John Dewey was an American philosopher and educational reformer in the early 20th century. He believed that education should be a social process that prepares students for active participation in society. Dewey argued that education must be based on students' experiences and interests to make learning relevant and immediately valuable. He advocated for progressive, student-centered approaches to education over traditional, rigid methods of instruction. Dewey saw schools as one means of transmitting societal knowledge and values to students so they could effectively contribute to their communities.
John Dewey was an American philosopher and educational reformer in the early 20th century. He believed that education should be focused on practical experiences that are relevant to students' lives and that will benefit society. According to Dewey, schools should provide engaging experiences that connect students' past knowledge to the present and encourage experimental thinking. Dewey argued against traditional education that simply transmitted knowledge and instead advocated for progressive, student-centered approaches focused on experiences and social reform through education.
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.
This document discusses why educators should share knowledge and resources. It provides examples of how educators can share, including through social media platforms like Twitter, online communities, open educational resources, and open courseware. The document suggests that sharing helps combat teacher isolation, explore new ideas, and build a sense of community. It also notes that some see sharing as important for student and colleague benefit, as well as professional responsibility and development, while others may feel it threatens their sense of power or competence.
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.
This document summarizes a workshop on teaching in higher education that discussed the benefits and challenges of large and small group teaching. The workshop covered three main theories of teaching, principles of effective teaching, scenarios to critique different teaching approaches, and techniques like problem-based learning and the flipped classroom. Participants were encouraged to reflect on their practice and consider new approaches to trigger thinking and improve student learning.
This document discusses becoming a connected, do-it-yourself (DIY) learner and change agent through developing personal and professional learning networks. It emphasizes embracing change by connecting locally through communities of practice and globally online. Key aspects of becoming a DIY learner include cultivating wonder, sharing knowledge openly, and engaging in collaborative activities like critical friends groups and instructional rounds to improve practice through reflection.
Every school should cultivate a safe online community that develops compassionate and democratic citizens. To do so, teachers must provide structured time and purpose for online student collaboration. They should also establish clear behavioral expectations, monitor discussions to support learning and participation, and help students understand the permanence of their digital footprints.
John Dewey was an American philosopher and educational reformer in the early 20th century. He believed that education should be a social process that prepares students for active participation in society. Dewey argued that education must be based on students' experiences and interests to make learning relevant and immediately valuable. He advocated for progressive, student-centered approaches to education over traditional, rigid methods of instruction. Dewey saw schools as one means of transmitting societal knowledge and values to students so they could effectively contribute to their communities.
John Dewey was an American philosopher and educational reformer in the early 20th century. He believed that education should be focused on practical experiences that are relevant to students' lives and that will benefit society. According to Dewey, schools should provide engaging experiences that connect students' past knowledge to the present and encourage experimental thinking. Dewey argued against traditional education that simply transmitted knowledge and instead advocated for progressive, student-centered approaches focused on experiences and social reform through education.
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.
This document discusses why educators should share knowledge and resources. It provides examples of how educators can share, including through social media platforms like Twitter, online communities, open educational resources, and open courseware. The document suggests that sharing helps combat teacher isolation, explore new ideas, and build a sense of community. It also notes that some see sharing as important for student and colleague benefit, as well as professional responsibility and development, while others may feel it threatens their sense of power or competence.
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.
This document summarizes a workshop on teaching in higher education that discussed the benefits and challenges of large and small group teaching. The workshop covered three main theories of teaching, principles of effective teaching, scenarios to critique different teaching approaches, and techniques like problem-based learning and the flipped classroom. Participants were encouraged to reflect on their practice and consider new approaches to trigger thinking and improve student learning.
This document discusses becoming a connected, do-it-yourself (DIY) learner and change agent through developing personal and professional learning networks. It emphasizes embracing change by connecting locally through communities of practice and globally online. Key aspects of becoming a DIY learner include cultivating wonder, sharing knowledge openly, and engaging in collaborative activities like critical friends groups and instructional rounds to improve practice through reflection.
