If bell hook made an LMS: Grades, Radical Openness, and Domain of One's OwnJesse Stommel
This is the text of the presentation I gave at the Domains17 conference in Oklahoma City, OK on June 5, 2017. The learning management system is a red herring, a symptom of a much larger beast that has its teeth on education: the rude quantification of learning, the reduction of teaching to widgets and students to data points.
A link to the full text of the presentation: http://jessestommel.com/if-bell-hooks-made-an-lms-grades-radical-openness-and-domain-of-ones-own/
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.
Open Pedagogy: Building Compassionate Spaces for Online LearningJesse Stommel
In Teaching to Transgress, bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a ‘safe’ place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of uncertainty, a place of friction, a place of critical thinking. This is not an Open pedagogy neatly defined and delimited.
Open pedagogy pushes on the notion of education as content delivery in favor of education as community and dialogue. The work is less crudely didactic, more ephemeral. This can be especially true in online teaching and learning, where presence is signaled in very different ways and risk is felt differently. When we ask students to work openly on the Web, it’s critical that we make space for them to critically interrogate digital culture and to contribute to knowledge on the Web. As online educators and designers, we must also make space for students to teach us about working on the Web, about learning, about what education can be.
[Plenary at Open SUNY Summit, March 2018]
Can we imagine assessment mechanisms that encourage discovery, ones not designed for assessing learning but designed for learning through assessment? Much of our work in education resists being formulated as neat and tidy outcomes, and yet most assessment takes the complexity of human interaction within a learning environment and makes it “machine readable.” When learning is the goal, space should be left for wonder and experimentation.
A keynote based on two blog posts:
Why I Don't Grade: https://www.jessestommel.com/why-i-dont-grade/
How to Ungrade: https://www.jessestommel.com/how-to-ungrade/
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.
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.
Centering Teaching: the Human Work of Higher EducationJesse Stommel
Most higher education teaching practices are unexamined, because teachers are rarely given space to think critically about pedagogy. We need departments of higher education pedagogy (or interdisciplinary clusters of scholars focused on higher education pedagogy) at every school offering graduate degrees aimed at preparing future faculty.
In A Room of One's Own, Virginia Woolf writes, "To sacrifice a hair of the head of your vision, a shade of its colour, in deference to some Headmaster with a silver pot in his hand or to some professor with a measuring-rod up his sleeve, is the most abject treachery."
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of teaching, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Any authority within the space of the classroom must be aimed at fostering agency in all the members of our community.
If bell hook made an LMS: Grades, Radical Openness, and Domain of One's OwnJesse Stommel
This is the text of the presentation I gave at the Domains17 conference in Oklahoma City, OK on June 5, 2017. The learning management system is a red herring, a symptom of a much larger beast that has its teeth on education: the rude quantification of learning, the reduction of teaching to widgets and students to data points.
A link to the full text of the presentation: http://jessestommel.com/if-bell-hooks-made-an-lms-grades-radical-openness-and-domain-of-ones-own/
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.
Open Pedagogy: Building Compassionate Spaces for Online LearningJesse Stommel
In Teaching to Transgress, bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a ‘safe’ place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of uncertainty, a place of friction, a place of critical thinking. This is not an Open pedagogy neatly defined and delimited.
Open pedagogy pushes on the notion of education as content delivery in favor of education as community and dialogue. The work is less crudely didactic, more ephemeral. This can be especially true in online teaching and learning, where presence is signaled in very different ways and risk is felt differently. When we ask students to work openly on the Web, it’s critical that we make space for them to critically interrogate digital culture and to contribute to knowledge on the Web. As online educators and designers, we must also make space for students to teach us about working on the Web, about learning, about what education can be.
[Plenary at Open SUNY Summit, March 2018]
Can we imagine assessment mechanisms that encourage discovery, ones not designed for assessing learning but designed for learning through assessment? Much of our work in education resists being formulated as neat and tidy outcomes, and yet most assessment takes the complexity of human interaction within a learning environment and makes it “machine readable.” When learning is the goal, space should be left for wonder and experimentation.
A keynote based on two blog posts:
Why I Don't Grade: https://www.jessestommel.com/why-i-dont-grade/
How to Ungrade: https://www.jessestommel.com/how-to-ungrade/
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.
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.
