tag:blogger.com,1999:blog-50640290646871086412024-03-19T02:04:46.810-07:00Teaching ConsultantKatarina Gray-Sharphttp://www.blogger.com/profile/07469556891604512558noreply@blogger.comBlogger29125tag:blogger.com,1999:blog-5064029064687108641.post-591321068316672912015-01-28T14:32:00.000-08:002015-01-28T14:38:23.547-08:00Domestic(ating) Language<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><i>My third academic publication considered the relationship between tino rangatiratanga and tenancy security. In part, it was due to a background as a landlord, a tenant, and a tenants' advocate. However, it was mostly due to a gap in the literature. Despite shelter being necessary for human survival, very little had been written from a Treaty perspective on the policies which affect it. This post explores a new element: the language used to describe </i></span><i style="font-family: Arial, Helvetica, sans-serif;">the state housing sector</i><span style="font-family: Arial, Helvetica, sans-serif;"><i>.</i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"State housing" isn't a term you'll read in the media anytime soon, except when it's in a <a href="http://www.stuff.co.nz/national/politics/65495215/government-to-sell-1000--2000-state-houses--john-key" rel="nofollow" target="_blank">title</a>. Like most purveyors of National fiction, the term you'll read is "social housing". That is because the policy agenda is for "social" versus "state" provision, where "social" indicates a reduced role by the state in housing. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The process is ideological. The economic liberals in government believe a limited role by the state ensures freedom from interference in private affairs. By promoting "social" over "state", the media makes ideas of state provision disappear.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPCE6qwcgKrNHUW0ltWWYXf166nT49lqOfWHNSKSnkLgqWcOdIQc6CTfBaMoX3ita86EcCz1iNc6eApsovWLavH8ly6sMHgqbL7ogvkmhjTz68SzRiEg2ZcyPTpswt46ta_zdaTFG6NBvw/s1600/2012-04-16-01.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPCE6qwcgKrNHUW0ltWWYXf166nT49lqOfWHNSKSnkLgqWcOdIQc6CTfBaMoX3ita86EcCz1iNc6eApsovWLavH8ly6sMHgqbL7ogvkmhjTz68SzRiEg2ZcyPTpswt46ta_zdaTFG6NBvw/s1600/2012-04-16-01.JPG" height="320" width="320" /></a></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The media and education system are apparatuses which help people name and locate in society. For example, 50 years ago women were the primary caregivers. If someone spoke of "childcare" in New Zealand circa 1965, listeners would have pictured women caring for children at home. </span><span style="font-family: Arial, Helvetica, sans-serif;">Similarly, "</span><a href="http://www.stuff.co.nz/business/better-business/10681427/Right-to-smoko-removed" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">smoko</a><span style="font-family: Arial, Helvetica, sans-serif;">" was the regular break taken by workers sometimes in conjunction with a cigarette. "National standards" is an educational example, well-known (if not well-understood) today, but a nihility 50 years ago. The existence and meanings of these words were changed, suppressed, or reinforced through the media and educational system. It is how a national identity is built.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The problem I have with the change in wording from "state" to "social" is two-fold. First, I disagree with the sale of state housing or devolution of its management to non-state agents. Second, and more importantly, I disagree with the domestication of human populations. By helping people to lose the language to name their circumstances, we make them politically passive and available for consumption.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Wake up, New Zealand. If you can read this, you are not a sheep.</span></div>
Katarina Gray-Sharphttp://www.blogger.com/profile/07469556891604512558noreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-47338475441724847832015-01-15T02:14:00.000-08:002015-01-15T02:35:31.537-08:00Anti-Heroes vs Villains<div style="text-align: right;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhO5juU706QqEL2t30EMXXf6zuy_RYRRbe30KjQX40Zbj-JCcA-WU9niI8IApemRQorc_fnBuoBhJZ6GYLUQeHhtkTC3V_LnGBerQTqLE3Rf-3P7hRnMsXGjWm3zvhmiD8R1FWBnX6v8wdN/s1600/IMG_0489.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhO5juU706QqEL2t30EMXXf6zuy_RYRRbe30KjQX40Zbj-JCcA-WU9niI8IApemRQorc_fnBuoBhJZ6GYLUQeHhtkTC3V_LnGBerQTqLE3Rf-3P7hRnMsXGjWm3zvhmiD8R1FWBnX6v8wdN/s1600/IMG_0489.JPG" height="320" width="320" /></a></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><i>In the process of preparing a conference paper on Freire and Levinas, I have come to the conclusion that heroes are supposed to be flawed.</i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">In the first case, we have a Brazilian who worked his whole life for the emancipation of the poor through education. Except that his philosophy was based on the (ironically) oppressive ideas of freedom and the knowing Subject.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">In the second case, there's this Lithuanian (later Frenchman) whose explorations of alterity and death have given me words for my responsibility in sorrow. Except that he defended the existence of Israel in the face of Palestinian suffering.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">As a bundle of flaws bound by skin myself, I probably wouldn't like them if they were perfect.</span><span style="font-family: Arial, Helvetica, sans-serif;"></span></div>
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</span>Katarina Gray-Sharphttp://www.blogger.com/profile/07469556891604512558noreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-57827508765122699042014-11-13T03:12:00.000-08:002014-11-13T03:28:18.064-08:00A Letter To (My Secret) Santa<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;">Dear Secret Santa 2014,<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Thank you for visiting my blog.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I hope this post will help you to figure out
what you would like to give. If not, I
hope that it will at least provide you some idea about what I am like as a
person. Maybe if we ever meet face-to-face,
you could tell me that you were my Santa. Then again, after reading my blog, you might
decide that you do not want to meet me.