Every school should cultivate a safe online community that develops compassionate and democratic citizens. To do so, teachers must provide structured time and purpose for online student collaboration. They should also establish clear behavioral expectations, monitor discussions to support learning and participation, and help students understand the permanence of their digital footprints.
A joint keynote with Sean Michael Morris at the Dream 2019 conference in Long Beach, California.
It is urgent we have teachers, it is urgent we employ them, pay them, support them with adequate resources; but it is also urgency which defines the project of teaching. In a political climate increasingly defined by its obstinacy, anti-intellectualism, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege, teaching has an important (urgent) role to play.
1) The document describes the author's experience facilitating an online course and examines how her teaching philosophy aligned with constructivist learning theory and principles of adult learning.
2) Key aspects of the facilitation included encouraging social interaction, reflection, and building community through discussion forums, small group work, and collaborative wiki projects.
3) Based on peer evaluations, strengths of the facilitation included clear instructions and an engaged facilitation team, while allowing more time for reflection could have strengthened the experience.
These are slides which accompanied a presentation I gave to the new faculty roundtable, sponsored by the Association of Theological Schools, held on October 13, 2018 in Chicago.
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.
This document discusses critical digital pedagogy, which centers teaching and learning around community, collaboration, and critique of oppressive power structures. It advocates moving beyond traditional education models that prioritize assessment over engagement. Critical digital pedagogy draws from theorists like Paulo Freire and promotes problem-posing education and learner agency over passive information transmission. It also calls for critically examining technology tools to ensure they enhance rather than hinder reflective dialogue and learner empowerment.
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/
This document presents a framework for understanding different "ways of knowing" in adult development. It describes four ways of knowing - rule-based, other-focused, reflective, and interconnecting - and identifies concerns, guiding questions, growth tasks, and ways to support further development for each. The framework is based on Robert Kegan's constructive-developmental theory and aims to help individuals identify their way of knowing and challenges themselves and others to incorporate multiple perspectives.
This document discusses blended learning and provides definitions and considerations for designing meaningful learning experiences in a digital society. It defines blended learning as not just adding technology to a class, but using technology to make students active learners who receive frequent feedback and develop critical thinking and content creation skills while connecting classroom work to the real world. The document advises thinking big but starting small, and reassures the reader that they do not have to go through the process alone.
1) The document discusses how the abundance of information, tools, and networks available online is changing the nature of learning and education.
2) It argues that in this new environment, where content and teachers are no longer scarce, the primary value of school must shift from knowledge acquisition to developing skills like creativity, problem solving, and lifelong learning.
3) For education to be effective, it asserts that we need to "unlearn" traditional approaches focused on delivery, competition, and assessment, and instead embrace more collaborative and self-directed models of learning.
Presentation for 2014 Global Education Conference
This is a draft
ALL Rights Reserved
Copyright Richard C. Close
Trademark Global Learning Framework, Personal Learning Framework and Three Processor Theory and Transformation Learning Framework.
Professional Services Training
richardcclose@gmail.com
Community
http://globallearningframework.ning.com
Blog:
richardclose@blogspot.com
The Landmark Forum is a 3-day seminar that aims to help participants maximize their potential and produce unprecedented results. It provides an overview of the schedule and material. Participants learn that their perceptions are often filtered by preconceived notions and past experiences. The seminar explores how contexts shape what we see and do, and how separating events from our interpretations of them can create new possibilities. It also examines how identities form in response to things we determined "shouldn't be," and how this limits us. Overall, the Landmark Forum teaches that transforming one's perspective of reality, rather than just changing circumstances, allows for unprecedented freedom and effectiveness.
1. The document discusses the history of behaviorism in education and its focus on reinforcement and punishment to shape student learning and behavior. It argues that online learning has reinforced these behaviorist approaches through the use of technologies that monitor student behavior.
2. It advocates for a critical digital pedagogy that recognizes the humanity of both students and educators. This would focus on curiosity, questioning, and empowering learners rather than standardized assessments and compliance.
3. Moving forward, the document calls for engaging critically with technology and traditional practices to address inequities and perpetuation of outdated models of teaching and learning.
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.