Centering Teaching: the Human Work of Higher EducationJesse Stommel
Most higher education teaching practices are unexamined, because teachers are rarely given space to think critically about pedagogy. We need departments of higher education pedagogy (or interdisciplinary clusters of scholars focused on higher education pedagogy) at every school offering graduate degrees aimed at preparing future faculty.
In A Room of One's Own, Virginia Woolf writes, "To sacrifice a hair of the head of your vision, a shade of its colour, in deference to some Headmaster with a silver pot in his hand or to some professor with a measuring-rod up his sleeve, is the most abject treachery."
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of teaching, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Any authority within the space of the classroom must be aimed at fostering agency in all the members of our community.
www.CourageRenewal.org 1 The Heart of a Teacher Identit.docxAASTHA76
www.CourageRenewal.org 1
The Heart of a Teacher
Identity and Integrity in Teaching
by Parker J. Palmer
We Teach Who We Are
I am a teacher at heart, and there are moments in the classroom when I can hardly
hold the joy. When my students and I discover uncharted territory to explore, when the
pathway out of a thicket opens up before us, when our experience is illumined by the
lightning-life of the mind—then teaching is the finest work I know.
But at other moments, the classroom is so lifeless or painful or confused—and I am so
powerless to do anything about it that my claim to be a teacher seems a transparent sham.
Then the enemy is everywhere: in those students from some alien planet, in that subject I
thought I knew, and in the personal pathology that keeps me earning my living this way.
What a fool I was to imagine that I had mastered this occult art—harder to divine than tea
leaves and impossible for mortals to do even passably well!
The tangles of teaching have three important sources. The first two are commonplace,
but the third, and most fundamental, is rarely given its due. First, the subjects we teach
are as large and complex as life, so our knowledge of them is always flawed and partial.
No matter how we devote ourselves to reading and research, teaching requires a
command of content that always eludes our grasp. Second, the students we teach are
larger than life and even more complex. To see them clearly and see them whole, and
respond to them wisely in the moment, requires a fusion of Freud and Solomon that few
of us achieve.
If students and subjects accounted for all the complexities of teaching, our standard
ways of coping would do—keep up with our fields as best we can, and learn enough
techniques to stay ahead of the student psyche. But there is another reason for these
complexities: we teach who we are.
Teaching, like any truly human activity, emerges from one’s inwardness, for better or
worse. As I teach, I project the condition of my soul onto my students, my subject, and
our way of being together. The entanglements I experience in the classroom are often no
more or less than the convolutions of my inner life. Viewed from this angle, teaching
holds a mirror to the soul. If I am willing to look in that mirror, and not run from what I
see, I have a chance to gain self-knowledge—and knowing myself is as crucial to good
teaching as knowing my students and my subject.
In fact, knowing my students and my subject depends heavily on self-knowledge. When
I do not know myself, I cannot know who my students are. I will see them through a glass
2 www.CourageRenewal.org
darkly, in the shadows of my unexamined life—and when I cannot see them clearly I
cannot teach them well. When I do not know myself, I cannot know my subject—not at
the deepest levels of embodied, personal meaning. I will know it only abstractly, from a
distance, a congeries of concepts as far removed from the world .
Short essay on My school, CBSE Class 1 to 10, 10 lines, PDF – School. Marvelous First Day Of School Essay ~ Thatsnotus. My School Essays | How to Write an Essay on My School. Amazing High School Essay ~ Thatsnotus. My school essay. 24/7 Homework Help.. My School Essays For Class 1 & 2 | Simple Essays on My School Topic. High School Essay - 10+ Examples, Format, Pdf | Examples. Write my school essay. Beginning High School Essay Writing (Live .... My School Library Essay | Essay on My School Library for Students and .... School essay. 007 My School Essay Example ~ Thatsnotus. My School Essays | Long & Short, Simple, Easy Essays for Students. Essay on my school in english || My school short essay. My School essay in english || my school essay || short essay on my .... My school essay in English by Kids talent and entertainment - YouTube. Amazing My School Essay ~ Thatsnotus. 008 My School Essay .... Essay My School Par | Sitedoct.org. Essay writing for my school. How to Write In College Essay Format | OCC NJ. Critical Essay: Short essay on good school. My School – Essay in 2020 | School essay, I school, Short essay. 002 Essay Example My School ~ Thatsnotus. Expository essay: A short essay on my school. How to write a essay for college middle school Woodstock. My School Essays | 11 Best Written Essays on My School [ 2023 ]. Schools Essay | Essay on Schools for Students and Children in English .... My school essay writing - College Homework Help and Online Tutoring.. Essay on My School for All Class Students. College Essay Format: Simple Steps to Be Followed. 012 Essay Example My School Paragraphing ~ Thatsnotus My School Essays