Ever! Either way, I am grateful
that I am currently in your thoughts.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">To begin, I thought we could start by looking at our
commonality: <a href="https://twitter.com/" rel="nofollow" target="_blank">Twitter</a>. You might have
seen that my Tweets follow a specific format: quote, summary, URL, source(s). Most of my Tweets are replies; I very rarely
Retweet. I don’t Follow (or Tweet about)
international celebrities. (This reduces
the proportion of bots in my Followers list.)
Further, my Tweets tend to fall into four categories:<o:p></o:p></span></div>
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<li style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;">Higher education;</span></li>
<li style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;">Politics/government;</span></li>
<li style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;">Identity issues (particularly ethnicity, gender, and
sexuality); and</span></li>
<li style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;">Etymology.</span></li>
</ul>
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<span style="font-family: Arial, Helvetica, sans-serif;">While some subjects, like the <a href="https://twitter.com/search?q=teachingconsult%20environment&src=typd" target="_blank">environment</a>, focus on one category (politics/government), others cross multiple categories.</span><span style="font-family: Arial, Helvetica, sans-serif;"> For instance, w</span><span style="font-family: Arial, Helvetica, sans-serif;">hen discussing <a href="https://twitter.com/search?q=teachingconsult%20sexual&src=typd" target="_blank">sexual assaults on campus</a>, the categories of higher education, politics/government, and identity
issues are recalled. When discussing <a href="https://twitter.com/search?q=teachingconsult%20racism&src=typd" target="_blank">racism</a>, politics/government and identity issues are similarly recollected. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Beyond this, I’m aware that some information is very clearly missing from
my Twitter page. Outside <a href="https://twitter.com/TeachingConsult/media" target="_blank">photographs</a> and <a href="https://twitter.com/search?q=teachingconsult%20nzmusicmonth&src=typd" target="_blank">#nzmusicmonth</a>, my feed is a personal desert.
It would be near impossible to glean from Twitter my marital status (widow)
or whether I have children (yes). You might note that I am aiming for the PhD, but you couldn’t tell that I enjoy cooking, <i>Game
of Thrones</i>, and dancing. Plugging
the 2014 feed through a micro-filter might have got you my <a href="https://twitter.com/TeachingConsult/status/460535368320692224" target="_blank">performing arts</a>,
our <a href="https://twitter.com/TeachingConsult/status/468900054879985664" target="_blank">US-Caribbean trip </a>next week (I'm typing surrounded by clothes, my feet on a suitcase), and the <a href="https://twitter.com/TeachingConsult/status/466153716035244032" target="_blank">IronMāori</a> registration. Most likely not. I really dislike talking about myself on
Twitter.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This is because I don’t know how to present the personal there without feeling a little fake. Offline,
I’m someone who either says nothing or overshares. This means chitchat with people aged over 10
and under 70 is very difficult. I like
that people are different to me, but my boundaries are significantly different
to others. There are things I say that others find confronting, and there are things others say that I just don't understand. To manage
on Twitter, I’ve favoured collation, Tweeting things I’d like to remember viewing. I can understand why some would find my feed very
boring. But the alternate is to tell
people exactly what I think. And I’m not
sure that’s a good idea.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">140 characters are fairly limiting, so hopefully you’ve gotten to
know me a little more through this post. Please feel free to read
other parts of the blog and <a href="https://www.google.co.nz/search?q=katarina+gray-sharp&rlz=1C1CHKB_en-GBNZ458NZ468&oq=katarina&aqs=chrome.1.69i57j69i59j69i61j69i59j69i60j69i61.2306j0j8&sourceid=chrome&es_sm=122&ie=UTF-8" target="_blank">Google me</a>.
Although not yet an open book, I'm becoming more so each day. And for a Santa like you, that can only be a
good thing.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I hope your Christmas is full of love and light. Thank you in advance for my pressie. And safe travels!<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Yours faithfully,<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Me</span><o:p></o:p></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-66728047748538622162014-06-30T20:45:00.002-07:002014-07-17T20:15:50.599-07:00On New Directions<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><strong><u>New Directions: The Blog</u></strong></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">A while back, I posted about my first academic review (which, it turns out, was not the first - more later). The post is indicative of the new direction this blog will take over the next few years. Instead of focusing exclusively on formal education and my current employment, the </span><a href="http://teachingconsultant.blogspot.co.nz/" rel="nofollow" target="_blank"><span style="font-family: Arial, Helvetica, sans-serif;">Teaching Consultant</span></a><span style="font-family: Arial, Helvetica, sans-serif;"> will shift towards personal reflections on the educational journey. I considered beginning a new blog, but like the idea of being able to review my work in one place. Criticality will continue to be a mainstay. Accordingly, I continue: </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">an effort to work within educational institutions and other media to raise questions about inequalities of power, about the false myths of opportunity and merit for many students, and about the way belief systems become internalized to the point where individuals and groups abandon the very aspiration to question or change their lot in life. (</span><a href="http://faculty.education.illinois.edu/burbules/papers/critical.html" rel="nofollow" target="_blank"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Burbles & Berk, 1999</span></a><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">, <span style="font-family: "Arial","sans-serif"; line-height: 115%; mso-ansi-language: EN-NZ; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">¶ 16</span>)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">My other social media profiles </span><span style="font-family: Arial, Helvetica, sans-serif;">have been less focused on the formal. They have also been more successful at supporting my efforts to unravel the hegemonic discourses I note in my head. I hope to find similar success in this, a new direction for the blog.