Passion, Purpose, Perspective and a Pirate AttitudeChris Betcher
As teachers we all have an enormous responsibility......every single day; we take on the important task of nurturing the impressionable minds of future generations. But what does it take to be an outstanding teacher?
What does "peak performance" look like for an educator? In particular, what skills, attitudes and beliefs are helpful to us if we want to be the best teachers we can be?
When you look at what great teachers do, there is always a common thread....a collection of core qualities that they all seem to possess, so how do we learn to deliberately cultivate these?
1) The document discusses the history and problems with traditional grading systems in education. It traces the development of grading from the 1700s to today and argues that grades prioritize assessment over learning.
2) The author believes grades undermine critical thinking, risk-taking, student agency, and interest in learning. They encourage competition rather than collaboration.
3) As an alternative, the author advocates for self-assessment and providing feedback without grades. Their goal is to honestly engage with student work rather than simply evaluate it.
These are slides which accompanied a presentation I gave to the Women In Leadership event the Association of Theological Schools held Oct. 14 and 15, 2020
This document summarizes a presentation on supporting girls' faith through social media. It discusses research on adolescent brain development and girls' brains in particular. It outlines three frameworks from literature: what brain research tells us, the "sacred selves of adolescent girls", and "pedagogies of recognition". The presentation provides an analogy comparing healthy media practices to a healthy diet. It offers examples of tools and practices for engaging different age groups with media in a way that fosters realization, resilience, resistance and ritual. The overall message is that digital media can support girls' faith development when approached as a communicative practice within community.
Midwiving pastoral leadership in the midst of digital churnMary Hess
This document provides an overview of Mary E. Hess's presentation at the TTEG conference at ATS in Orlando, FL on November 11, 2016. The presentation discusses the opportunities and challenges of digital technology for learning, and emphasizes the importance of context, changing narratives, finding hope and resilience, and embracing discomfort. Hess argues that digital media can invite inquiry if used to navigate complex issues rather than just deliver information, and encourages listening to diverse voices and perspectives.
These are slides that accompanied a live webinar discussion with the Youth Theology Network leaders, who are pondering how to transform their summer programs in a time of physical distancing.
The document discusses plans for a Worldview Weekends event aimed at providing biblical answers and mentoring to millennials. It will include four sessions over two days on topics like passion, journey, and purpose. Sessions will have both teaching and experiential components in an "Experience Room." The goal is to empower parents and youth leaders to mentor millennials by addressing questions around identity and life purpose. The document provides an overview of sessions, schedules, costs, and strategies for hosting a community-wide event.
A joint keynote with Sean Michael Morris at the Dream 2019 conference in Long Beach, California.
It is urgent we have teachers, it is urgent we employ them, pay them, support them with adequate resources; but it is also urgency which defines the project of teaching. In a political climate increasingly defined by its obstinacy, anti-intellectualism, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege, teaching has an important (urgent) role to play.
1) The document describes the author's experience facilitating an online course and examines how her teaching philosophy aligned with constructivist learning theory and principles of adult learning.
2) Key aspects of the facilitation included encouraging social interaction, reflection, and building community through discussion forums, small group work, and collaborative wiki projects.
3) Based on peer evaluations, strengths of the facilitation included clear instructions and an engaged facilitation team, while allowing more time for reflection could have strengthened the experience.
These are slides which accompanied a presentation I gave to the new faculty roundtable, sponsored by the Association of Theological Schools, held on October 13, 2018 in Chicago.
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.
This document discusses critical digital pedagogy, which centers teaching and learning around community, collaboration, and critique of oppressive power structures. It advocates moving beyond traditional education models that prioritize assessment over engagement. Critical digital pedagogy draws from theorists like Paulo Freire and promotes problem-posing education and learner agency over passive information transmission. It also calls for critically examining technology tools to ensure they enhance rather than hinder reflective dialogue and learner empowerment.
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/
This document presents a framework for understanding different "ways of knowing" in adult development. It describes four ways of knowing - rule-based, other-focused, reflective, and interconnecting - and identifies concerns, guiding questions, growth tasks, and ways to support further development for each. The framework is based on Robert Kegan's constructive-developmental theory and aims to help individuals identify their way of knowing and challenges themselves and others to incorporate multiple perspectives.
