LLMs themselves are literal plaigiarism generators.

Jim, the machine has no perspective other than the one that is programmed / trained / tuned into it.

WHICH SCHOOLS JIM?! This feels like a broad and sweeping claim with no evidence cited.

What is being analyzed? What is being processed?

I am begging you to stop humanizing the LLM

NOOOO I thought you said look at social practices first, rather than technologies, omg Jim

JIM NOOOOOOOOO

How exactly DO stochastic parrots extend human capabilities?

Already this is a little weird because do calculators even do algebra? At least the ones generally available to students?

Padlet is akin to an online "bulletin board" that students can post on, though there are many ways educators have used it in their practice. Here, I use it as a space for students to share their work with one another.

Each of these "steps" is accompanied by its own page in the Learning Management System. For additional samples, please contact me at eaguilera@mail.fresnostate.edu.

While I once believed that projects that were defined in a step-wise fashion was bad for student creativity, in practice I have found just the opposite. When I streamline certain aspects of the process, students have demonstrated creative freedom in areas that I did not over-specify.

Another big issue I struggled with was making sure students were still able to get a meaningful experience from the final assignment of the course. This particular objective aligned with an existing final project option.

In line with the current discourses around "ungrading," these objectives eventually become a simple "checklist" for students to ensure they have addressed all aspects of the project. I share more about the specifics of this approach here: Less Grading, Better Teaching.

As I mentioned in the video, my core tension was the commitment not to add too much additional work onto participants, but instead to draw on their everyday experiences facing their social realities and center that as the core "content" of this project.

I framed this prompt in response to feedback students gave me about how the class included folks who were not all full time teachers, though the majority of the class was. The goal was to expand the notion of "teaching" to encompass the acts that parents, caregivers, community leaders, and community members engage in to support learning.

This project prompt was developed in collaboration with students who offered their own thoughts, ideas, and feedback on initial drafts of the assignment in a course discussion board.

The video "talkthrough" below, created specifically as part of the COVID-19 revisions to my assignments, follows conventions of similar videos in the course. In these videos, I highlight:

1. The purpose of an assignment or project.
2. Some nuances of project that touch on aspects of my own intentions, perspectives, etc.
3. Some practical considerations for project completion, submission, etc. The simplicity and straightforwardness of these videos is part of what makes this a sustainable practice for me as an educator; students have also reported that it feels like "I'm there with them" on each step of the process.

I include notes on accessibility on any page that includes media other than text.

A few notes on the instructional shifts that I allude to in the video:

I tend to schedule the "publishing" of modules on a week-to-week basis. This is meant to promote a focus on shared experience of our content over time.

I typically list all modules of the course on the homepage, including the currently active and next available one. For the sake of simplicity, I will only include this reference to the current module that aligns with the video above.

"Multicultural and Social Justice Education" is a term used in the MAT program at Fresno State to refer to the wide range of pedagogical approaches advocated by our program. For some essential reading on framings of educational justice, see the work of Eve Tuck & K. Wayne Yang.

Unlike the other example mentioned in the article, this video is unscripted. It was created using Camtasia 3 software, though many software platforms can perform similar functions. Prior to this course, I used Open Broadcaster Software to record this "genre" of video.

The course is regularly taught over the course of a 15-week semester.

This module was posted following the "Spring Break" of our school, a few weeks into the California statewide shelter-in-place.

The ethics of video hosting platforms is an entirely conversation in and of itself, and continues to change over time. In my case, I have opted for simplicity, ease of access, and captioning features over other concerns I have about YouTube and its parent company.

A few notes on my production process:

• For instructional videos, I prefer to keep things under 5 minutes per video. If I need more than five minutes per explanation, I can just break it up into multiple shorter parts.
• To make the time limit easier to address, I write a script for each conceptual video prior to recording it. They tend to look like this: Video Script Example. These transcripts become helpful for manual captioning and/or sending directly to students.
• While this one doesn't sound as "conversational" as my unscripted videos, my emphasis in conceptual videos is on clarity (hence the pace of speech, enunciation of words, etc.) and provoking new thinking (hence my purposefully broad framing of the ideas)

I include notes on accessibility on any page that includes media other than text.

In framing these multiple definitions, I was inspired by the work of Carl Grant & Christine Sleeter.

While I frame reflective questions around each video I post, these are not "turned in" like an assignment. This move allows me to contextualize media as it relates to our course content, while freeing up students to work on more participatory activities for a given module. For further inspiration, see Jesse Stommel's work on Ungrading.

Each week, I like to frame module content around one "Big Idea" - a broad concept that I briefly overview in a > 5 minute video. These videos are meant to make ideas more widely accessible to students with varying kinds of background knowledge and prior experience. I first heard of "The Big Idea" through the work of Jim Burke, and his book, [What's the Big Idea?](https://www.heinemann.com/products/e02157.aspx) from my days teaching high school English.

The core text for this course was James & Cherry Banks' edited volume Multicultural Education: Issues and Perspectives. This module featured James' chapter from that book, entitled "Multicultural Characteristics: Characteristics & Goals."

This video was made using Adobe Spark Video, which is free to use at the time of this writing. I learned about this through the work of Michelle Pacansky-Brock