This is an early incarnate of my current research in using collaborative learning strategies to help foster critical thinking and facilitate student learning outcomes.
To queer Open is to imagine it as an emergent space always in process. Open Education is not confirmed by courses, platforms, syllabi, hierarchies, but exactly resists those containers, imagining a space for marginalized representation -- a space that recognizes our unique embodied contexts and offers opportunities for liberation from them.
My keynote from Digital Pedagogy Lab Vancouver.
The digital humanities is as much about reading humanities texts with digital tools as it is about using human tools to read digital text. We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use). Far too much work in educational technology starts with tools, when what we need to start with is humans.
This is an early incarnate of my current research in using collaborative learning strategies to help foster critical thinking and facilitate student learning outcomes.
To queer Open is to imagine it as an emergent space always in process. Open Education is not confirmed by courses, platforms, syllabi, hierarchies, but exactly resists those containers, imagining a space for marginalized representation -- a space that recognizes our unique embodied contexts and offers opportunities for liberation from them.
My keynote from Digital Pedagogy Lab Vancouver.
The digital humanities is as much about reading humanities texts with digital tools as it is about using human tools to read digital text. We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use). Far too much work in educational technology starts with tools, when what we need to start with is humans.
The precipitate shift to remote instruction during the COVID-19 pandemic came with no reliable best practices. Finding themselves suddenly distant, learners and teachers had few choices outside of improvisation. A profound lack of literacy in digital pedagogies created a crisis that affected not only the curriculum, but the community of the classroom. The natural synergy of being together in a room abruptly became an unnatural shift to turning mics and cameras on and off in the framework of a video conference. Many have supposed that out of this crisis might grow a new educational approach or institution—one that might support faculty and staff to advance educational equity, and move away from the all too common one-size-fits-all approach of online learning. To affect this transformation, we must consider a critical digital pedagogy, one that integrates digital literacies with equitable practices to create meaningful learning on both sides of the screen.
12 steps for Designing an Assignment with Emergent OutcomesJesse Stommel
Pedagogy is a recursive process, a constant interplay between building and analyzing what we’ve built -- between teaching and meta-level reflection on our own process.
Critical digital pedagogy after covid 19 - reflections on teaching thtrough t...Sean Michael Morris
On 16 February 2021, I was invited to keynote "Scaffolding a Transformative Transition to Distance and Online Learning," a virtual symposia at the University of Ottawa.
If Freire Made a MOOC: Open Education and Critical Digital PedagogyJesse Stommel
Ceding authority is an active endeavor. Paulo Freire writes in Pedagogy of the Oppressed, "A revolutionary leadership must accordingly practice co-intentional education." The pedagogical value in openness is that it can create dialogue by increasing access and bringing together at once disparate learning spaces. A presentation at OpenEd 2014 by Jesse Stommel and Sean Michael Morris
Information written in this ppt presentation comes from other resources. Photo credits all to its rightful owner. References were cited at the last slide. Thank you and God bless!
Please leave comments or likes as sign of appreciation :)
The precipitate shift to remote instruction during the COVID-19 pandemic came with no reliable best practices. Finding themselves suddenly distant, learners and teachers had few choices outside of improvisation. A profound lack of literacy in digital pedagogies created a crisis that affected not only the curriculum, but the community of the classroom. The natural synergy of being together in a room abruptly became an unnatural shift to turning mics and cameras on and off in the framework of a video conference. Many have supposed that out of this crisis might grow a new educational approach or institution—one that might support faculty and staff to advance educational equity, and move away from the all too common one-size-fits-all approach of online learning. To affect this transformation, we must consider a critical digital pedagogy, one that integrates digital literacies with equitable practices to create meaningful learning on both sides of the screen.
12 steps for Designing an Assignment with Emergent OutcomesJesse Stommel
Pedagogy is a recursive process, a constant interplay between building and analyzing what we’ve built -- between teaching and meta-level reflection on our own process.
Critical digital pedagogy after covid 19 - reflections on teaching thtrough t...Sean Michael Morris
On 16 February 2021, I was invited to keynote "Scaffolding a Transformative Transition to Distance and Online Learning," a virtual symposia at the University of Ottawa.