This document discusses blended learning and provides definitions and considerations for designing meaningful learning experiences in a digital society. It defines blended learning as not just adding technology to a class, but using technology to make students active learners who receive frequent feedback and develop critical thinking and content creation skills while connecting classroom work to the real world. The document advises thinking big but starting small, and reassures the reader that they do not have to go through the process alone.
1) The document discusses how the abundance of information, tools, and networks available online is changing the nature of learning and education.
2) It argues that in this new environment, where content and teachers are no longer scarce, the primary value of school must shift from knowledge acquisition to developing skills like creativity, problem solving, and lifelong learning.
3) For education to be effective, it asserts that we need to "unlearn" traditional approaches focused on delivery, competition, and assessment, and instead embrace more collaborative and self-directed models of learning.
Presentation for 2014 Global Education Conference
This is a draft
ALL Rights Reserved
Copyright Richard C. Close
Trademark Global Learning Framework, Personal Learning Framework and Three Processor Theory and Transformation Learning Framework.
Professional Services Training
richardcclose@gmail.com
Community
http://globallearningframework.ning.com
Blog:
richardclose@blogspot.com
The Landmark Forum is a 3-day seminar that aims to help participants maximize their potential and produce unprecedented results. It provides an overview of the schedule and material. Participants learn that their perceptions are often filtered by preconceived notions and past experiences. The seminar explores how contexts shape what we see and do, and how separating events from our interpretations of them can create new possibilities. It also examines how identities form in response to things we determined "shouldn't be," and how this limits us. Overall, the Landmark Forum teaches that transforming one's perspective of reality, rather than just changing circumstances, allows for unprecedented freedom and effectiveness.
1. The document discusses the history of behaviorism in education and its focus on reinforcement and punishment to shape student learning and behavior. It argues that online learning has reinforced these behaviorist approaches through the use of technologies that monitor student behavior.
2. It advocates for a critical digital pedagogy that recognizes the humanity of both students and educators. This would focus on curiosity, questioning, and empowering learners rather than standardized assessments and compliance.
3. Moving forward, the document calls for engaging critically with technology and traditional practices to address inequities and perpetuation of outdated models of teaching and learning.
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.
Passion, Purpose, Perspective and a Pirate AttitudeChris Betcher
As teachers we all have an enormous responsibility......every single day; we take on the important task of nurturing the impressionable minds of future generations. But what does it take to be an outstanding teacher?
What does "peak performance" look like for an educator? In particular, what skills, attitudes and beliefs are helpful to us if we want to be the best teachers we can be?
When you look at what great teachers do, there is always a common thread....a collection of core qualities that they all seem to possess, so how do we learn to deliberately cultivate these?
1) The document discusses the history and problems with traditional grading systems in education. It traces the development of grading from the 1700s to today and argues that grades prioritize assessment over learning.
2) The author believes grades undermine critical thinking, risk-taking, student agency, and interest in learning. They encourage competition rather than collaboration.
3) As an alternative, the author advocates for self-assessment and providing feedback without grades. Their goal is to honestly engage with student work rather than simply evaluate it.
These are slides which accompanied a presentation I gave to the Women In Leadership event the Association of Theological Schools held Oct. 14 and 15, 2020
This document summarizes a presentation on supporting girls' faith through social media. It discusses research on adolescent brain development and girls' brains in particular. It outlines three frameworks from literature: what brain research tells us, the "sacred selves of adolescent girls", and "pedagogies of recognition". The presentation provides an analogy comparing healthy media practices to a healthy diet. It offers examples of tools and practices for engaging different age groups with media in a way that fosters realization, resilience, resistance and ritual. The overall message is that digital media can support girls' faith development when approached as a communicative practice within community.
