Human beings actually have a lot of experience engaging each other in learning. But sometimes we forget we have this repertoire of “ways of being together” that engage and delight us. Let’s explore and expand that repertoire. We’ll focus on the simple, replicable and often VERY fun things we can do to engage and support meaning making. And heck, these can be valuable in your day to day life, online or offline!
Raising Successful Children in the 21st CenturyShen-Li Lee
Our children may be one of the top students in their school but once they get to university and beyond, they will meet other brilliant individuals who are just as smart or even more so. What differentiates them and helps them stand out from the crowd will be the additional skills and experiences they have developed along the way – such as creativity, social skills, the ability to think critically, how well they handle failure, their life-long learning skills, and more. When we think of their education and how to prepare them for life in the 21st Century, we should also be asking ourselves what are we doing to ensure they develop these additional skills.
Summer Youth Camp - Knock Down, or Build UpKen Sapp
In all our relationships the things we do can say can either build up or tear down. This wacky youth group game presents the same choice to teams of youth.
Raising Successful Children in the 21st CenturyShen-Li Lee
Our children may be one of the top students in their school but once they get to university and beyond, they will meet other brilliant individuals who are just as smart or even more so. What differentiates them and helps them stand out from the crowd will be the additional skills and experiences they have developed along the way – such as creativity, social skills, the ability to think critically, how well they handle failure, their life-long learning skills, and more. When we think of their education and how to prepare them for life in the 21st Century, we should also be asking ourselves what are we doing to ensure they develop these additional skills.
Summer Youth Camp - Knock Down, or Build UpKen Sapp
In all our relationships the things we do can say can either build up or tear down. This wacky youth group game presents the same choice to teams of youth.
PLANET LIVE! The cover is linked to almost every topic we bring up here – could you find them inside? We were a bit unsure about what to write about and which cover to choose (we had two options), but finally we made our mind (and I hope this is the best one!)
I hope this is the best one!).
The other evening I had a wonderful opportunity to spend about 70 minutes with a group of 40ish first and second year teachers in my area. I was asked to come in and help them with some ideas around engagement. At first, I was really struggling with this concept because there are so many deeper issues that lead to students not being engaged in the classroom. While I am not able to solve the problems for each educator, I did try to curate a hands on session that challenged their thinking about simple and free approaches to rethink how we allow students to express learning.
The intended outcome was to have beginning teachers will know and be able to select strategies to engage students and increase motivation.
Indigenous History Month Art Activity
In June 2022, we got together virtually to celebrate Indigenous Peoples’ Month by working our way through a month-long art project. Each person was to think of an Indigenous artist they admire, research the artist and their work, and create a piece of art for themselves influenced by the artist they had chosen. Throughout the month we presented on these artists and why we connect to their art and discussed important topics like appropriation vs. appreciation. We learned a lot about Indigenous artists in Canada and about each other and ourselves. The art project allowed people to connect with their heritage as well as Indigenous peoples; it was as much a research and art project as it was a team-building and self-reflection activity.
PLANET LIVE! The cover is linked to almost every topic we bring up here – could you find them inside? We were a bit unsure about what to write about and which cover to choose (we had two options), but finally we made our mind (and I hope this is the best one!)
I hope this is the best one!).
The other evening I had a wonderful opportunity to spend about 70 minutes with a group of 40ish first and second year teachers in my area. I was asked to come in and help them with some ideas around engagement. At first, I was really struggling with this concept because there are so many deeper issues that lead to students not being engaged in the classroom. While I am not able to solve the problems for each educator, I did try to curate a hands on session that challenged their thinking about simple and free approaches to rethink how we allow students to express learning.
The intended outcome was to have beginning teachers will know and be able to select strategies to engage students and increase motivation.
Indigenous History Month Art Activity
In June 2022, we got together virtually to celebrate Indigenous Peoples’ Month by working our way through a month-long art project. Each person was to think of an Indigenous artist they admire, research the artist and their work, and create a piece of art for themselves influenced by the artist they had chosen. Throughout the month we presented on these artists and why we connect to their art and discussed important topics like appropriation vs. appreciation. We learned a lot about Indigenous artists in Canada and about each other and ourselves. The art project allowed people to connect with their heritage as well as Indigenous peoples; it was as much a research and art project as it was a team-building and self-reflection activity.