If Freire Made a MOOC: Open Education and Critical Digital PedagogyJesse Stommel
Ceding authority is an active endeavor. Paulo Freire writes in Pedagogy of the Oppressed, "A revolutionary leadership must accordingly practice co-intentional education." The pedagogical value in openness is that it can create dialogue by increasing access and bringing together at once disparate learning spaces. A presentation at OpenEd 2014 by Jesse Stommel and Sean Michael Morris
Information written in this ppt presentation comes from other resources. Photo credits all to its rightful owner. References were cited at the last slide. Thank you and God bless!
Please leave comments or likes as sign of appreciation :)
CommentCommentonat least 3 Classmates’Posts (approxima.docxdrandy1
Comment
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
John Dewey, “the father of progressive education,” had a tremendous impact on education in the United States (Mondale & Patton, 2001, p. 76). In 1900,
most children left school by the end of eighth grade to go to work or help out at home. The American common school usually offered eight years of instruction. With its emphasis on the three Rs, its reliance on rote recitations and spelling bees, its close ties to the citizenry, its underpaid teachers and its usually crowded classrooms (Mondale & Patton, 2001, p. 64).
The challenge that John Dewey saw in these schools was “that much of present education fails because it neglects this fundamental principle of the school as a form of community life. It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed” (Dewey, 1897). He was concerned that these “traditional schools” would not prepare students for their present
and
future life. Dewey (1938) notes that in traditional schools, “the main purpose or objective is to prepare the young for future responsibilities and for success in life, by means of information and prepared forms of skill which comprehend the material of instruction” (p. 18). He goes on to argue that “that which is taught is thought of as essentially static. It is taught as a finished product, with little regard either to the ways in which it was originally built up or to changes that will surely occur in the future” (Dewey, 1938, p. 19). School was not a dynamic and engaging community environment for students.
Instead of these traditional schools, Dewey envisioned schools where students learn “by doing” (Mondale & Patton, 2001, p. 67). He “believed that if schools were anchored in the whole child, in the social, intellectual, emotional, and physical development of a child, teaching would be different–and learning would be different and schools would be very different, hospitable places for children” (Mondale & Patton, 2001, p. 77). Dewey (1897) writes, “I believe that the only true education comes through the stimulation of the child's powe.
CommentCommentonat least 3 Classmates’Posts (approxima.docxcargillfilberto
Comment
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
John Dewey, “the father of progressive education,” had a tremendous impact on education in the United States (Mondale & Patton, 2001, p. 76). In 1900,
most children left school by the end of eighth grade to go to work or help out at home. The American common school usually offered eight years of instruction. With its emphasis on the three Rs, its reliance on rote recitations and spelling bees, its close ties to the citizenry, its underpaid teachers and its usually crowded classrooms (Mondale & Patton, 2001, p. 64).
The challenge that John Dewey saw in these schools was “that much of present education fails because it neglects this fundamental principle of the school as a form of community life. It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed” (Dewey, 1897). He was concerned that these “traditional schools” would not prepare students for their present
and
future life. Dewey (1938) notes that in traditional schools, “the main purpose or objective is to prepare the young for future responsibilities and for success in life, by means of information and prepared forms of skill which comprehend the material of instruction” (p. 18). He goes on to argue that “that which is taught is thought of as essentially static. It is taught as a finished product, with little regard either to the ways in which it was originally built up or to changes that will surely occur in the future” (Dewey, 1938, p. 19). School was not a dynamic and engaging community environment for students.
Instead of these traditional schools, Dewey envisioned schools where students learn “by doing” (Mondale & Patton, 2001, p. 67). He “believed that if schools were anchored in the whole child, in the social, intellectual, emotional, and physical development of a child, teaching would be different–and learning would be different and schools would be very different, hospitable places for children” (Mondale & Patton, 2001, p. 77). Dewey (1897) writes, “I believe that the only true education comes through the stimulation of the child's powe.