Midwiving pastoral leadership in the midst of digital churnMary Hess
This document provides an overview of Mary E. Hess's presentation at the TTEG conference at ATS in Orlando, FL on November 11, 2016. The presentation discusses the opportunities and challenges of digital technology for learning, and emphasizes the importance of context, changing narratives, finding hope and resilience, and embracing discomfort. Hess argues that digital media can invite inquiry if used to navigate complex issues rather than just deliver information, and encourages listening to diverse voices and perspectives.
These are slides that accompanied a live webinar discussion with the Youth Theology Network leaders, who are pondering how to transform their summer programs in a time of physical distancing.
The document discusses plans for a Worldview Weekends event aimed at providing biblical answers and mentoring to millennials. It will include four sessions over two days on topics like passion, journey, and purpose. Sessions will have both teaching and experiential components in an "Experience Room." The goal is to empower parents and youth leaders to mentor millennials by addressing questions around identity and life purpose. The document provides an overview of sessions, schedules, costs, and strategies for hosting a community-wide event.
This document discusses adaptive challenges in theological education from the perspective of a newly tenured professor. It addresses managing attention as key to adaptive action, including managing one's own attention through reflection, managing students' attention through essential questions and rubrics, and managing the institution's attention by paying attention to patterns across the curriculum. The document provides background resources on topics like adaptive action, the courage to teach, and understanding by design to support theological educators in addressing adaptive challenges.
These are the slides I used to organize a two-day faculty retreat with the faculty of Lutheran Theological Southern Seminary in Columbia, SC in May of 2014
The document discusses various perspectives on critical thinking. It defines critical thinking as the intellectually disciplined process of conceptualizing, applying, analyzing, synthesizing, and evaluating information. Other definitions view it as actively conceptualizing and reaching conclusions. Critical thinking is important for understanding ideas, evaluating arguments, and solving problems systematically. It also discusses how to foster critical thinking through establishing a culture of dialogue, building personal meaning profiles for learners, understanding students' interests, and challenging students to share their thoughts. The final thoughts discuss how the influx of information poses challenges to obtaining thoughtful insights and the importance of allowing time for reflection.
The document discusses fostering a sense of mission and spirituality in young people through Catholic social teaching. It explores using experiential learning models of service learning to connect youth to concepts like justice, relationship-building, and social analysis. The document provides frameworks for theological reflection on service experiences to help youth make meaning and see the presence of God in the world around them.
This document provides an overview of Appreciative Inquiry (AI), a method for organizational change that focuses on identifying an organization's strengths and potentials rather than its problems. The summary includes:
1) AI is a positive approach that involves appreciating an organization's strengths, envisioning positive potential, designing the ideal organization, and empowering people to improve.
2) The AI process involves four stages - Discovery, Dream, Design, and Destiny - and is guided by principles like constructionism and positivity.
3) The document discusses AI interview techniques and "miracle questions" to envision positive potential and guide change.
This document provides an overview of the key topics and activities covered in Lesson Plan Session 3 of an education course. It includes discussions of Dewey's theories on constructivism and social control vs individual freedom. Students presented oral chronicles and discussed passages from Dewey. The document outlines how narrative inquiry connects Dewey's experience criteria with Connelly and Clandinin's commonplaces of temporality, sociality, and place. It provides guidance for students' field placement observations, focusing on Schwab's four commonplaces and using a narrative lens. The session concluded with an overview of topics to be covered next week.
This document discusses several philosophical foundations and theories of education, including idealism, realism, existentialism, and pragmatism. It provides an overview of each philosophy's views on the purpose of education, the role of the teacher, methods of instruction, and curriculum. The document also discusses eclecticism as synthesizing different philosophies. Finally, it contrasts the philosophies of education schools and humanistic schools. The key ideas covered include a focus on ideas over senses, empirically proven facts, individual choice and responsibility, problem solving and experience, and meeting individual needs through facilitation.
Educ 101- power point PHILOSOPHICAL FOUNDATIONS(1).pptxRandyValenzuela6
The document discusses four primary educational philosophies: idealism, realism, existentialism, and pragmatism. It provides an overview of each philosophy's views on the nature of reality, the purpose of education, the role of the teacher, methods of instruction, and curriculum. For idealism, reality consists of perfect ideas and truths, education aims to search for truth through ideas and questioning. Realism believes reality is made up of natural laws and facts, and education develops skills through objective methods. Existentialism focuses on individuality and empowering choices, while pragmatism sees education as growth through solving problems in life.