A Narrative Inquiry in physical educationAshley Casey
Presentation at AIESEP Madrid 2015 - A Narrative Inquiry into the negotiation of the dominant stories of physical education: Living, telling, re-telling, and re-living
W R I T T E N E X E RC I S E # 1 O N E I S A S T O .docxjessiehampson
W R I T T E N E X E RC I S E # 1
“ O N E I S A S T O N I S H E D I N T H E S T U D Y O F H I S T O RY A T T H E R E C U R R E N C E O F T H E I D E A T H A T
E V I L M U S T B E F O R G O T T E N , D I S T O R T E D , S K I M M E D OV E R . W E M U S T N O T R E M E M B E R T H A T
DA N I E L W E B S T E R G O T D R U N K B U T O N LY R E M E M B E R T H A T H E W A S A S P L E N D I D
C O N S T I T U T I O N A L L A W Y E R . W E M U S T F O R G E T T H A T G E O R G E W A H I N G T O N W A S A S L AV E
O W N E R … A N D S I M P L Y R E M E M B E R T H E T H I N G S W E R E G A R D A S C R E D I TA B L E A N D I N S P I R I N G .
T H E D I F F I C U L T Y, O F C O U R S E , W I T H T H I S P H I L O S O P H Y I S T H A T H I S T O RY L O S E S I T S VA L U E A S
A N I N C E N T I V E A N D E X A M P L E ; I T PA I N T S P E R F E C T M E N A N D N O B L E N A T I O N S , B U T I T D O E S
N O T T E L L T H E T R U T H . ”
~ W. E . B . D U B O I S ( B L A C K R E C O N S T R U C T I O N )
What is history? Why should we study history? Within the context of our stories
concerning Christopher Columbus, Native Americans, the Pilgrims, or slavery,
discuss how historians (Zinn and Loewen) have dealt with the above issues
specifically. How have history textbooks begun to complicate our histories even
further? With regard to the above topics, how have your readings and studies in
this class differed from the ways in which these topics have been portrayed (all the
way back to elementary school) to you in previous classes? In the quote above,
W.E.B. DuBois suggests that in our studies of history, when we skim over the bad
parts, our histories begin to lose their value as “incentive and example.” What
does he mean by this? What are the far-reaching consequences of the ways in
which so many of us have been taught history?
“ H I S T O R Y I S F I C T I O N , E XC E P T F O R T H E PA R T S T H A T I L I K E , W H I C H A R E , O F C O U R S E , T R U E . ”
~ J I M C O R D E R
U N I T E D S T A T E S H I S T O R Y
A M Y B E L L
DIREC TIONS
1) Your response to the question must be typed—twelve point font, double-spaced,
one-inch margins. In writing your answer, please do not exceed five pages.
2) In your response, use only your assig ned text(s), the instructor’s handouts, or
class notes taken from discussions. Do not use additional library or internet
sources.
3) Your generalizations must be supported by direct citations from the text, class
notes, or instructor’s handouts.
4) Citations should be made in MLA format. For class notes or presentations, you
might use: (60’s handout) or (class notes).
Note: You must cite parenthetically throughout your narrative. Please follow this format. There
should be ma ...
College Essay : An Ideal College
Why I Chose When Attending A Small College
Intellectual Diversity In Liberal Arts
Perseverance Essay
My Personal Study Habits
Four Year College
Getting Into Elite Colleges
College Professors Essay
Many Hands, One Voice: Harmony in Higher EdMa'ayan Plaut
With the evolution of technology and communication, the way we reach our audiences will never be the same. Our messages, regardless of medium, are all part of the larger conversation. No longer can the divisions between print, web, social media, and in-person communications be ignored--when we connect with our audiences, they’re expecting everything we do to be consistent across the board.
To do this, we must work together on the inside so we’re all singing the same song on the outside. In this presentation, we will demonstrate how to break down the division between job roles and media to deliver your messages effectively, reach your people where they are, and provide the value they are looking for. We’ll make the case for collaboration to enhance internal and external conversations, and provide ideas to better the relationships between online and offline communications.
