education in the future tense

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Humanity, Theirs and Ours, in Edtech Development

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This image is from a recent Twitter thread (with 4500+ retweets and 450+ comments as of this writing) by Chris Gilliard (@hypervisible), whose research and pedagogy often point to the consequences of online systems surveilling us, built as they are on the monetization of data collected about individuals. As a consequence, groups peripheral to whatever “use case” was used to develop the system are...

Workshop: Beyond Grading w Amy Hasinoff, Jesse Stommel, John Tinnell & Dale Stahl (March 9th @ Inworks)

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Do you want to spend more time on feedback and less on assigning and justifying grades? Are you concerned that your students seem more focused on grades than learning? In this hands-on workshop we’ll explore ways to provide students with feedback that is useful and motivating—without relying on grades. While we have to arrive at letter grades at the end of the semester, we still have a lot of...

Project Reflections: AR & OERs

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My work as a ThinqStudio fellow has revolved around two projects at the center of two of my courses this academic year. This past fall, my students created augmented reality (AR) projects that brought their critical perspectives to bear on selected objects and locations that factor meaningfully into their everyday lives in Denver. In the coming spring, my special topics course will be...

Subverting the Script: Connect, Make, Hack

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In a recent marginal syllabus conversation focused on Linda Christensen’s piece “Critical Literacy and Our Students’ Lives” , I questioned whether teachers need simply more time to design for critical classrooms focused on students funds of knowledge, experiences, interests and, indeed, voices.  I wondered whether many teachers also needed increased autonomy or the sense...

Progress report: Alternative assessment

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As a ThinqStudio fellow, I’ve been exploring assessment. When I attended DPL this summer, I discovered a new interest that has become the focus of my work as a fellow this year: rethinking assessment. I’ve long been dissatisfied with the process and effects of assigning and justifying grades. And I’m not the only one; people have been finding that grades can be ineffective...

Capitalism and grading

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If we want our pedagogy to foster critical thinking and intellectual curiosity, then I’m increasingly convinced that traditional grading may be holding us back. In a recent review of Kids These Days: Human Capital and the Making of Millennials, Winant explains the author’s view of the relationship between education and neoliberal capitalism: Harris finds the world of childhood...

Connected Learning for Teachers in Scripted Times

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We are now about two months into the school year and, having been in teacher education for about 8 years now, what continues to strike me is the degree to which scripted learning and teaching is going on in the majority of classrooms where I support new teachers. And when I write ‘scripted’, I mean the teacher was handed some curriculum that was built for thousands of students, the directions...

Experiments in self-assessment

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This semester, I’ve been experimenting with self-assessment. Students in my undergraduate 4000-level online course submit weekly self-assessments in which they fill out a chart proposing the number of points they think they’ve earned on their activities that week and they write a paragraph-long reflection of what they’ve learned and how they plan to improve. So far, it’s...

Opening Books@Work: A ThinqStudio & CFD Collaboration

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In partnership with CU Denver’s Center for Faculty Development (CFD), ThinqStudio invites you to join a Books@Work club throughout October featuring the text Open: The Philosophy and Practices that are Revolutionizing Education and Science. If you are unfamiliar with CFD’s Books@Work program, the effort is designed for faculty across campus to “discuss books on a variety of...

Join the “Hacking Assessment” book club

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Are you interested in thinking about how to spend more time on student feedback and less on assigning and justifying grades? Please consider joining the Thinq.Studio book club for Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School. While the book is aimed at K12 teachers, we’ll be talking about how to apply and develop its insights for higher ed. Please email amy...

Summer 2017 Progress Report

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Prepared by Brad Hinson (PI), Remi Kalir (Co-PI), Pamela Laird (Co-PI), Michael Zinser (Co-PI) The following summarizes ThinqStudio activities from April through August, 2017: The first cohort of 5 ThinqStudio Faculty Fellows was selected through an application process representing CLAS, InWorks, and SEHD. This coming year’s Faculty Fellow projects may focus on assessment, augmented reality...

Thinq Lunch

RSVP Sept. 8th 12:00 – 2:00

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Enjoy a casual lunch while we discuss directions and intentions for the ThinqStudio. ThinqStudio Lunch Friday September 8th | 12:30 – 2:00 Student Commons 4021 We will discuss our experiences at recent Digital Pedagogy Institutes in Vancouver and Virginia; as well as goals and activities for the 2017-18 academic year. The event will be in the Student Commons Building, room 4021 with lunch served...

It’s hard to learn while hungry

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As Luis Poza mentioned in his earlier post, the Digital Pedagogy Lab in Fredericksburg, Virginia featured a keynote by Sara Goldrick-Rab, who researches college affordability and the very real needs of our students. Dr. Goldrick-Rab encourages all professors to put a note about assisting with these problems into our syllabi. I confess that I had not given much thought to these problems, so I am...

What happens when you replace grades with a set of requirements?

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This weekend the NYT had a story about an alternative assessment model called mastery-based learning: “A New Kind of Classroom: No Grades, No Failing, No Hurry.” Here’s how the article describes it: At M.S. 442, students are encouraged to focus instead on mastering a set of grade-level skills, like writing a scientific hypothesis or identifying themes in a story, moving to the...

Empathy and education

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Day 3 of the Introduction to Digital Pedagogies (#dplintro) strand explored the roles of listening and empathy within teaching. It was a logical progression from a heart-wrenching keynote earlier by Dr. Sara Goldrick-Rab (@saragoldrickrab) about college students’ struggles to meet their basic needs and the social justice imperatives behind affordable higher education (here she is on The Daily...

education in the future tense
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