Copy of LET-PROF-ED-PHILOSOPHICAL FOUNDATIONS and THEORIES OF EDUCATION.pptPrincessRivera22
The document discusses four primary educational philosophies: idealism, realism, existentialism, and pragmatism. It provides an overview of each philosophy's views on the nature of reality, the purpose of education, the role of the teacher, methods of instruction, and curriculum. For idealism, reality consists of perfect ideas and truths, education aims to search for truth through ideas and questioning, and the teacher guides students in dialectical discussion. For realism, reality comprises natural laws and facts proven through experience, education develops skills and disciplines, and the teacher presents clear subject matter instruction. Existentialism believes individuals create their own meaning and education fosters individuality and choice. Pragmatism sees reality as constantly
This document provides an agenda and notes for an education class. It includes presentations on examining teaching worldviews and narrative inquiry. The class discusses Dewey's views on experience and education being life itself. It also covers the three commonplaces of narrative inquiry according to Connelly and Clandinin: temporality, sociality, and place. The document emphasizes applying these concepts to understand classroom experiences and encourages reflection on teaching practices.
This class covered narrative inquiry and assumptions in teaching and learning. It discussed Dewey's views on freedom and social control. Students presented oral chronicles and the class analyzed literacy narratives using the three Rs framework of narrative reveal, revelation, and reformation. The class also examined Dewey's ideas on curriculum organization and the progressive development of subject matter through experience. It addressed identifying biases and assumptions about students. The discussion looked ahead to the next class's readings on professional development and well-being.
The Earth and Your Story: A Digital Storytelling WorkshopMary Hess
These are slides that accompanied a digital storytelling workshop as part of a research project led by Mary Hess of Luther Seminary on care for creation and faith.
This is a presentation I made to the faculty of United Lutheran Seminary on Monday, April 25, 2022. The faculty had been reading my book, and this was a chance to work together.
These are slides which accompanied a presentation I made to St. Philip the Deacon Lutheran church in Minnesota on 14 December 2021. They have been reading the book I co-wrote with Stephen Brookfield, Becoming a White Antiracist (Stylus, 2021).
These are slides that amplify a presentation I made as part of a collaborative session at the REA2021 annual meeting, held in RunTheWorld, July 7, 2021
This document discusses ways that white people can engage in anti-racist work. It recommends civic engagement through voting, government participation, advocacy, and community organizing. It emphasizes that anti-racist work must be grounded in justice, compassion, creativity and healing trauma. Transformation requires radical and embodied encounters with others that create change. Restorative justice and circle practices can help repair harm and build relationships in the community.
This document discusses implementing sociocracy, a form of governance involving transparency, consent-based decision making, and equal roles, at Shalom Hill Farm. It proposes organizing the farm's activities into circles focused on areas like staffing, buildings, gardening, and hospitality. Each circle would have a leader and delegate to regularly interact with a general circle. Next steps outlined are learning sociocracy, setting up the circles, finding more participants, and practicing this decision making process.
This document provides an outline for a workshop exploring universal basic income. The workshop will begin with land acknowledgements and introductions. Participants will establish agreements for respectful discussion and review basic definitions of UBI and related concepts. Two videos on inequality and exploring UBI will be shown, followed by a story circle where participants can discuss their views. The workshop aims to discuss how theology can help or complicate issues around UBI and will conclude by considering next steps.
Creating brave spaces at the intersection of womanist biblical scholarship a...Mary Hess
This document discusses using womanist biblical scholarship and digital storytelling as pedagogical exercises to create brave spaces for learning. It outlines the risks of using womanist thought instrumentally or in ways that close down meaning-making. The document examines how womanist scholars embody thinking through and by means of others in their work. Digital storytelling is discussed as a participatory practice that could invite transformative learning by empowering readers and challenging assumptions. The goal is to move toward witnessing and engagement with others through community discourse, though the context presents challenges to that.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. I’ve been moved and energized by your work thus far in this
roundtable, and want to offer just a few ideas to resource
you further — although I’m already clear that you are great
resources for each other and for the theological academy!