Presented with Alaina Wiens from UM-Flint at #psuweb14, the Social Media Summit for Penn State Communicators, and the KCTCS Web Retreat.
Essay On Why Community Service Is Importantdavih0fytav3
Why Is Community Service Important? Free Essay Example. Why Community Service Is Important? Free Essay Example. Community Service for Students Essay Example Topics and Well Written .... Essay about doing community service What does service mean to you essay. Community service essay. Essay about Community Service Importance amp; Benefits - EnglishGrammarSoft. Impressive Why Is Community Service Important Essay Thatsnotus. Why Is Community Service Important To Me Essay - Importance And .... Sample Essay About Community Service. Why Community Service Is So Important for College Admissions Niche Blog. Essay on why community service is important - internetupdater.web.fc2.com. Sample Community Service Essays. Essay community service Logan Square Auditorium. 020 Why Is Community Service Important Essay Thatsnotus. Importance of community service Essay Example GraduateWay. Introduction to community service - Question 1 Essay Characteristics of .... Reflection Essay: Essays about service. How to Write a Great Community Service Essay - How to write an essay .... Compulsory Community Service Essay Example Topics and Well Written .... Argumentative Essay Community Service - ARGUMENT ESSAY ON IMPORTANCE OF .... Example of reflection paper about community service. Final Reflection .... Community Service Essay, Essays on Community Service Importance, Experience. Why is community service important essay. Why is Community Service .... Many Benefits Of Community Service Essay - The Benefits Of Community .... Essay on why community service is important unpaid - thedrudgereort487 .... Why Community Service Is Important Essay - Activity-Essay-Volunteer .... Essay On Community Services. 023 Text20fragment Jpg Why Is Community Service Important Essay .... Impressive Community Service Essays Thatsnotus. Benefits of community service essay experience - friendshipthesis.web .... Scholarship Essays About Community Service Essay On Why Community Service Is Important Essay On Why Community Service Is Important
Presented at the 2013 NPEA conference by: Jack Kent Cooke Foundation, California State University Los Angeles, Yale University
http://www.educational-access.org/npea_conference_speakers2013.php
31 Persuasive Essay Topics JournalBuddies.com. 50 Free Persuasive Essay Examples BEST Topics ᐅ TemplateLab. Teacher Approved Organizing Persuasive Writing with Color Guest Post .... Persuasive essay examples for 6th graders Help in writing an essay .... Top 10 persuasive topics. 120 Good Persuasive Essay Topics From Easy .... Easy persuasive essay topics. 66 EASY PERSUASIVE SPEECH TOPICS FOR .... Essay websites: What is a persuasive essay. 100 Persuasive Essay Topics. Persuasive writing, Writing a persuasive essay, Argumentative writing. Documented Persuasive Essay Topics PDF. Topics To Write A Persuasive Essay On. 10 Daring Persuasive Argumentative Essay Topics - Academic Writing Success. Good Persuasive Topics for Speech or Essay Updated Aug - Persuasive .... Persuasive comparison examples. What Are Persuasive Devices .... Interesting persuasive essays. Top Persuasive Essay Topics to Write .... A Guide to Crafting Persuasive Academic Essays and 20 Persuasive Essay .... Persuasive Writing Topics For 4Th Graders. College Essay: Persuasive essay samples. Persuasive Essay Writing prompts and Template for Free. 10 Unique Ideas For A Persuasive Essay 2023. 10 Amazing Persuasive Speech Ideas For College 2023. Beautiful Best Persuasive Essay Topics Thatsnotus. Research Topics For 6th Grade. Persuasive Writing Worksheet Pack - No Prep Lesson Ideas Persuasive .... Narrative Essay: Persuasive writing questions Persuassive Essay Ideas Persuassive Essay Ideas
The Necessity of Hope: Critical Digital Pedagogy Today .pdfSean Michael Morris
Slide deck for presentation at Technology, Pedagogy and Society: Critical Appreciation of the Present and Prospects for the Future, in Karachi, Pakistan.
Humanising digital pedagogy: the role of imagination in distance teaching.Sean Michael Morris
On 24 February 2021, I was invited to give a talk at the Quality Assurance Agency for Higher Education's Quality Insights Conference. The transcript of the talk can be found here: https://www.seanmichaelmorris.com/humanizing-digital-pedagogy-the-role-of-imagination-in-distance-teaching/.