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><strong><u>Fighting Fear</u></strong></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">A few days after the last post, I realised that I had eschewed a slightly earlier review. I </span><a href="https://twitter.com/TeachingConsult/status/472689317119135746" rel="nofollow" target="_blank"><span style="font-family: Arial, Helvetica, sans-serif;">tweeted</span></a><span style="font-family: Arial, Helvetica, sans-serif;"> a link about </span><a href="http://aje.sagepub.com/content/34/3.toc" rel="nofollow" target="_blank"><span style="font-family: Arial, Helvetica, sans-serif;">Cavino (2013)</span></a><span style="font-family: Arial, Helvetica, sans-serif;"> on 31 May, and then totally forgot about it. I am still a little unsure about why I forgot, although reflection notes an element of embarrassment. Cavino's commentary about my work is significantly more substantial than Belgrave's. Further, Cavino's article is published in a<a href="http://aje.sagepub.com/" rel="nofollow" target="_blank"> top 15 international </a></span><span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://aje.sagepub.com/" rel="nofollow" target="_blank">journal</a></span><span style="font-family: Arial, Helvetica, sans-serif;">. The impact of my academic work is improved by Cavino's publication. Yet, despite the bravado suggested by my last post, I am actually a little scared of being visible.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">My fear of visibility has made this post appear, only to have it returned to draft. Followers of my <a href="https://twitter.com/TeachingConsult" rel="nofollow" target="_blank">Twitter</a> posts will know that, subsequent to my husband's death, I have avoided interaction. Even Tweets from users I know personally rarely receive response. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I was raised to believe in collectivity and the value of quiet background work. Interaction in social media is a pathway to individual influence. I find emphasis on the individual difficult, an inclination reinforced by bereavement and a tendency towards introversion. However, I am aware that this position offers justice to neither the work I tend nor its audience. It excludes where my role is to welcome.</span></div>
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<span style="font-family: Arial;">This post, therefore, marks not just a new direction for the blog, but for me more generally. I can guarantee that I will <u>not</u> be responding to every Tweet sent my way. But it is time for a change. Let's see where this leads...</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><strong>CITATION</strong></span><br />
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18px; white-space: pre-wrap;">Cavino, H. M. (2013). Across the colonial divide. </span><em style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18px; white-space: pre-wrap;">American Journal of Evaluation</em><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18px; white-space: pre-wrap;">, </span><em style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18px; white-space: pre-wrap;">34</em><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18px; white-space: pre-wrap;">(3), 339-355.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-17559043480638592222014-06-18T15:32:00.002-07:002014-06-18T15:32:58.135-07:00The First Review of My Work<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;">Someone has finally reviewed something I wrote. Although there have been general reviews of <em><a href="https://www.facebook.com/alwaysspeaking" rel="nofollow" target="_blank">Always Speaking</a></em> (e.g. the post by <a href="http://chambers.co.nz/our-barristers/dr-matthew-s-r-palmer/" rel="nofollow" target="_blank">Dr Matthew Palmer</a> in the <a href="http://maorilawreview.co.nz/2012/10/book-review-always-speaking-the-treaty-of-waitangi-and-public-policy/" rel="nofollow" target="_blank">Maori Law Review</a>), this is the first time someone has actually engaged with my writing specifically. In academia, reviews of your work are an indicator of its influence. Like politicians and celebrities, if nobody's talking about you, you're not really working.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The reviewer, </span><a href="http://www.massey.ac.nz/massey/expertise/profile.cfm?stref=073230" rel="nofollow" target="_blank"><span style="font-family: Arial, Helvetica, sans-serif;">Prof Michael Belgrave</span></a><span style="font-family: Arial, Helvetica, sans-serif;">, is an historian here at Massey. I learnt he was doing a review of some </span><a href="http://www.huia.co.nz/" rel="nofollow" target="_blank"><span style="font-family: Arial, Helvetica, sans-serif;">Huia</span></a><span style="font-family: Arial, Helvetica, sans-serif;"> books, including <em>Always Speaking</em>, last year during a video conference. His face appeared to squish uncomfortably when he realised I was in the audience. I was a little worried that the result would be bad (like REALLY bad), but the result wasn't too terrible. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Here's the one sentence:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">"In one of the few debates between authors in these collections, and almost at a footnote level, Gray-Sharp in <em>Always Speaking</em>, explores different interpretations of sovereignty and rangatiratanga and distinguishes herself from Mutu in seeing self-determination and rangatiratanga as claims for shared sovereignty with the Crown or self-determination against the Crown."</span></blockquote>
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<span style="font-family: Arial, Helvetica, sans-serif;">I do not actually distinguish myself at all, because I take no specific conception of tino rangatiratanga as primary. But Prof Belgrave flatters me no end by putting me in the same sentence as <a href="http://www.arts.auckland.ac.nz/people/mmut003" rel="nofollow" target="_blank">Prof Margaret Mutu</a>. And finally somebody is talking!</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><strong>CITATION</strong><br />Belgrave, M. P. (2013). Review article. <em>Journal of New Zealand & Pacific Studies</em>, <em>1</em>(2), 203-211.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-77864783993541350582013-11-06T17:34:00.000-08:002015-01-15T02:09:32.395-08:00Post-Its & Mobile Devices in the Classroom: An Example of Blended Learning<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><i>This post concerns using Post-Its and mobile devices in the classroom. Where blended learning is pursued, I would highly recommend supplying at least one Internet capable device during in-class research sessions for use by students. This can encourage the use of online repositories, but, more importantly, ensures equitable access.</i></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><a href="http://creativecommons.org/licenses/by-nc-nd/4.0/" rel="license"><img alt="Creative Commons License" src="https://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png" style="border-width: 0;" /></a><br />This work by <span property="cc:attributionName" xmlns:cc="http://creativecommons.org/ns#">Katarina Gray-Sharp</span> is licensed under a <br /><a href="http://creativecommons.org/licenses/by-nc-nd/4.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.