Originally this was billed for “online learning” — but since
most of us are in “emergency remote instruction mode” I
decided to pivot more to that focus.
3. I’ve organized what I’m going to do with you around
three moments: (1) convening a learning event, (2)
shaping processes, and (3) additional resources.
Along the way I’ll invite us to do “meta-reflection” on
what we’re doing together.
4. (1) convening rituals in a class…
• visuals ahead of beginning
• honoring place
• prayer / breath
5.
6. I come to you from lands that are Anishinaabe and
Dakota, and I reverence the care they have given
these lands for more than 15,000 years. I also
grieve over the taking of that land through
colonization and forced use, and seek to restore
and reconcile with these communities.
7. Breathe in the breath of God
Breathe out your cares and
concerns
Breathe in the love of God
Breathe out your doubts and
despairs
Breathe in the life of God
Breathe out your fears and
frustrations
We sit quietly before the One who
gives life and love to all creation,
We sit in awe of the One who
formed us in our mother’s wombs
We sit at peace surrounded by the
One who fills every fibre of our being
Breathe in the breath of God
Breathe out your tensions and
turmoil
Breathe in the love of God
Breathe out your haste and hurry
Breathe in the life of God
Breathe out your work and worry
We sit quietly before the One who
gives life and love to all creation,
We sit in awe of the One who
formed us in our mother’s wombs
We sit at peace surrounded by the
One who fills every fibre of our being
8. breakout (a): what are your favorite
“convening” practices in your courses?
11. a primary task for us as teachers is to re-contextualize
— a challenge that is not helped by the realities we
are living within at the moment, as well as the long
term shifts that have been taking place since the
advent of digital media
12. one simple example: will you ask your students to
have their zoom windows (or team windows, or
hangout windows) unmuted? will you ban or will you
invite virtual backgrounds? there are numerous justice
implications here
13. three conceptual frames that help
• authority, authenticity, agency
• implications of trauma for teaching/learning
• leadership mindtraps and ways out
14. the three most dynamic and compelling shifts that are
happening in the middle of digital media have to do
with how we experience authority, how we
encounter authenticity, and how we engage
agency
Hess
18. breakout (b):
tell about a moment when you found yourself brought
up short when a student saw something quite
differently from how you did due to context — how did
this impact your authority in the learning process? what
did it feel like? how did you emerge from it?
19. now: consider authority, authenticity, and agency
swirled into the chaos of ongoing trauma
(pandemics of COVID-19, racial injustice, climate
catastrophe)
20. trauma-informed pedagogy
• foster safety (and I would add: brave
spaces)
• nurture trust and transparency
• encourage peer support and mutuality
• support collaboration by sharing
agency
• empower voice by identifying and
building on strengths
• pay attention to cultural, gender, and
historical issues
• support a sense of purpose
InsideHigherEd
21. I find it helps to think in terms of what Jennifer
Garvey Berger calls “leadership mind traps”
22. remember:
the default choice is often competition, isolation, and autonomy
we can choose instead collaboration, community, and
accountability
25. “building the rungs of the ladder” (1)
• Connect with your purpose
• Practice: Each day see if you can find at least one
moment where your deep gladness and the world’s
hunger meet, and jot down what that might look like
(121)
• Spiritual practice: the examen, building course content
that energizes you, finding time every day to connect with
your core passion
26. “building the rungs of the ladder” (2)
• Connecting to your body
• Practice: It is amazing the power of simply noticing and
naming bodily reactions and connecting them to
mindtraps. Sometimes it works for people to just stop and
ask themselves: What is my body feeling right now? Is it
reacting to any of the traps? (123)
• Spiritual practice: embodied prayer (yoga, gesture prayer,
etc.). Build movement into your learning events Note
especially what it means to do this in the midst of
racialized trauma.
27. “building the rungs of the ladder” (3)
• Connecting to your emotions
• Practice: As you notice a strong emotion, imagine that it is
braided together by many different colors of emotions.