More Related Content
Similar to If bell hooks Made a Learning Management System
www.CourageRenewal.org 1 The Heart of a Teacher Identit.docxAASTHA76
www.CourageRenewal.org 1
The Heart of a Teacher
Identity and Integrity in Teaching
by Parker J. Palmer
We Teach Who We Are
I am a teacher at heart, and there are moments in the classroom when I can hardly
hold the joy. When my students and I discover uncharted territory to explore, when the
pathway out of a thicket opens up before us, when our experience is illumined by the
lightning-life of the mind—then teaching is the finest work I know.
But at other moments, the classroom is so lifeless or painful or confused—and I am so
powerless to do anything about it that my claim to be a teacher seems a transparent sham.
Then the enemy is everywhere: in those students from some alien planet, in that subject I
thought I knew, and in the personal pathology that keeps me earning my living this way.
What a fool I was to imagine that I had mastered this occult art—harder to divine than tea
leaves and impossible for mortals to do even passably well!
The tangles of teaching have three important sources. The first two are commonplace,
but the third, and most fundamental, is rarely given its due. First, the subjects we teach
are as large and complex as life, so our knowledge of them is always flawed and partial.
No matter how we devote ourselves to reading and research, teaching requires a
command of content that always eludes our grasp. Second, the students we teach are
larger than life and even more complex. To see them clearly and see them whole, and
respond to them wisely in the moment, requires a fusion of Freud and Solomon that few
of us achieve.
If students and subjects accounted for all the complexities of teaching, our standard
ways of coping would do—keep up with our fields as best we can, and learn enough
techniques to stay ahead of the student psyche. But there is another reason for these
complexities: we teach who we are.
Teaching, like any truly human activity, emerges from one’s inwardness, for better or
worse. As I teach, I project the condition of my soul onto my students, my subject, and
our way of being together. The entanglements I experience in the classroom are often no
more or less than the convolutions of my inner life. Viewed from this angle, teaching
holds a mirror to the soul. If I am willing to look in that mirror, and not run from what I
see, I have a chance to gain self-knowledge—and knowing myself is as crucial to good
teaching as knowing my students and my subject.
In fact, knowing my students and my subject depends heavily on self-knowledge. When
I do not know myself, I cannot know who my students are. I will see them through a glass
2 www.CourageRenewal.org
darkly, in the shadows of my unexamined life—and when I cannot see them clearly I
cannot teach them well. When I do not know myself, I cannot know my subject—not at
the deepest levels of embodied, personal meaning. I will know it only abstractly, from a
distance, a congeries of concepts as far removed from the world .
Short essay on My school, CBSE Class 1 to 10, 10 lines, PDF – School. Marvelous First Day Of School Essay ~ Thatsnotus. My School Essays | How to Write an Essay on My School. Amazing High School Essay ~ Thatsnotus. My school essay. 24/7 Homework Help.. My School Essays For Class 1 & 2 | Simple Essays on My School Topic. High School Essay - 10+ Examples, Format, Pdf | Examples. Write my school essay. Beginning High School Essay Writing (Live .... My School Library Essay | Essay on My School Library for Students and .... School essay. 007 My School Essay Example ~ Thatsnotus. My School Essays | Long & Short, Simple, Easy Essays for Students. Essay on my school in english || My school short essay. My School essay in english || my school essay || short essay on my .... My school essay in English by Kids talent and entertainment - YouTube. Amazing My School Essay ~ Thatsnotus. 008 My School Essay .... Essay My School Par | Sitedoct.org. Essay writing for my school. How to Write In College Essay Format | OCC NJ. Critical Essay: Short essay on good school. My School – Essay in 2020 | School essay, I school, Short essay. 002 Essay Example My School ~ Thatsnotus. Expository essay: A short essay on my school. How to write a essay for college middle school Woodstock. My School Essays | 11 Best Written Essays on My School [ 2023 ]. Schools Essay | Essay on Schools for Students and Children in English .... My school essay writing - College Homework Help and Online Tutoring.. Essay on My School for All Class Students. College Essay Format: Simple Steps to Be Followed. 012 Essay Example My School Paragraphing ~ Thatsnotus My School Essays
A Narrative Inquiry in physical educationAshley Casey
Presentation at AIESEP Madrid 2015 - A Narrative Inquiry into the negotiation of the dominant stories of physical education: Living, telling, re-telling, and re-living
W R I T T E N E X E RC I S E # 1 O N E I S A S T O .docxjessiehampson
W R I T T E N E X E RC I S E # 1
“ O N E I S A S T O N I S H E D I N T H E S T U D Y O F H I S T O RY A T T H E R E C U R R E N C E O F T H E I D E A T H A T
E V I L M U S T B E F O R G O T T E N , D I S T O R T E D , S K I M M E D OV E R . W E M U S T N O T R E M E M B E R T H A T
DA N I E L W E B S T E R G O T D R U N K B U T O N LY R E M E M B E R T H A T H E W A S A S P L E N D I D
C O N S T I T U T I O N A L L A W Y E R . W E M U S T F O R G E T T H A T G E O R G E W A H I N G T O N W A S A S L AV E
O W N E R … A N D S I M P L Y R E M E M B E R T H E T H I N G S W E R E G A R D A S C R E D I TA B L E A N D I N S P I R I N G .
