Trying to fire up the Twitter!
How will your experience in #OpenLearning affect your teaching practice or scholarship? Why?
#OpenLearning17 has provided lots of inspiration for making my teaching practices more open and accessible. The course has also helped me better understand some of the choices I’ve made about the learning environment I want to create with my students. I have three partially written posts about specific aspects of the course and have accepted the fact that I’m not going to finish them until after the semester is over. For now, I want to throw out what I think are three of my main takeaways:
#1: What’s in a Name? I am going to be less concerned about definitions and more attentive to what works and why. At the beginning of the semester I thought I’d come away with a coherent working definition of Open Learning. But (sort of) watching the recent debates about the definition of “Open Pedagogy” has led me to think we should advocate for a catholic use of Open and not insist on one gold star definition that gets held up as the new orthodoxy. Continue reading “Reflections on #OpenLearning17”
Yesterday the European Court of Human Rights ruled against the Russian Government in a case brought by survivors of the massacre of students and faculty at School Number 1 in Beslan, North Ossetia. On September 1, 2004, Chechen militants seized the school, fortified it with explosives and held more than a thousand people, including 777 children, hostage for three days. They terrorized their captives, executing several, and withholding water from those who remained. Continue reading “Remembering – The First Decade”
As promised, I’m posting an assortment of “gems” from the draft syllabi we workshopped in Grad 5114 a few weeks ago. This collection is suggestive rather than exhaustive, and I’ve removed names unless you specifically indicated that it was ok to include them. Lots of inspiration here!
Course Descriptions / Introductions:
Working with the Open Learning cMOOC (#OpenLearning17) has given me the opportunity to re-connect with one of the most inspirational and talented educators I know. During her long tenure at Virginia Tech Dr. Shelli Fowler developed and taught a graduate course called “Pedagogical Practices in Contemporary Contexts.” A jewel in the crown of certificate programs in Transformative Graduate Education and Training the Future Professoriate, Contemporary Pedagogy brings together graduate students from across the university in a seminar devoted to developing a distinct teaching praxis. Shelli designed the course, which is known across campus as “GEDI” (the Graduate Education Development Institute) to help graduate students acquire the diverse and flexible skill sets they need to succeed and lead as teacher/scholar/professionals in the changing landscape of higher education. It works at multiple levels — as a professional development forum for early-career teachers, as an interdisciplinary discussion of the challenges and commonalities of engaging undergraduates at a Research I university, and as a site of critical engagement over the connections between the philosophical underpinnings and practical application of pedagogy (praxis). Continue reading “Contemporary Pedagogy at VT: A Conversation with Shelli Fowler”
Today is March 8 – International Women’s Day, which is being marked in the US by the #Daywithoutawoman campaign. I’ve struggled to get clarity on my own stance here — I’m especially sensitive to the point that striking is a privilege not everyone enjoys and have settled for the following demonstrations of solidarity: I’m wearing red (glasses), only spending money at my favorite local businesses owned by women, (mostly) staying off social media, reminding the world that we still / will always deserve equal pay and paid family leave, and holding off until tomorrow to post this.
It’s been nearly a week after Bryan Alexander’s invigorating tour through a “week of Digital Literacy” in our Open Learning cMOOC. Among many other things, the week helped me appreciate how fun and difficult it can be to stay abreast of a free-wheeling Twitter chat, how delightful it is to meet new people and work on shared intellectual concerns collaboratively, and how much I have to learn — not just about digital literacy, but but about learning itself.
The latter connects powerfully to the crisis of knowledge and knowing that has engulfed most communication channels since the new administration’s war on the media began under the banner of “Fake News.” Like many others, I have spent many hours searching my soul, reading (and reading), and talking with people seeking understanding — not just of how we got to what still feels like a surreal moment, but what can and must be done to move us forward — or maybe it’s backward — to a time when dissembling, manipulating, and simply lying about what happened or what one said might not have been unheard of, but wasn’t projected at a national level as an acceptable, indeed expected mode of engagement.