Unpacking Power Hierarchies in Students as Partners PracticesBCcampus
Slides from a session with Roselynn Verwoord, Conan Veitch, Yahlnaaw, and Heather Smith from the Symposium 2018 held on October 24, 2018 in Vancouver, B.C.
Building Canada’s Zed Cred: Challenges and OpportunitiesBCcampus
Slides from the panel session with Amanda Coolidge, Krista Lambert, and Rajiv Jhangiani from the 15th Annual, Open Education Conference held on October 10 – 12, 2018 in Niagara Falls, New York
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
Director of Research, Simon Fraser University
Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
This session has two goals. It aims to help attendees recognize their influence in student career development, and consider how they can incorporate career development components into their teaching practice. Findings and implications from Ho’s (2017) EdD study will serve as a backdrop of the session (research questions are included at the end*), while attendees are guided through reflective and discussion activities that enhance the awareness of their influence in student career development.
Current planned activities include having the attendees:
-Reflect on their “constellation of life roles” (Magnusson, 2014) and how roles, events, and experiences contribute to their approach as educators
-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
-Discuss their impressions on the notion of the ‘Everyday Career Influencer’, pondering on questions such as:
How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
-EdD study research questions and sub-questions:
How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Presentation by Ian Linkletter, Learning Technology Specialist, UBC
Presenting about UBC’s efforts to implement and evaluate team chat as a learning technology for online and blended courses. Team chat (like Slack) is a transformative communication and collaboration technology, combining threaded discussions with real-time chat in an intuitive and flexible way. Features like persistent history, advanced search capability, file sharing, typing status, mobile apps, and emoji reactions add up to a versatile tool that is still easy to use.
Research shows how timely interactions with instructors, collaboration with classmates, and a sense of community can enhance teaching and learning. This is particularly important in an online learning environment. Team chat has given our students a direct communication channel to their instructor and each other, helping them connect, ask questions, seek clarification, collaborate, and build community.
Since 2016, the Faculty of Education has been piloting an open source team chat application called Mattermost on a UBC-hosted server. Unlike Slack or Microsoft Teams, which are both cloud-hosted outside of Canada, Mattermost allows us to keep student data secure in compliance with BC’s Freedom of Information and Protection of Privacy Act (FIPPA). Mattermost has been used in over 20 course sections across the faculties of Education, Arts, and Science. As of December 2017, the UBC Mattermost pilot consists of 100 daily active users, 300 monthly active users, and almost 70,000 posts.
Attendees will learn (and chat) about:
• Ways team chat can enhance learning
• How team chat has been applied in real use cases including online program cohorts, learning communities, and research teams
• The relationship between secure, safe, transparent platforms and academic freedom
Mattermost will be blended into the session, allowing attendees to choose the conversation(s) they wish to join, participate in real-time, network with colleagues, and carry on chatting after the Festival of Learning concludes.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Cultivating trust and Emotional Safety in Educational EnvironmentsBCcampus
Presentation by: Steven Bishop, Learning Designer, Douglas College, Ross Laird, Educational Consultant, Laird Associates, Leva Lee, Manager, BCcampus, Kathryn McNaughton, Hope Miller, Online Learning Designer/Trainer, Douglas College, Sandra Polushin, Coordinator / Faculty, Douglas College
Many educational institutions are grappling with the troubling rise of mental health challenges within their communities. Issues such as depression and anxiety are becoming increasingly common not only within the student population but also among instructors and educational administrators, many of whom find their collegial environments to be fraught with new hurdles involving the care and wellness of people.
Bedrock human values such as belonging, trust, and emotional safety are becoming harder to develop and sustain in educational environments undergoing turmoil and change from a variety of influences. How might we preserve and nurture these values? How might we commit to practices that cultivate the wellness and well-being of our colleagues and communities? How might we commit to environments of authentic caring in which people feel emotionally safe and valued?
Over the past year, a small group of practitioners at several local institutions (BCcampus, Douglas College, Vancouver Community College) has been working on projects designed to encourage emotional care and wellness. In this interactive session on the theme of "Mental Health for all within and across our organizations", these practitioners will each share the hurdles and rewards of their process. The purpose of the session will be to provide participants with perspectives and tools to use in approaching themes of care and wellness at their own institutions -- with colleagues, students, and community partners.