Colleagues Responses 2Colleague #1……..Moses JacksonTop of FoWilheminaRossi174
Colleagues Responses 2
Colleague #1……..Moses Jackson
Top of Form
Topic of Interest
My research interest is teacher professional development. I intend to conduct It will be an emancipatory case study research to produce knowledge beneficial to disadvantaged people such as teachers and school leaders in postwar developing countries.
As a consequence, my tentative topic of interest is ‘An Investigation of the Impact of Teachers Professional Development Initiatives on the Educational Systems of Post War Countries: Case Study of Liberia from 2017—2020”
Philosophical Orientation that reflects my worldview
The philosophical orientation that reflects my worldview is Relativism and Constructivism which holds there is nothing as a single truth. According to (Burkholder & Burbank, 2020), relativists-constructivists believe truth is not a one-size-fits-all because its authenticity or realities may vary equally from context to context.
As a relativist-constructivist, I believe perceptions or assertions which individuals hold regarding a particular situation as truth could be different from that of others, in the same situation. For instance, if a research finding showed Western education was superior to traditional African education, and another finding showed traditional education viewed without using the lens of Westerners, is highly efficient, that would be a clear indication of truth being relative.
Based on my philosophical orientation, I take cognizance that all of the findings will not be the truth portrayed by the data. As a relativist-constructivist, it would behoove me to apply professional interpretation skills to arrive at conclusions of the multiple truths situation.
Epistemological and ontological assumptions
Epistemological Assumptions
My epistemological assumption is based on the relativist-constructivist view that knowing something can be generated when individuals interact and construct meaning from their interactions (Burkholder & Burbank, 2020). Burkholder and Burbank hold that knowledge can be co-created in ways such as experience, perceptions, intuitions, and beliefs.
In the world we find ourselves today, all knowledge we have acquired is based on what social scientists refer to as “agreement reality” or Ideas and beliefs that members of a group such as a society or culture typically accept as true (Babbie, 2017). This implies that most of what we perceive or refer to as knowledge today is basically what other people before us decided to accept as fact and justified as knowledge.
Ontological assumptions
My ontological assumption is based on my response to the question, “What is that single truth or knowledge about the world around me that exists, which needs to be determined or discovered?” As a proponent of relativism, I concur that there can be no one truth because truth itself is subjective or subject to situations, interpretations, and understood through individual exchanges. From the ontological perspective, I concur truth ...
Greenbelt Writing Project Grade 6 Menu of Writing Ideas and Projects Spring 2017Buffy Hamilton
Menu of greenbelt writing choices for 6th grade writers in the War Eagle Writing Studio. Designed and created by Buffy Hamilton; inspiration from Ralph Fletcher in Joy Write.
Adventures in Writing Instruction--Embracing the Wobble and FrictionBuffy Hamilton
Modified Ignite talk for faculty meeting, October 19, 2016
All images are copyright friendly---images that do not note image attribution are my own or created w/ copyright friendly images in Canva.
SWON Webinar: Written Conversations and Academic Literacies in LibrariesBuffy Hamilton
https://theunquietlibrarian.wordpress.com/category/written-conversation-strategies-2/ and https://www.pinterest.com/buffyjhamilton/written-conversation-strategies-examples-and-refle/
CU Boulder Symposium Keynote: Literacies for Every Season of Their Lives Apr...Buffy Hamilton
Certain fonts may be needed to see the slides correctly
https://www.pinterest.com/buffyjhamilton/fonts/
See https://theunquietlibrarian.wordpress.com/2015/04/25/cu-boulder-symposium-keynote-literacies-for-every-season-of-their-lives/ for links of importance from the presentation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
1. K-6 Literacy Group Summary on Dewey and Rosenblatt
September 12, 2002
Amy Kay
Janet Lewis
Donna Ware
Sharon Morgan
Buffy Hamilton
Connections, Thoughts, and Reactions
Our group shared similar reactions to Dewey’s work; our primary reaction was our
amazement that the same issues Dewey addressed in 1938 are still dominating debate
in educational circles and the sphere of public education. As Donna remarked, “I can’t
believe this book was written in 1938. It is as if Dewey wrote this book in the year
2002. How can educators still be struggling with these same issues? We are still
battling the Either-Or philosophy as shown in the following excerpts from Best Practice:
New Standards for Teaching in America’s Schools (Zemelman, Daniels, and Hyde, 1998)
and Literacy at the Crossroads (Routman, 1996)”. Amy echoed this sentiment
lamenting, “ Sadly, Dewey’s statement still holds true, “It is easier to walk in the paths
that have been beaten than it is, after taking a new point of view, to work out what is
practically involved in the new point of view” (p.30). We all commented on Dewey’s
observation that “But the easy and simple are not identical. To discover what is really
simple and to act upon the discovery is an exceedingly difficult task” (pg. 30).