See if you can begin to unpick the braid, laying out the
colors alongside one another. Anger over negative
feedback might unbraid into shame, indignation,
gratitude, and the seeds of connection and change. (127)
• Spiritual practice: discernment, working with a spiritual
director, building a collective reflection group, having
multiple networks of mentoring and collaboration
28. “building the rungs of the ladder” (4)
• Connecting with compassion for ourselves and others
• Compassion for others helps us connect to them without
judgement and with open, curious kindness. Compassion
for ourselves does the same thing – it connects us to
ourselves with open, curious kindness. This creates the
conditions for us to learn from the mistakes we inevitably
make rather than feel shame about them (which is so
unhelpful when we are trying to learn). (128)
• Spiritual practice: prayer, CIQs, contextual awareness,
breathing / grounding practices, reflection groups
29. pause: take a look at what is being posted in the
padlet, then move into breakout (c) and reflect on
what I’ve shared thus far
30. (3) resourcing more generally from the education
literature, with specific theological context ideas
31. instead of “covering a field” we are increasingly
speaking about “uncovering” or “discovering”
32.
33. that means that how we think about what we’re
doing in supporting learning is changing
34.
35. what does this look like in theological education,
and in various online environments?
37. ignite (engagement) examples
• exploring James Cone’s ideas from The Cross and The Lynching Tree
through the anniversary of Strange Fruit
• glimpsing historical trauma through a piece made by a youth collective in
Idaho
• Reclaiming Jesus (church elders speaking in a time of crisis)
• No Good Reason (Natalie Merchant records a song written by a teen
experiencing homelessness)
• How Can I Keep From Singing (virtual choir inviting song amidst pandemic)
• What kind of an Asian are you? (using humor to explore micro aggressions)
38. curate (representation) examples
• Enter the Bible (a basic biblical site by Luther Seminary)
• the Pluralism Project (Harvard)
• a visualization of Robert Kegan’s orders of consciousness (Steve
Thomason)
• the Law School Dean’s Antiracism Clearinghouse
• a Racial Justice Bibliography (weblog, in particular)
• lectionary resources (slides at Vanderbilt, an African American lectionary,
WorkingPreacher, TextWeek, narrative lectionary, etc.)
• look for #scholarstrike, #blmsyllabus, etc.
39. practice (action and expression) examples
• wisdom in the age of information (Maria Popova in story)
• a retelling of the story of the woman at the well
• the Washburn Blackbox Acting program (young people
writing their own plays)
• the President sang Amazing Grace (Joan Baez sings a
song by Zoe Mulford)
• Bomba Estéreo - Soy Yo (music video of a young girl’s joy
and resilience)
40. I wish I’d known that …
• teaching during a pandemic means bringing far more pastoral care to my
colleagues, as well as to my students, than I have ever needed to do in the past
• I need to check in with students early and often
• it’s worth keeping flipgrid videos for each student, so that I can easily remember
who they are and what their context is
• it’s better to curate well, than to reinvent the wheel
• small assignments with regular feedback build good learning relationships —
and such relationships are essential
• not every student enjoys improvisation or flexibility — structure can offer
comfort
41. I wish I’d known that (cont.)…
• computer graded open book untimed quizzes are a great way to aid
reading comprehension (and accountability)
• putting explicit time to engage a course into your calendar, and then
sticking to it, actually eases stress and helps to document what’s
necessary
• creating ways for students to grade each other’s work has multiple benefits
• finding ways to get feedback along the way helps everyone (eg. CIQ from
Brookfield)
• rubrics are crucial (and a great way to save time)
• uncovering and discovering are more fun than “covering” something!
42. finally, research suggests that seven digital
literacies are particularly important in theological
education — and we can work on these in
whatever spaces we are teaching within
43. Digital literacy toolkit competencies
• navigating hybrid and digital cultures
• convening hybrid and digital community
• maintaining a posture of experimentation
• cultivating a spiritually wise digital habitus
• presenting authentically and pastorally online
• connecting media theory and theological reflection
• creating and curating faith-based media artifacts
toolkit