</span></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;">The learning environment (ceiling pictured) was a very large room with strange phonics that absorb vocal projections. There were neither chairs nor tables. The carpet was clean, and the existing resources included mattresses, two whiteboards, a number of power outlets, and reasonable wi-fi.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I set-up two laptops in different corners of the room and connected them to the wi-fi. I navigated to the online learning environment, which contains copies of the readings. Some mattresses were pulled by the laptops and others set in a semi-circle around the whiteboards. When the 20-odd students arrived, they automatically sat on the mattresses in the semi-circle. Some pulled out laptops, some checked their cellphones. After a few minutes the session began.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Per the "ways of thinking and practising" of the discipline (<a href="http://www.etl.tla.ed.ac.uk//docs/EntwistleLOs.pdf" rel="nofollow" target="_blank">Entwistle, 2005</a>; <a href="http://www.etl.tla.ed.ac.uk//docs/ETLreport4.pdf" rel="nofollow" target="_blank">Meyer & Land, 2003</a>), a known meditation was recited to open the learning. Students were re-introduced to me as their teacher. The intent and general processes of the class were outlined. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The first teaching/learning activity (TLA) (<a href="http://www.heacademy.ac.uk/assets/documents/resources/resourcedatabase/id477_aligning_teaching_for_constructing_learning.pdf" rel="nofollow" target="_blank">Biggs, 2003</a>) utilised Post-Its and a large wall. The wall was sectioned into three areas: A-G, H-P, and Q-Z. On a Post-It, each student wrote one concept that they did not understand from the two lectures. They placed their Post-Its on the wall in alphabetical order. Once placed, the student received another Post-It to write down another concept. All students placed at least two Post-Its with some placing more than five. While placing their Post-Its, they read and commented on their peers'.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The Post-Its were then collated by primary concept whilst maintaining alphabetical order. When picking up a Post-It, I would read it aloud and place it beside a similar one. I spoke throughout the collation process, reading the Post-Its and justifying allocation. After the first few, students began to call out possible categories for allocation. Post-Its which did not fit the activity were summarised and responded to immediately. In some cases, students were requested to make contact with me after the session for additional information. When the first TLA was completed, 13 primary concepts had been identified.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The second activity utilised the laptops, students' mobile devices, and a whiteboard. Students were asked to stand in alphabetical order by common name in front of the Post-It wall. Students were split in the middle into two groups of similar number. Each group was allocated their alphabetical end of the 13 concepts.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Students used laptops and mobile devices to define their group's concepts. One group split their concepts between their members, whilst the other tried to work as a whole unit. As I had only supplied two laptops, both of which were relatively slow, students tended to favour their smartphones and personal laptops for researching. </span><span style="font-family: Arial, Helvetica, sans-serif;">I sat with each group for a time answering questions, and offering suggestions about where in the online learning environment they might find more information.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">When the groups finished researching, they wrote their answers onto their allocated half of the whiteboard. I gave five-minute and one-minute warnings before asking them to return. Each group stood and reported on their findings. The audience and I corrected any misunderstandings through verbal feedback, and the reporting group adjusted their whiteboard accordingly.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The best part of this process is what happened after the class ended: about six students sat and copied the whiteboards. Having tested the information, and now being able to find supporting information themselves, the students were confident of what their peers had taught them. This is a process I would undertake again, and highly recommend.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-29728051618916253012013-09-04T19:34:00.003-07:002013-09-04T19:36:02.393-07:00Teaching Stream via VLT<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;"><a href="http://www.massey.ac.nz/massey/learning/online-learning/guide/guide_home.cfm" rel="nofollow" target="_blank">Stream</a> is Massey University's learning management system. Based on <a href="http://moodle.org/" rel="nofollow" target="_blank">Moodle</a>, Stream offers a learning environment to students and teachers alike. I am <b><u>not</u></b> a Stream expert, nor am I required to have any technical knowledge of this learning tool. However, it is part of my University's infrastructure, and I have learnt to employ it well enough to be able to provide a modicum of support to other users.</span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;"><br /></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;">I was requested to offer teaching development on a number of topics, including Stream, to </span>sessional faculty within the College of Humanities and Social Sciences. <span lang="EN-US">Although I have taught Stream on a one-to-one basis before, I have never taught it to a group. As my expert colleagues were busy, I </span>taught my first group session on this topic today. </span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;"><br /></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;">Video-Linked Teaching (<a href="http://www.massey.ac.nz/massey/staffroom/national-shared-services/information-technology-services/video-conferencing-multimedia-audio-visual/video-linked-teaching/video-linked-teaching_home.cfm" rel="nofollow" target="_blank">VLT</a>) are rooms with video conferencing facilities for interactive teaching and learning across Massey University's campuses. All facilities offer flat floors and furniture which can be arranged in different ways. VLT facilitators are present at each site to offer technical support. The primary room is at </span>Manawatū from where I taught my group session.</span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;"><br /></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;">In total,
15 participants were in attendance. Three Albany faculty were present. The remaining 12 were from </span>Manawatū, one of
which attended at Albany. </span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;">The overall feedback from the session affirmed my practice. The Manawatū VLT facilitator gave positive
verbal feedback, reporting that the session offered three things unusual or