The experiential session will be informed by the practice, theory, and research currently being conducted at the partner institutions involved in these projects. Participants will hear about common hurdles involved in promoting the care and wellness of people, will hear perspectives about navigating the complex terrain of human relationships, and will practice tools and ideas for moving forward with their own initiatives.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
An adventure into creation of OER: A STEM wiki projectBCcampus
Presentation by Pamini Thangarajah, Associate Professor, Mount Royal University
Removing financial barriers to undergraduate education is crucial, and the creation of open educational resources (OER) will directly help. And not only would the resources developed benefit the students as they are taking the class, but also by making the material open, it could be used by other faculty and students, not only at your institution but beyond.
In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
In this session, I will be walking you through my experience of creating open educational resources for a mathematics course at the Mount Royal University, Calgary.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Analysis of UFV Student Learning Patterns: Ratio of Instructor-Directed (In-C...BCcampus
Presentation by Samantha Pattridge and Hannah Peters (UFV)
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Encouraging Folio-Thinking: Capturing the Learning with e-PortfolioBCcampus
Presentation by Claire Hay, Associate Professor of Geography, University of the Fraser Valley, Michelle Johnson, Educational Developer, University of the Fraser Valley and Mary Gene Saudelli, Faculty, Teaching and Learning, University of the Fraser Valley
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Presentation by Shauna Jones, Senior Lecturer, Simon Fraser University
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Scholarly Teaching to SoTL: Exploring the Shared "S" BCcampus
Symposium 2017 Keynote - Dr. Nancy Chick,
University Chair in Teaching and Learning, University of Calgary
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1.4 modern child centered education - mahatma gandhi-2.pptx
ETUG Spring 2013 - The Blissful Survival Rucksack for Engaged Online Learning by Nancy White
1. The blissful survival rucksack for
engaged online learning
Nancy White
Aka hoping not to be a “disappointed optimist”
in the end
http://www.fullcirc.com
@NancyWhite
2. With a deep bow of appreciation to
Keith McCandless and Henri
Lipmanowicz who led me up the
mountain…
3. The blissfulsurvival
rucksack for engaged online learning
Nancy White
Aka hoping not to be a “disappointed optimist” in the end
http://www.fullcirc.com
@NancyWhite
4.
5.
6.
7. I remember reading once that the late comedian
George Carlin used to hate it whenever anyone
labeled him a cynic; whenever anyone did, he would
correct them by referring to himself as a
disappointed idealist. The distinction was important
to him, and I get it. To be an idealist is to hold tight
to the belief that regardless of how jaded an
environment has become, there is still a place and
maybe a reward for someone who chooses to plat
to a different standard.
Youngme Moon
Different: Escaping the Competitive Herd /pg. 226
13. 11-22-44-AllAll
Remember a teaching and/or learning time
when you were feeling when you were
blissfully ENGAGED! That magic moment.
What was happening? What was the story?
•1 minute quiet reflection (@Cogdog &
@BGBlogging twist… object experiment)
•2 minutes in pairs
•(maybe) 4 minutes in sets of 4
•Quick debrief
15. What, so what, now
what?
Together, Look Back on
Progress-To-Date and Decide
What Adjustments Are Needed
http://www.liberatingstructures.com/9-what-so-what-now-what-w/
16. How we shape our mental maps (from Senge, 1994, adapted by Ian Metcalf)
http://dev.change-management-toolbook.com/mod/book/print.php?id=74&chapterid=32
17. What makes the magic? What’s
in our teaching & learning journey
rucksacks that creates magic?
19. “…knowing how to use who you are as
a vehicle for opening spaces for
learning. It’s about being able to use
who I am to take my community to a
new level of learning and
performance…space for becoming
learning citizens“
– Etienne Wenger
". . . the art of enhancing human capacities in the
light of social complexity. It seeks to bring new ways
of thinking, being and doing to social challenges in
the world.…Social Artists are leaders in many fields
who bring the same order of passion and skill that
an artist brings to his or her art form, to the canvas
of our social reality. - Jean Houston
32. What do youWhat do you
recognize hererecognize here
from your work?from your work?
McCandless and Lipmanowicz
33.
