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Reflection

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Final reflections on my year as a faculty fellow

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The ungrading community My year as a faculty fellow has been a time of experimentation, professional growth, and community building. While I didn’t know it when I first applied to be a faculty fellow, the DPL conference in Vancouver sent me in a completely new direction in developing my pedagogy. Over the past year, I’ve explored ways to assess students without assigning them grades...

“Beyond Grading” workshop recap

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On March 9, more than two dozen faculty members and staff from around CU Denver and beyond gathered for a one-day workshop on rethinking grading. We began the day by discussing, “What is the purpose of grades?” and “What are the drawbacks of grades?” Then, Jesse Stommel joined us via Zoom to talk about his experiences not-grading, and answered a lot of audience questions...

A CU Studio of Our Own

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I have long entertained ideas of a Domain of One’s Own (DoOO) initiative at CU Denver, imagining the pros, cons, and realities of such an effort. What would it look like if we created a platform for our people and their projects on the open web? Not courses, per se, and not a highly structured content system such as Canvas; but a creative space for professional portfolios, digital projects, and...

We can’t teach what we don’t know

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Last week a diverse collaborative of national organizations released a set of Teacher Educator Technology Competencies that are intended to outline what teacher educators – namely, postsecondary instructors who prepare future teachers – should be doing to effectively integrate learning technologies into their instruction and academic programs. The overall list looks like this: and an...

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...

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Fri 30

WORKSHOP: Finding the MERIT in Digital Education

November 30 @ 12:00 pm - 2:30 pm

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