brand new to the space:</span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;"><br /></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;"> (1) use of Stream in VLT;</span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;"> (2) simultaneous editing by
multiple Teachers of a Stream site;</span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;"> (3) projection of the far-end, resident
computer for observation of teaching and learning activity.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;">I will be
completing an evaluation report for the primary stakeholder. As a result of written and verbal feedback, I
will be recommending additional workshops – including blended and online teaching
skills – for sessional faculty of that College.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;"><br /></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; mso-fareast-theme-font: minor-fareast; mso-no-proof: yes;">Today was a good day.</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-49483146313634699022013-06-23T17:57:00.000-07:002013-06-23T18:07:40.244-07:00The LSE Book Review<div style="text-align: left;">
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<span style="font-family: Arial, Helvetica, sans-serif;">I published my first review for the </span><a href="http://blogs.lse.ac.uk/lsereviewofbooks/" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">LSE Review of Books</a><span style="font-family: Arial, Helvetica, sans-serif;"> last week. The blog publishes daily (in itself an amazing task) and offers reviews from disciplines across the social sciences. Contributions are are made by writers from both within and outside of the London School of Economics (LSE). The Review is managed out of the </span><a href="http://www.lse.ac.uk/government/research/resgroups/LSEPublicPolicy/Home.aspx" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Public Policy Group</a><span style="font-family: Arial, Helvetica, sans-serif;">, a section of the Department of Government. Ultimately, the </span><a href="http://blogs.lse.ac.uk/lsereviewofbooks/about-lserb/" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">blog</a><span style="font-family: Arial, Helvetica, sans-serif;"> "seeks </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 21.59375px;">to encourage public engagement with and understanding of the social sciences, via involvement with their best written and most accessible products – books and ebooks". I like being involved with such a worthy endeavour.</span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_GB" rel="license"><img alt="Creative Commons Licence" src="http://i.creativecommons.org/l/by-nc-nd/3.0/80x15.png" style="border-width: 0;" /></a><br />This work by <span property="cc:attributionName" xmlns:cc="http://creativecommons.org/ns#">Katarina Gray-Sharp</span> is licensed under a<br /><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_GB" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</span></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;">The <b><u>very</u></b> patient Managing Editor helped me craft a balanced piece of work. The only thing I would change is contextual to the last paragraph. To rectify, I recommend readers visit <a href="http://stephenramsay.us/2013/05/03/dh-one-and-two/" rel="nofollow" target="_blank">Stephen Ramsay</a> and his discussion on the two types of digital humanities. T</span><span style="font-family: Arial, Helvetica, sans-serif;">his thoughtful, well-constructed piece provides a more complete context to the </span><span style="font-family: Arial, Helvetica, sans-serif;">"bitter ideological war" </span><span style="font-family: Arial, Helvetica, sans-serif;">than anything I could write</span><span style="font-family: Arial, Helvetica, sans-serif;">.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Although the site's licensing allows me to copy and distribute here, I always think it better to drive readers to the original site. This benefits the publisher's hit rate, and offers the reader exposure to other aspects of the site. If you would like to read the</span><span style="font-family: Arial, Helvetica, sans-serif;"> review, please visit <a href="http://blogs.lse.ac.uk/lsereviewofbooks/2013/06/20/book-review-digital_humanities-2/">http://blogs.lse.ac.uk/lsereviewofbooks/2013/06/20/book-review-digital_humanities-2/</a>. Who knows, you might find something else there which intrigues you.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-40736670176939175052013-06-09T21:31:00.000-07:002013-06-09T21:31:09.537-07:00Through the Trees: Resourcing Transitions<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;">As a teaching consultant, my lectureship is tasked with supporting staff to develop and deliver pedagogically sound papers and programmes based on contemporary principles of teaching, learning, assessment and curriculum design. I attended an event last month for the local chapter of the Tertiary Education Union. Interesting conversations ensued around one table, which has relevance to my work.</span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_GB" rel="license"><img alt="Creative Commons Licence" src="http://i.creativecommons.org/l/by-nc-nd/3.0/80x15.png" style="border-width: 0;" /></a><br />This work by <span property="cc:attributionName" xmlns:cc="http://creativecommons.org/ns#">Katarina Gray-Sharp</span> is licensed under a<br /><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_GB" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</span></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif; text-align: justify;">One lecturer discussed the difficulties he was having with the rapid speed of technological change. He felt that he was expected to assimilate one new system into his teaching practice, only for it to be quickly replaced with another. One method for responding to this difficulty is a policy that resources transitions between processes. This means every time a new process, technology, or policy is initiated, resources which assist with the transition to the new system are automatically provided. Such resources should include individual and unit assessments followed by training, but may extend to marking assistance or capital items depending on the assessed need.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Although transparency was identified as a general procedural issue, the quality of information was also perceived as problematic. A trio described the onslaught of unnecessary emails from administrators across the institution. Although not quite spam, the content was not focused on the academics' three areas of interest: teaching, research, and community service. They, like me, look forward to a filtering device that automatically deletes emails about lost cats.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-84751769306919198322013-06-09T21:23:00.000-07:002015-01-14T00:40:07.194-08:00Adding Twitter Widgets To My Moodle Site<br />
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<a href="https://g.twimg.com/Twitter_logo_blue.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://g.twimg.com/Twitter_logo_blue.png" width="200" /></a></div>
