should be considered together, as there is an important relationship between institutional culture and teaching (Stein, 1997). T

      goodness, is that what that article was saying?

    2. shared value

      do we have shared values? is this measured?

    3. a culture with improved teaching quality is likely to lead to improved student engagement and learning

      this makes an assumption that we are teaching "good" things. what about a business course that ignores climate change? or a sociology course that doesn't mention intersectionality? is this important to consider? must we implicitly trust that we are teaching towards a common goal?


    1. bases of power and influence

      what is this

    2. Bauman 1989: 167

      citing this unethical study is the academic equivalent example of power. should be looking at the power the researcher exerts not the prison guards

    3. An escalatory chain of eventsoccurred; the construed authority of the guards was enforced by the submis-siveness of the prisoners, tempting the guards to further and increasingly ille-gitimate displays of the power that their authority allowed them to exercise,leading to further humiliation of the prisoners

      isn't this used as reasons for informed consent in the ethics process. does that make this a bad example?

    4. Haney, Banks, and Zimbardo (1973) designed anexperiment that resonates with government practices that are accepted as nor-mal and routine in many societies

      stanford prison experiment

    5. ituational obligations arise

      people felt obliged to do what they were asked to do in a specific situa-tion, which tended to override more general and abstract moral principles thatthey might also hold.

    6. The system of which we are a part is responsible, not us

      Senge, "the system's fault!"

    7. expressed in a purely quantitative form

      quantified data alone relieves you of moral indeterminacy

    8. the result is the irrelevance ofmoral standards for the technical success of the bureaucratic operation

      forgetting it a means to something other than itself

    9. You see only asmall part of the whole organizational chain when accomplishing yourtask;

      fayol, taylor argued for this

    10. Total institutions do not just include organizations that makepeople inmates against their will

      iron cage of bureaucracy?

    11. orporate “organization man”

      mcmillon cottom?

    12. In organizations designed tobe more polyphonic through more inclusive governance and representation,there would be less need for illegitimate means of resistance

      did Clegg not just say that all forms of resistance were illegimate?

    13. Thosethat have resources attract more resources and thus more power

      university of toronto

    14. The organization wasconceptualized as being composed of four functional subsystems or subunits.

      4 subunits of an org

    15. expert knowledge as a masculine deviceover and against the female production workers

      gendered power

    16. Through their technical knowledge, they could render theuncertain certain and the nonroutine routine

      ITS in a nutshell

    17. manuals disappeared and sabotage occurred

      POWER through broken machines

    18. cientific management principles

      tobacco piece-rate system

    19. technicalcompetency

      "unauthorized or illegitimate power" (Thompson, 1956:290)

    20. Thompson (1956) researched two U.S. Air Force bomber wing commandscomprising both flight and ground crew personnel.

      military bureaucracy

    21. able to exercise power when they control or have the necessary knowledge tomaster uncertain zones in the organizational arena

      technology is a great example of this; knowledge of systems; computers, applications, etc

    22. uncertainty that the elected members

      plus ca change

    23. If you had a choice, would you spend eight hours a day with thepassing parade of megalomaniacs, incompetents, and cruelly brutal gossipsthat people most offices and other organizations?

      is this even a coherent sentence? I think Clegg has PTSD from Office Space.

    1. ife; it is not a metaphor for other things we want to do to improve our soc

      this is a very good point that I often overlook as well

  14. Sep 2017
  15. Mar 2017
    1. , and

      new sentence

    2. ,


    3. what living conditions were

      were like?

    4. the public opinion reflecting them

      awkward. Did the public opinion reflect the institutions or was it merely the public opinion of the institutions?

    5. In chapter 9 of Visions, Daniel Francis, Janet Miron, and Robert Lanning

      Thank you for sourcing

    6. were causes for reform

      were they "causes" or they themselves reformed?

    7. By using archaeological evidence of the exchange of certain European goods

      where? for example?

    8. as it circumvents some of the intrinsic problems that come with relying on heavily mediated records in the form of missionary/settler journals and letters

      Great point

    9. This directly contravenes the common assumption that European goods superseded Aboriginal trade networks

      I like this sentence for its clarity.

    10. Salisbury

      Is this chapter 1, the fur trade? I can't find the Salisbury article.

    11. in an effort to actively navigate the changes of 1830-1870 as the expansion of Canada’s borders and white settler communities reshaped cultural and economic practices and marginalized Métis populations

      Perhaps this could be a new sentence. I don't like long sentences I lose my train of thought.

    12. Complementary to these historians’ arguments, the primary sources, including Norbert Welsh’s memoir and several photographs, provided evidence of the impact of these societal changes as well as the diverging interests of white settlers and the Métis

      Great sentence: good sourcing, evidence-based claims and links to the previous sentence nicely.

    13. Métis migration, shifting cultural norms, the influence of white women, and the Métis resistance led by Louis Riel

      I like how this gets right to the point.

    14. The analyses of the three historians, Sylvia Van Kirk, Gerhard Ens and Gerald Friesen

      Again, I appreciate this proper citing

    15. which occurred


    16. The primary and secondary sources contained in Chapter 8 of the Visions text, The Métis and Red River Society: Change, Adaptation, and Resistance -1830’s to 1870s

      Yes, including the source. Great!

    17. distinguishing features

      such as? Give some concrete examples. There is actually nothing being said here.

    18. Through an analysis of the viewpoints of three different historians and primary documents based on education and mental institutions and the ways in which reform was sought to improve them, it becomes clear that there are several key concepts that connect these types of reform together through distinguishing features.

      Is this an example of a passive voice?


      Three historians analyses of primary documents highlight several key concepts that connect educational and mental institutional reforms.

    19. Through an analysis of the viewpoints of three different historians and primary documents based on education and mental institutions and the ways in which reform was sought to improve them, it becomes clear that there are several key concepts that connect these types of reform together through distinguishing features

      This sentence is too long. It annoys me how many times I had to read it to understand what's being said here.

    20. good about this paragraph

      "good" in what way? structurally? or content-wise? Both?

    21. But even such a little amount was necessary to secure the family

      What does this mean?

    22. Though women were marginalized in the public workforce, they utilized their social position to find ways to earn a living and contribute to society

      What happens to women who do not have a high social position?

    23. Document 1:

      Where is this from? Source?

    24. She argues that although women were still limited in employment opportunities, they too provided goods and services that were important to society.

      I like writing like this. Clear and to the point.

  16. Jan 2017
    1. problem solving, communication, negotiation skills, conflict-resolution skills, and group processing skills.

      how do we train for this?

    2. supported by research


    1. She tells me that Lily left her baby alone in the park

      definitely an indication of fractured narrative

  17. May 2016
    1. We will cover everything you need to know for this course within this module

      yes, perfect.

    2. It is beyond the scope of this course

      you say this a lot. Perhaps just focus on framing what is within the scope of this course. I don't think we need to keep apologizing for not being about everything in the universe.

    1. Just to be on the safe side, we suggest that you be kind to your pet rock, most likely a silicate, just in case our silicon overlords arrive.

      I chortled

  18. Apr 2016
    1. Measures of Course Success

      measures of course success

    2. Evaluation ComponentGrade WeightDue DateForum Posts20WeeklyClass Contribution10WeeklyResource Share15To be SelectedDebate25To be SelectedCritical Analysis Paper30March 29, 201


  19. Feb 2016
  20. Jan 2016
    1. Is he saying something about inductive vs deductive methods? Where typically historians have a model or a hypothesis but now they are allowing the data to tell the story?