34. Name That
Structure
Game
1.Go find a partner
from another table
2.Together pick three
LS structure cards from a deck
3.Make up the process they
represent
4.Identify how you could use them online
for teaching and learning
5.Share your ideas with another pair
35. Best idea you heard forBest idea you heard for
doing thisdoing this
online?online?
36. "If our approach to teaching andteaching and
learning onlinelearning online was totally
obliterated last night, what parts
would you re-establish this morning?"
"What new functions or attributes
would you add?"
40. "Every time we gather becomes a model of the future
we want to create" (Block, 2008). Your question Sylvia
took me back to this quote - and left me wondering
about how the exchanges, gatherings, convenings at
the heart of social learning spaces - really are
representative of a future still in creation. It then
becomes less about the online platform or the meeting
room - but more about that "social artistry" that's
required to intentionally scaffold social learning spaces
that are representative of a preferred future…Block's
quote takes me to a place of recognizing that each
interview, each email of information, each tweet within
a CoP can be seen as integral of the process of future
creation.
Jonny Morris via CPSquare
The blissful survival rucksack for engaged online learning Human beings actually have a lot of experience engaging each other in learning. But sometimes we forget we have this repertoire of "ways of being together" that engage and delight us. Let's explore and expand that repertoire. We'll focus on the simple, replicable and often VERY fun things we can do to engage and support meaning making. And heck, these can be valuable in your day to day life, online or offline!
I’m happy that I met Keith McCandless of Seattle a number of years back (we were co-graphically recording an event centered around the Dali Lama) and have continued to learn from him and his collaborator, Henri Lipmanowicz who together have created http://www.liberating structures which was the inspiration for this talk.
I want to stress the blissful part. Around me, regardless of field, I see people working so hard, pressured from all sides. We need to keep/bring joy to our work.
I recently was facilitating a meeting (in the field of international development) and it was remarkable how many unhappy faces walked into the room. People were internally focused. As we started, each was hungry to have his or her say. Few were listening and engaging with each other. They had their own agendas. I’ve seen this in learning contexts as well. It is a painful place to feel unheard. It is an unproductive space to not truly hear others.
Little things can move us from a painful place to a blissful place. Some time and attention to engage. A shift of practice. Too often, however it is easy for these little things to get lost in big institutions. So we are the agents of change to keep those practices alive.
I am a believer that we can practice these little things.
You may have noticed in the title slide, I listed myself as “Aka hoping not to be a “disappointed optimist” in the end. It seems to me that the attitude we bring to work every day - be it in learning, international development or serving a meal – matter. Deeply
Here is my intention for our hour together
We will explore social artistry as a way to engage each other in learning.
While I acknowledge we do this in challenging circumstances and institutions, what I’m talking about is process, not protest.
While I recognize the importance of content – syllabi and such – are important in learning, I’m focusing on the social processes of engagement.
So enough with the words. Lets engage
(The group did an exercise together) The twist referred to can be found here: http://cogdogblog.com/2013/06/03/heart-of-stories/
For another great illustration of this, see http://www.nathanlewit.com/portfolio/ladder-of-inference/
In 2011 I participated in one of the MOOCs, #Change11. I was the facilitator for week 8 and my topic was very related to what I want to talk about today. So I want to thank and acknowledge them as thinking partners. There were also a few individuals who really both helped me clarify my thinking and show me the “sweet spots.” My starting assumption is pretty obvious. We can’t handle the volume alone. We can’t tap into the richness of networks alone. And in an era where we can connect widely, and across a lot of diversity, it is worth paying attention to HOW. What I did in my week was (tell story)
http://socialreporter.com/?p=474 http://www.jeanhouston.org/Social-Artistry/social-artistry.html Some people have described the practice of creating social engagement as “social artistry.” https://www.facebook.com/photo.php?fbid=10150473672076145&set=a.64231186144.83513.709226144&type=1&theater http://www.michelemmartin.com/thebambooprojectblog/2011/11/learning-careers-and-social-artistry.html amplifies on a post I had written earlier for the #Change11 MOOC http://www.fullcirc.com/2011/11/08/reflecting-on-socialartists-and-change11/\ https://www.facebook.com/photo.php?fbid=10150473672076145&set=a.64231186144.83513.709226144&type=1&theater http://zmldidaktik.wordpress.com/2011/11/11/are-we-social-artists/#respond Wenger's article a social artist is a person "enabling social learnig spaces". Social artists network because there is something they care about, some new learning they