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Today, I added two Twitter widgets to my Moodle site. You could try it to. After a little wiggle, this is what I came up with:</div>
<ol style="font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 12px;">
<li>Login into your Moodle and Twitter sites.</li>
<li>In Moodle, turn editing on. In "Add a block", use the dropdown menu to choose HTML.</li>
<li>Configure (think "edit") with a title and choose HTML at the bottom of the Content box.</li>
<li>Navigate to <a data-mce-href="https://twitter.com/settings/widgets" href="https://twitter.com/settings/widgets" style="color: blue; text-decoration: none;">https://twitter.com/settings/widgets</a>. Choose "Create New". Select type (I added "User Timeline" & "Search") and "Create widget". Copy the resulting code.</li>
<li>Navigate back to your Moodle page. Paste the code into the Content box. Save and you should be go!</li>
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</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-85480243789189648932013-03-12T17:04:00.000-07:002013-03-12T20:31:51.362-07:00Avalanches, Blogs & the Future of UK Higher Education<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtgUqCrKX27rG-PhQ7rpkig7DD7NVvLbnjeKrwb2xt_569iE85D3EXEKZl2hwFtE-D85CXHkbyBPHdpw4C-buM70UvRCdd4rJpJA1GmuUba_5er8Hz3JM1GRkQHXX9IiFlfOGVVKzyRmE/s1600/iPod_2013_0601+190.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtgUqCrKX27rG-PhQ7rpkig7DD7NVvLbnjeKrwb2xt_569iE85D3EXEKZl2hwFtE-D85CXHkbyBPHdpw4C-buM70UvRCdd4rJpJA1GmuUba_5er8Hz3JM1GRkQHXX9IiFlfOGVVKzyRmE/s320/iPod_2013_0601+190.JPG" title="Ruapehu" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_GB" rel="license"><img alt="Creative Commons Licence" src="http://i.creativecommons.org/l/by-nc-nd/3.0/80x15.png" style="border-width: 0;" /></a><br />This work by <span property="cc:attributionName" xmlns:cc="http://creativecommons.org/ns#">Katarina Gray-Sharp</span> is licensed under a<br /><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_GB" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</span></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>I subscribe to the <a href="http://www.guardian.co.uk/higher-education-network" rel="nofollow" target="_blank">Guardian </a><a href="http://www.guardian.co.uk/higher-education-network" rel="nofollow" target="_blank">Higher Education Network</a> for information about UK college and university politics. This morning's email included a link to an <a href="http://www.guardian.co.uk/education/2013/mar/11/uk-universities-threat-online-courses" rel="nofollow" target="_blank">article</a> by <a href="https://twitter.com/jessshepherd1" rel="nofollow" target="_blank">Jessica Shepherd</a> predicting the end of the "middle-ranked" (and the panicked gasps of the elite) university within the next decade. Being an employee of one of these, I was interested to read the interview with <a href="https://twitter.com/MichaelBarber9" rel="nofollow" target="_blank">Sir Michael Barber</a>, <span style="background-color: white; color: #333333; line-height: 18px;">Pearson's Chief Education Advisor.</span></i></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333; line-height: 18px;"></span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333; line-height: 18px;">The article focuses on recent work by Barber and a team of Pearson staff. Barber is the lead author of a report published by the </span><span style="background-color: white; color: #333333; line-height: 18px;"><a href="http://www.ippr.org/about-us" rel="nofollow" target="_blank">Institute for Public Policy Research</a> entitled<i> </i></span></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><a href="http://www.ippr.org/publication/55/10432/an-avalanche-is-coming-higher-education-and-the-revolution-ahead" rel="nofollow" target="_blank"><i>An avalanche is coming: Higher education and the revolution ahead</i></a>. The other two authors, <a href="https://twitter.com/krdonnelly" rel="nofollow" target="_blank">Katelyn Donnelly</a> and <a href="https://twitter.com/saadhrizvi" rel="nofollow" target="_blank">Saad Rizvi</a>, are both executive directors at Pearson.</span><br />
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"></span><br />
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><b><i>The Report</i></b></span><br />
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">The primary argument of the report is:</span><br />
<blockquote class="tr_bq">
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: x-small;">that a new phase of competitive intensity is emerging as the concept of the traditional university itself comes under pressure and the various functions it serves are unbundled and increasingly supplied, perhaps better, by providers </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><span style="font-size: x-small;">that are not universities at all. (p. 1)</span></span></blockquote>
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">Parts of this argument remain undefined in the report. </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">Massification reconfigured the idea of the university long ago, but the report relates the 'traditional university' only to "Yale or Harvard ... Oxford or Cambridge" (p. 7). As such a definition limits the extent of change being proposed to four institutions, this may just be a lack of clarity. If the authors refer to the teaching/research/service model, t</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">he 'traditional university' has been 'under pressure' (or 'in crisis' or 'dead') since at least the nineties (if not earlier). </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">That </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">a</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"> 'new phase of competitive intensity </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">is emerging', therefore, </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">becomes available for analysis.</span><br />
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">Although most threats are identified in the report, 'a new phase of </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">c</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">ompetitive intensity' might suggest increased bargaining power by suppliers. Most faculty would argue that this is simply not the case. Indeed, minimal increases have been <a href="http://www.insidehighered.com/news/2013/03/11/study-finds-minimal-increases-average-faculty-salaries" rel="nofollow" target="_blank">reported in the US</a>. Even getting a job in the Academy can be a <a href="http://chronicle.com/article/A-Job-in-Academe-Itll-Cost/137823/?key=S2tycANvOCEXMX0wND5FYTgEa3VvNEJyayNLaSxwblBWFA%3D%3D" rel="nofollow" target="_blank">battle</a>.</span><br />
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="background-color: white;"><span style="font-family: Arial, Helvetica, sans-serif;">More interesting is the argument that non-university 'providers' might fulfil some 'functions' in a superior way than current 'supplie[rs]'. The language (including 'competition') constructs education as an economic versus public good. Given the authors are all employed by a company with significant investment in higher education, this should not be surprising.</span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span>