T H E D I F F I C U L T Y, O F C O U R S E , W I T H T H I S P H I L O S O P H Y I S T H A T H I S T O RY L O S E S I T S VA L U E A S
A N I N C E N T I V E A N D E X A M P L E ; I T PA I N T S P E R F E C T M E N A N D N O B L E N A T I O N S , B U T I T D O E S
N O T T E L L T H E T R U T H . ”
~ W. E . B . D U B O I S ( B L A C K R E C O N S T R U C T I O N )
What is history? Why should we study history? Within the context of our stories
concerning Christopher Columbus, Native Americans, the Pilgrims, or slavery,
discuss how historians (Zinn and Loewen) have dealt with the above issues
specifically. How have history textbooks begun to complicate our histories even
further? With regard to the above topics, how have your readings and studies in
this class differed from the ways in which these topics have been portrayed (all the
way back to elementary school) to you in previous classes? In the quote above,
W.E.B. DuBois suggests that in our studies of history, when we skim over the bad
parts, our histories begin to lose their value as “incentive and example.” What
does he mean by this? What are the far-reaching consequences of the ways in
which so many of us have been taught history?
“ H I S T O R Y I S F I C T I O N , E XC E P T F O R T H E PA R T S T H A T I L I K E , W H I C H A R E , O F C O U R S E , T R U E . ”
~ J I M C O R D E R
U N I T E D S T A T E S H I S T O R Y
A M Y B E L L
DIREC TIONS
1) Your response to the question must be typed—twelve point font, double-spaced,
one-inch margins. In writing your answer, please do not exceed five pages.
2) In your response, use only your assig ned text(s), the instructor’s handouts, or
class notes taken from discussions. Do not use additional library or internet
sources.
3) Your generalizations must be supported by direct citations from the text, class
notes, or instructor’s handouts.
4) Citations should be made in MLA format. For class notes or presentations, you
might use: (60’s handout) or (class notes).
Note: You must cite parenthetically throughout your narrative. Please follow this format. There
should be ma ...
College Essay : An Ideal College
Why I Chose When Attending A Small College
Intellectual Diversity In Liberal Arts
Perseverance Essay
My Personal Study Habits
Four Year College
Getting Into Elite Colleges
College Professors Essay
Many Hands, One Voice: Harmony in Higher EdMa'ayan Plaut
With the evolution of technology and communication, the way we reach our audiences will never be the same. Our messages, regardless of medium, are all part of the larger conversation. No longer can the divisions between print, web, social media, and in-person communications be ignored--when we connect with our audiences, they’re expecting everything we do to be consistent across the board.
To do this, we must work together on the inside so we’re all singing the same song on the outside. In this presentation, we will demonstrate how to break down the division between job roles and media to deliver your messages effectively, reach your people where they are, and provide the value they are looking for. We’ll make the case for collaboration to enhance internal and external conversations, and provide ideas to better the relationships between online and offline communications.