want to enable. Yes, we do! We want to irritate and challenge people and make them reflect their learning processes until now to help them experience new ways of learning - democratic, open, playful, reflective ways. Social artists have a genuine intention to create a collective learning process. Yes, starting in 1998 (when our institute started) we believed in shared learning processes and designed collective learning scenarious. Social artists care that people feel ownership of their learning spaces. We care about supporting our participants and students in being self-directed and going their own way, defining their own objectives, finding their learning spaces. Social artists are patient with social processes, they do not seek control. Uffa, it is not easy to be patient and Natasa said that she is struggling with being patient whereas in my opinion she has a lot of patience with her course participants. We do not seek control but want to facilitate and support the learners. We try to be as open as possible in the perception of different ways of learning, other velocities, other attitudes with regard to learning. We reflect what we observe in our virtual groups and learn a lot during our courses. Social artists can tolerate chaos, dissension and negotiation. Yes, we can but it is not easy. It means to be patient, to have confidence into the virtual groups, and to support them to survive these periods. Social artists inspire people to do things these people never thought they would do and end up feeling good about it. Yes! It is always great when we succeed in achieving this aspect, when people write that they "appreciate the potential of the virtual room", when they have learned to value the exchange between each other and realise how much they can learn from each other and profit from the shared expertice. According to Gilly Salmon this is phase 5: development when the group gets independent from the moderator and organsises itself. Social artists are pragmatic .... Social artists have visions and aspirations even when they are quiet about them... They are able to navigate the complex politics of communities and organizations to promote and protect the learning spaces they care about. Yes, we definitely try to protect our learning spaces and further develop "New learning" and infect as many persons as possible to induce changes in communities and organizations. Social artists live what they seek to bring about....They use their own experience and¦nbsp; identity, as a source of inspiration. Yes, we are focussed on learning, reflecting, making experiments, designing, developing, discussing to support people better in their own elearning processes. The work of social artists has to do with the heart as well as the mind, with passion and commitment.... And it is hard work. Yes, caring about virtual groups and social learning spaces is part of our daily work and keeps us occupied. It needs a lot of energy, of openess to perceive what people need, it never finishes. But to observe the learning processes, the changes, the reflections at the edn of a course, a semster is a great gratification. jupidu | November 11, 2011 at 11:14 pm | Kategorien: #change11, Kritik / Zukunft | URL: http://wp.me/p1b7vg-3a
We often fall into ruts and limit our repertoire.
See the work of June Holley http://www.networkweaver.blogspot.com/
One of the most basic network weaving practices is closing triangles – connecting people we think would benefit from the connection http://www.networkweaving.com/blog/2006/06/network-weaving-101.html
Another social artist is Dave Gray http://www.gogamestorm.com/?p=42 http://app.looplogic.com/davegray/empathy-map-exercise
His empathy map is a great engagement tool http://www.gogamestorm.com/?p=42 http://app.looplogic.com/davegray/empathy-map-exercise
One of the most influential set of practices in my work right now come from Henri and Keith, http://www.liberatingstructures.com
This is the visual menu of LS
http://www.liberatingstructures.com/principles/
The group does a second exercise with the LS card deck (soon to be available from Keith and Henri)
Let’s explore then a typical path of bringing technology to teaching and learning. Learning happens through a series of activities that people do alone and with each other. What comes to mind when you think about this. For many of us, the first thing we do is list the tools, not the activities. If we flip and start with the activities, we might actually do a better job matching tools and tool practices with those activities. And that assumes we are actually THINKING about and designing learning activities.
Another activity…
Another activity…
Liberating structures has had impact in health care, and many places. It is beginning to influence education. I challenge you to infect your academic world with LS. We benefit from ACTIVATING this sort of potential in ourselves to learn, do, engage, PRACTICE!
This changes the moment. Changes the learning. Changes us. Dare we think, aspire, believe that we can also change the field. More on that in a bit, but hold on to the idea that we are revolutionaries for positive change in the learning world by believing and acting on the power of activation and intention through connection. Yes, powerful stuff. (At this point, I shouted “Occupy Education” in the name of all you who have been shouting this out in rooms and online spaces around the world for the past months!)