We also tried to think about the connections between Dewey and Rosenblatt. Sharon
reflected on how the concept of experience is central to both Dewey and Rosenblatt and
how it relates to her practices in the classroom, remarking that, “One implication for
teachers today is that we should be diligent in our attention to activating prior
knowledge. I have personally found this strategy to benefit almost all students, even
those who first appear unmotivated. Listening to student talk, asking questions that
further my information about student experience, and then planning activities that
incorporate that information, helps establish pathways for students to use in creating
their own connections. I have realized that I cannot force connections, but when I allow
2. students to lead conversations with only the slightest encouragement and guidance,
then the connections they do make are a moving force allowing growth to proceed.”
Buffy also reflected on the importance of the concept of experience to both Dewey and
Rosenblatt, stating “The idea that “experience does not occur in a vacuum” {p. 40}
is one that has been discussed in other courses I have taken, especially ELAN 7400
{Language and Learning} and ELAN 7310 {P-8 Writing Pedagogies). Ann Haas Dyson,
Shirley Bryce Heath, and Barbara Kamler all make compelling arguments on the how our
culture and social environment shape how we interpret and transact with external
experiences. As a teacher, I constantly wonder about my students’ prior experiences
and what shapes them as learners; in addition, I wonder how I can structure my
classroom and teaching to accommodate the significance of those experiences while
nudging their growth in new and rich directions.” Amy observed that “In considering
how Dewey and Rosenblatt transact with each other, they each base learning, whether
it is reading and writing (Rosenblatt) or general subject matter, on “the creation of
environments and activities in which students are motivated and encouraged to draw on
their own resources to make ‘live’ meanings” (Rosenblatt, p.1082).” Janet was
reminded of Rosenblatt when Dewey wrote, "...the principle of continuity of experience
means that every experience both takes up something from those which have gone
before and modifies in some way the quality of those which come after" (p.35).
Questions
• From Buffy: As I try to think about how Dewey’s ideas relate to Rosenblatt and our
group’s concerns, I wonder how we could help students to have richer transactions
with texts? When I first studied Rosenblatt and “Reader Response” theories as an
undergraduate in 1991, I thought that students could simply read the text and have
a quality transaction. How naïve was that! ☺ I wonder now how I could create
“situations” that would scaffold students’ with strategies to have richer transactions
with texts. And what about students who have limited experiences or worse, lots of
“mis-educative experiences” that would color or affect their transactions with texts
since Dewey says that all experiences affect future ones?
• From Amy: What is the “example of the Greeks who saw clearly the relation
between a sound body and a sound mind”? (p.63).
• From Amy: In reading the following, “It is possible of course to abuse the office,
and to force the activity of the young into channels which express the teacher’s
purpose rather than that of the pupils” (p.71), I immediately thought of the
Montessori method. Would Dewey refer to this as a ‘forcing of activity’ since the
3. materials have specific uses and the students are taught, by an ‘expert,’ how to use
them? Did Dewey ever address this method specifically?
• From Donna: My favorite quote of the book is on page 49. “What avail is it to win
prescribed amounts of information about geography and history, to win ability to
read and write, if in the process the individual loses his own soul: loses his
appreciation of things worth while, of the values to which these things are relative;
if he loses desire to apply what he has learned and, above all, loses the ability to
extract meaning from his future experiences as they occur.” This is what I fear
most with the drive for accountability and testing. Where would Dewey place the
“test preparation” experiences our students undergo on a continuum?