<span style="background-color: white;"><span style="font-family: Arial, Helvetica, sans-serif;">However, the argument is illustrated using the largest US university, the University of Phoenix, as an example (p. 18). Unfortunately, the privately-owned Phoenix is facing </span><a href="http://www.insidehighered.com/news/2013/02/26/university-phoenix-faces-possible-probation-accreditor" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">a sanction of probation</a><span style="font-family: Arial, Helvetica, sans-serif;"> by the regional accreditor for </span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; line-height: 18px;">“alleged administrative and governance deficiencies”. Apollo, the university's holding company, made a statement in their <a href="http://services.corporate-ir.net/SEC/Document.Service?id=P3VybD1hSFIwY0RvdkwyRndhUzUwWlc1cmQybDZZWEprTG1OdmJTOWtiM2R1Ykc5aFpDNXdhSEEvWVdOMGFXOXVQVkJFUmlacGNHRm5aVDA0TnpVd01qY3lKbk4xWW5OcFpEMDFOdz09JnR5cGU9MiZmbj1BcG9sbG9Hcm91cEluYy5wZGY=" rel="nofollow" target="_blank">corporate filing</a></span><span style="background-color: white;">:</span></span><br />
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: x-small;">the review team concluded that the University of Phoenix has insufficient autonomy relative to its parent corporation and sole shareholder, Apollo Group, Inc., to assure that its board of directors can manage the institution, assure the University’s integrity, exercise the board’s fiduciary responsibilities, and make decisions necessary to achieve the institution’s mission and successful operation. (p. 2)</span></span></blockquote>
<span style="font-family: Arial, Helvetica, sans-serif;">As </span><a href="http://www.insidehighered.com/news/2013/03/12/accreditors-new-standards-raise-bar-serving-public#ixzz2NJbXhVRb" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif; line-height: 18px;" target="_blank">outlined</a><span style="font-family: Arial, Helvetica, sans-serif;"> by </span><a href="https://twitter.com/paulfain" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif; line-height: 18px;" target="_blank">Paul Fain</a>, <span style="font-family: Arial, Helvetica, sans-serif;">meeting accreditation requirements is essential to qualify for federal funding. </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">Without government support, 'better' may become 'never'. </span><br />
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<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><i><b>Avalanches</b></i></span><br />
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">In addition to the general topic of public-private battles over education, the avalanche metaphor drew my interest. </span><span style="background-color: white;"><span style="font-family: Arial, Helvetica, sans-serif;">Barber uses the metaphor within the interview:</span></span><br />
<blockquote class="tr_bq">
<span style="background-color: white; color: #333333; line-height: 18px;"><span style="font-family: arial, sans-serif; font-size: x-small;">I wouldn't be surprised if there weren't a few [universities] that could go under, given that this avalanche is coming.</span></span></blockquote>
<span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 18px;">I considered Tweeting the article and the report, then found the </span><a href="http://youtu.be/gDNqxLPhOcI" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif; line-height: 18px;" target="_blank">YouTube video</a><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 18px;">. Well-constructed stop motion animation is not cheap. My interest peaked...</span><br />
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<span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 18px;"></span>
<span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 18px;">I searched Twitter for <a href="https://twitter.com/search?q=http%3A%2F%2Fyoutu.be%2FgDNqxLPhOcI" rel="nofollow" target="_blank">Tweets of the video</a> and found one by <a href="https://twitter.com/Puffles2010" rel="nofollow" target="_blank">The Dragon Fairy</a>. "Barber shredded," she states before offering a link to an article by <a href="https://twitter.com/dkernohan" rel="nofollow" target="_blank">David Kernohan</a> on the <a href="http://www.wonkhe.com/" rel="nofollow" target="_blank">wonkhe</a> blog. <a href="http://www.wonkhe.com/2013/03/12/were-under-fifteen-feet-of-pure-white-snow/" rel="nofollow" target="_blank"><i>We're under fifteen feet of pure white snow</i></a> does indeed 'shred' Barber's report:</span><br />
<blockquote class="tr_bq">
<span style="background-color: white; color: #111111; font-family: Georgia, 'Times New Roman', Times, serif; font-size: x-small; line-height: 21.984375px;">The citations are shoddy, the proofreading abysmal – it reads like a bad blog post. </span><span style="background-color: white; color: #111111; font-family: Georgia, 'Times New Roman', Times, serif; font-size: x-small; line-height: 21.984375px;">Or a good Ted talk. It’s a serving of handsome slices of invective which would leave anyone sick to the stomach.</span><span style="background-color: white; color: #111111; font-family: Georgia, 'Times New Roman', Times, serif; font-size: x-small; line-height: 21.984375px;"> </span></blockquote>
<span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 18px;">Kernohan quotes parts of the avalanche metaphor's source: a Financial Times restaurant </span><a href="http://www.ft.com/intl/cms/s/2/12a5994a-17aa-11e2-9530-00144feabdc0.html#axzz2D4BfKYuw" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif; line-height: 18px;" target="_blank">review-interview</a><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 18px;"> with historian </span><a href="http://www.normandavies.com/" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif; line-height: 18px;" target="_blank">Norman Davies</a><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 18px;">. He suggests failures by Barber et al. to quote with context, however Kernohan has also been selective. Neither the report nor the blog quote the whole paragraph from which the metaphor is taken. Most likely, neither found the whole paragraph useful to their argument.</span><br />
<span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 18px;"><br /></span>
<span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 18px;">It is likely that the avalanche of politics has not completed arrived. </span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 18px;">Pearson has openly supported the report, front-paging it on the <a href="http://www.pearson.com/" rel="nofollow" target="_blank">main site</a>. The blogosphere has only just started to respond (for example, <a href="http://universitydiary.wordpress.com/2013/03/12/higher-education-an-era-of-radical-change/" rel="nofollow" target="_blank">Ferdinand von Prondzynski</a>) and academic journal articles may be months off. To be continued....</span><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 18px;"></span><br />
