education in the future tense

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Letting Students in on the Design Secret

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I’ve been wondering about how to let students in on the instructional design secret.  I know it’s not really a secret, but it often seems like a black box that students never really get to occupy with the teacher.  Even when we give them choice in assignments, this isn’t giving them a say in what really undergirds a class- those design principles.  What would it...

Hitting the ground running

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The Digital Pedagogy Lab (#digped) is off to a rolling start. Day 1 (for me) in the Introduction to Digital Pedagogy strand (#dplintro) was full of eye-opening moments, starting with our discussion of how we define Critical Digital Pedagogy. My own definition, which I tweeted (part of the assignment), was “My Critical Dig. Pedagogy is: democratizing, anti-oppressive teaching praxis. Learning by...

Design Principles

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If you teach, in informal or formal settings, you are a designer.  I like this idea because it is at once simple and accessible and quite nuanced.  On the one hand, duh. We are making decisions about teaching and learning so this is design.  On the other, we must ask the following questions: WHO (whom?) are we designing for? WHAT are we designing for? What are the underlying...

Getting away from grades: Student self-assessment

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At DPL Vancouver after lunch one day, some colleagues and I had a great conversation with Kris Shaffer about grading. Many of us agreed that grading was one of our biggest challenges as teachers. We all talked about how the process of assigning (and justifying) grades seems to take our time and energy away from giving students meaningful and productive feedback. After years of traditional...

K-12 tech integration versus higher ed: Flipped?

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Just a quick thought… In K-12, we struggle with access. Most schools are trying to get more technology into their classrooms. It’s not a given yet that students will have regular access to digital tools and adequate bandwidth in their learning spaces. That said, most schools have expectations of teachers that they will integrate technology into learning experiences whenever they can and...

Stories of teaching and change, part 3

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Story 3: “I still remember the day I learned that history is not progress. It was a history class about the Middle East, covering the decline of the Ottoman Empire. We read a social history book about that era that went into a lot of detail about the human suffering at the time. At one point in the discussion, I said very earnestly, “Well, at least in the long run, things always get better...

Stories of teaching and change, part 2

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Here’s the second story in response to the prompt, “tell me about a time a teaching/learning experience changed how you thought about something?” “I started my undergraduate education with an interest in human behavior, from a very biological perspective. I had read Desmond Morris’ books in high school, and he makes all these very detailed observations about human behavior...

Stories of teaching and change, part 1

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We’re one day into the DPL conference in Vancouver. In my writing track we’ve already created a collaborative poem about teaching, talked about audiences and challenged our assumptions about what is good writing. Inspired by our homework yesterday (to write a short story about teaching) and the poem, I decided to ask some colleagues and friends for their teaching stories. As I thought about how...

Reflection on day 1 at DPL Vancouver

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Our introductory session in the “Open” group focused on the use and creation of open educational resources (OERs), as well as current economic pressures surrounding higher education. I had previously thought that OERs were essentially free, online textbooks — similar in form and content to more traditionally published textbooks. This morning’s session clued me in to more...

Is there room for creativity and sharing in a professional preparation program?

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I help prepare principals and superintendents. Like other educational leadership programs across the country, my program is supposed to prepare teachers and administrators to take on new leadership roles. Students come to us with expectations that they will learn how to be successful in new, usually very challenging, administrative positions. Sometimes we do that well, sometimes we don’t. One of...

A Mission of Fellowship

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Connecting & Collaborating with the Digital Pedagogy Lab Co-authored by Brad Hinson (ThinqStudio PI), Remi Kalir (Co-PI), Pamela Laird (Co-PI), and Michael Zinser (Co-PI). “Critical Digital Pedagogy demands that open and networked educational environments must not be merely repositories of content. They must be platforms for engaging students and teachers as full agents of their own...

Thank You Chancellor Horrell

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Dear Chancellor Horrell, It is with our deepest appreciation that we thank you, on behalf of our CLAS and SEHD colleagues, for supporting our vision in the advancement of critical digital pedagogy at the University of Colorado Denver. With your support, we have established ThinqStudio, an initiative to celebrate and incubate the praxis of critical digital pedagogy through innovative educational...

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