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http://www.educational-access.org/npea_conference_speakers2013.php
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1. If bell hooks Made a Learning
Management System
S E A N M I C H A E L M O R R I S
I N S T R U C T I O N A L D E S I G N E R ,
M I D D L E B U RY C O L L E G E
D I R E C T O R , D I G I TA L P E D A G O G Y L A B
T W I T T E R : @ S L A M T E A C H E R
D O M A I N : S E A N M I C H A E L M O R R I S . C O M
J E S S E S T O M M E L
E X E C U T I V E D I R E C T O R , D I V I S I O N O F T E A C H I N G
A N D L E A R N I N G T E C H N O L O G I E S
U N I V E R S I T Y O F M A RY WA S H I N G T O N
T W I T T E R : @ J E S S I F E R
D O M A I N : J E S S E S T O M M E L . C O M
2. If bell hooks Made an LMS
A Praxis of Liberation and Domain of
One’s Own
3. “—Here I was actually at the door which leads into the library itself. I
must have opened it, for instantly there issued, like a guardian angel
barring the way with a flutter of black gown instead of white wings, a
deprecating, silvery, kindly gentleman, who regretted in a low voice as
he waved me back that ladies are only admitted to the library if
accompanied by a Fellow of the College or furnished with a letter of
introduction.”
V I R G I N I A W O O L F, “ A R O O M O F O N E ’ S O W N ”
4. We maintain an ethos of restricting access to those for whom
what we offer we believe would go in one ear and out the other.
5. “Hear this loud and clear: that’s boring for us.”
A C T U A L T E A C H E R S
6. “I might be faced again and again with situations where I would be
‘tried,’ made to feel as though a central requirement of my being
accepted would mean participation in this system of exchange to
ensure my success, my ‘making it.’”
B E L L H O O K S , “ C H O O S I N G T H E M A R G I N A S A S PA C E O F
R A D I C A L O P E N N E S S ”
7. The LMS, the assumptions upon which it is based, the pedagogies
it has baked into it, the way that it reinforces patriarchal, capitalist
values will never be worth a critical feminist remodel.
8. The ground upon which we are accustomed to building is the ground
of the institution, of everything we know about institutionality. And no
matter how hard we try to escape it, if we are starting from the same
clay, we will end up within the same walls.
9. The effect of the LMS on teaching and learning: “Standardized
features. Standardized courses. Standard students.”
M A RT H A B U RT I S , “ M A K I N G A N D B R E A K I N G D O M A I N O F O N E ’ S
O W N : R E T H I N K I N G T H E W E B I N H I G H E R E D ”
10. Despite our best efforts at creating other platforms, we still think through
our own internal LMS. The problem is that whether we are using
Blackboard or teaching in Canvas or building a Domains project, we are
most likely not doing thinking that is liberative enough.
11. “To teach in a manner that respects and cares for the souls of our
students is essential if we are to provide the necessary conditions
where learning can most deeply and intimately begin.”
B E L L H O O K S , T E A C H I N G T O T R A N S G R E S S
12. “‘No need to hear your voice. Only tell me about your pain. I want to
know your story. And then I will tell it back to you in a new way. Tell it
back to you in such a way that it has become mine, my own. Re-writing
you, I write myself anew.’”
B E L L H O O K S , “ C H O O S I N G T H E M A R G I N A S A S PA C E O F
R A D I C A L O P E N N E S S ”
13. Like it or not, the LMS is in our blood as a product of our privilege
and our educations. It is a learning space, and a space of
enculturation into an oppressive educative model which each of us
has born the weight of, and into which we each believe, to varying
degrees, students should be baptized.
14. We blur the line between doing good and building credibility.
15. If we teach to reproduce ourselves, or the academy or the idea of
the “academic”, what good is a room or a domain of one’s own?
16. D O M A I N S !
Gardens! Parties! Open doors! Road trips! Jazz!
17. Have we changed our practices enough to know how to make
Domains a space of liberation? Do we know what a praxis of
liberation looks like?
18. We greet you as liberators. This ‘we’ is that ‘us’ in the margins, that ‘we’ who
inhabit marginal space that is not a site of domination but a place of
resistance. Enter that space. This is an intervention. I am writing to you. I am
speaking from a place in the margins where I am different, where I see
things differently. I am talking about what I see.”
B E L L H O O K S , “ C H O O S I N G T H E M A R G I N A S A S PA C E O F
R A D I C A L O P E N N E S S ”
19. What room would we give Virginia Woolf? How would we
advise she furnish it? What features would we point out?
And would she take the room we offered her?
20. Does Domain of One’s Own do work toward creating an open
channel between what students are saying—what’s important to
them, what comes deliberately from their lived experiences—and
what school asks them to say?
21. Instead of talking about using Domains in our classrooms, we need
to start thinking about how to abdicate any authority and abandon
any expectations for how students use their space. We need to
design learning where there is no option for oppression.
22. “And it turns out that we have a lot of work to do.”
~ Martha Burtis, “Messy & chaotic learning”