Now at the mid-point of my third pass at our open online Philosophy 12 course, I am finding different ways to bring about the salient outcomes which have arisen in the last few years. This is both a result of having observed and noted the successes and difficulty senior students have had with various concepts or ideas, as well as an improved familiarity with the connections and construction of meaning throughout the various units that constitute the course.
In just over four months, facilitating a highschool course which moves from the introduction of philosophy as a historical concept to logic, to metaphysics, epistemology, aesthetics, ethics and social political philosophy is a daunting process if each of these topics is viewed in … Continue reading →
One of the questions asked by a #TieGrad classmate during my presentation on the Self-Explanation principle was whether there was all-too-much difference between the practice of self-explaining and a more general reflective process. And while I might be more inclined to leave the definitive boundary-setting to those more versed in the theory, something that drew me to investigating the principle in the first place was the apparent overlap with many of my own practices revolving around critical reflection and pedagogy.
There does indeed appear to much overlap between the practice of guided reflection, the creation of objects of learning, and an ongoing critical praxis.
The benefits of guided self-explanation touted by the chapter in Mayer’s Principles of Multimedia Learning involve the following:
Following the acrimony of our recent job action in BC schools, I’m inclined to take stock of what may be considered ‘wins’ in an otherwise defeating series of events. Having seen the government come to the terms that it did in the end, it’s hard not to feel that the major motivation Peter Fassbender and Christy Clark brought to the bargaining process was to spitefully take almost ten thousand dollars from me and my colleagues.
Those were mortgage payments.
Student loans deferred.
It’s difficult to not see it as mean-spirited, is all.
The passage of autumn into winter in the TALONS classroom is marked by the arrival of the Eminent Person Study and culminating Night of the Notables. And while there is a great deal of tradition and meaning transmitted down through years to the current group of students undertaking the project, the chain of cultural transmission is captured in the chorus of individual goals, reflections in progress, and documents of learning blogged as the project unfolds.
While everyone fulfills the same few tenants of the study, the learning that takes place – collectively and individually – is largely a personal affair, one that is handed down from year to year in links and digital portfolios. And as the individual lessons of the study accumulate, so does the culture at the heart of the … Continue reading →
I was having trouble exporting this with sound for a while but seem to have it figured out finally.
As I introduce in the video above, I selected my remix chapter for EDCI 591 (Multimedia Learning) based on the hunch that the principle aligned with my own views about critical reflection and learning, that the simple act of narrating one’s process can allow for meaningful personalized learning. So I set about the process of recording and summarizing my efforts to digest the chapter from Mayer’s text, the results of which are shared in the video.
In my reading, I found my initial expectations mostly met by the research collected in the chapter, as the broad trends show that in highly complex (see: authentic) learning environments, open-ended self-explanation can lead students to:
My sister brought back a picture of some graffiti in Saskatoon a few summers ago that I ran with, writing one of my first songs that has continued to grow with me in the years since, and which continues to accompany me in new musical places.
Last year I started asking my classes to reflect on and assess their learning for projects and different units by responding to prompts through Google Forms. The ability to collect and synthesize individual and collective reflection on work and experiences just passed turned out to be particularly valuable, especially when looking back on areas of personal inquiry and narratives beyond the course content itself.
The other night in #tiegrad we found ourselves discussing the different paths of the graduate student in the so-called ‘hard’ and more social sciences. Our instructor – while extremely reluctant to paint with a broad brush, so leave the pitchforks where they are – noted that the ‘hard’ or natural sciences tend to direct their students’ reading and research toward the topic or question to be examined, whereas the social sciences (and perhaps education especially) encourage students to engage this process for themselves, charting their own course toward a unique research question.
Naturally there will be exceptions to either case, but the observation raised for me a tension in epistemology we have been looking at in Philosophy 12 this semester, between knowledge which can be discovered and knowledge that is created.
What a hoot tonight to come share in a blitz of ideas with a room full of #bced folks, convened around food and drink, rallying around a call from Dean Shareski to talk about our passion projects. The atmosphere was loud and fun, thoughtful and provocative, and I’m glad to have dusted off at least an hour’s (or a PhD’s) worth of ideas to cram into a five minute – fifteen second a slide – presentation.
In a bar. With the Canucks game on in the corner. On a mic that seemed poised to drown us in feedback with a step in the wrong direction.
But if that makes the task sound a chore, it really was the perfect setting to dash across way too many ideas in the time allotted: indeed it is the appeal of the Ignite Talk format. There isn’t … Continue reading →