<span style="background-color: white; color: #333333; line-height: 18px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-6814472645765101672012-12-18T18:47:00.000-08:002012-12-18T19:06:13.157-08:00On Learning Design<div style="text-align: justify;">
<i><span style="font-family: Arial,Helvetica,sans-serif;">In the process of doing my first review of a journal article, I noticed a frequent reference to the concepts of 'instructional design' and 'learning design'. </span><span style="font-family: Arial,Helvetica,sans-serif;">While I recognise 'instructional designer' as offering <a href="http://www.tandfonline.com/doi/pdf/10.1080/14427591.2009.9686647" rel="nofollow" target="_blank">occupational identity</a>, I have
never personally resonated with 'design' as a term. The work I create mixes thought and spontaneity. Although I plan, why don't I design?</span></i></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">In <a href="http://teachingconsultant.blogspot.co.nz/2012/12/etymology-poster.html" rel="nofollow" target="_blank">my last post</a>, I looked at a number of different educational concepts from an etymological position. <span style="font-size: small;">'Design', when treated similarly, is related to the Proto Indo-European <i>*sekw-</i> which means <a href="http://www.etymonline.com/index.php?term=sign&allowed_in_frame=0" rel="nofollow" target="_blank">"point out"</a>. The<a href="http://www.oxfordreference.com/view/10.1093/acref/9780199571123.001.0001/m_en_gb0219420?rskey=YkSiUb&result=21863&q=" rel="nofollow" target="_blank"> Oxford Dictionary of English (3rd ed.)</a> suggests the mass noun version of 'design' as the "</span><span id="m_en_gb0219420.005"><span class="grammarGroup"></span><span class="definitionElem">purpose or planning that exists behind an action, fact, or object". </span></span><span style="font-size: small;"><a href="http://www.oxfordartonline.com/subscriber/article/grove/art/T022395?q=design&search=quick&pos=1&_start=1#firsthit" rel="nofollow" target="_blank">Oxford Art Online</a>
notes the term's wider use "to describe the aesthetic and functional
characteristics of an object" and "as an essential part of the process
of making, marketing and selling mass-produced goods". </span><span id="m_en_gb0219420.005"><span class="definitionElem">In general, these definitions construct 'design' as a concept located in development towards production and distribution.</span></span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7cO273njcUtbmSatnS3biRnJMvXYuN9aHSxory465QHEnOzE83360A5_S_G0mDj2Bah_nTC_Yobn-myPfzmam3xDz7GrqR38wZ5EuvpFXJ_GWk8q2SM-PWfIz7iBMzsKf-NVTEWWGy9U/s1600/LearningDesign.gif" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7cO273njcUtbmSatnS3biRnJMvXYuN9aHSxory465QHEnOzE83360A5_S_G0mDj2Bah_nTC_Yobn-myPfzmam3xDz7GrqR38wZ5EuvpFXJ_GWk8q2SM-PWfIz7iBMzsKf-NVTEWWGy9U/s320/LearningDesign.gif" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_GB" rel="license"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><img alt="Creative Commons Licence" src="http://i.creativecommons.org/l/by-nc-nd/3.0/80x15.png" style="border-width: 0px;" /></span></a><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">This <span href="http://purl.org/dc/dcmitype/StillImage" rel="dct:type" xmlns:dct="http://purl.org/dc/terms/">work</span> is licensed under a<br /><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_GB" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</span></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Like its root term, 'learning' is derived </span><span style="font-family: Arial, Helvetica, sans-serif;">from </span><i style="font-family: Arial, Helvetica, sans-serif;">*leis-</i><span style="font-family: Arial, Helvetica, sans-serif;"> meaning </span><a href="http://www.utexas.edu/cola/centers/lrc/ielex/R/P1155.html" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">"to furrow; learn"</a><span style="font-family: Arial, Helvetica, sans-serif;">. In contrast, 'instruction' is related to </span><i style="font-family: Arial, Helvetica, sans-serif;">*ster-</i><span style="font-family: Arial, Helvetica, sans-serif;"> meaning </span><a href="http://www.utexas.edu/cola/centers/lrc/ielex/R/P1898.html" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">"to strew, scatter, spread out"</a><span style="font-family: Arial, Helvetica, sans-serif;">. Where 'learning' provides a space for knowledge to grow (and </span><a href="http://www.utexas.edu/cola/centers/lrc/ielex/X/P1873.html" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">stand</a><span style="font-family: Arial, Helvetica, sans-serif;">), 'instruction' distributes it (if somewhat haphazardly). When related to 'design', 'learning' and 'instruction' acquire externally-driven structures and procedures. These constructs find context online.</span><br />
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">As those involved in online teaching and learning know, 'design' is a technological approach to education. Its focus in periodicals, like the <i><a href="https://www.jld.edu.au/about/editorialPolicies" rel="nofollow" target="_blank">Journal of Learning Design</a></i> (Australia), is "the design of learning experiences for ... students in online, blended and offline learning environments". Indeed, instructional design is defined as "</span></span><span style="font-family: Arial, Helvetica, sans-serif;">a technology for the development of learning experiences and </span><span style="font-family: Arial, Helvetica, sans-serif;">environments which promote the acquisition of specific knowledge and skill by students" </span><a href="http://ww.w.mdavidmerrill.com/Papers/Reclaiming.PDF" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">(p. 2)</a><span style="font-family: Arial, Helvetica, sans-serif;">. </span></div>
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><span style="line-height: 18px; text-align: start;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: small;"><span style="line-height: 18px; text-align: start;">The 'how' versus the 'why' dominates the discourse. This is reflected in a theoretical application where "</span><span style="line-height: 18px;">few if any designers actually use models to confine their </span><span style="line-height: 18px;">practice" <a href="http://link.springer.com/content/pdf/10.1007%2F978-1-4020-6022-9_5" rel="nofollow" target="_blank">(p. 89)</a>. However, </span></span><span style="line-height: 18px;">early pioneers founded "</span><span style="line-height: 18px;">much of their work on instructional principles </span><span style="line-height: 18px;">derived from research and theory on instruction, </span><span style="line-height: 18px;">learning, and human behavior" <a href="https://files.nyu.edu/jpd247/public/2251/readings/Reiser_2001_History_of_ID.pdf" rel="nofollow" target="_blank">(p. 58)</a>. Indeed, </span><span style="font-size: small;"><span style="line-height: 18px;">the history of design in online education presents strong theoretical positions. </span></span><span style="line-height: 18px;">The influence of behavioural psychology on instructional design is seen in references to </span><a href="http://en.wikipedia.org/wiki/Instructional_design" rel="nofollow" target="_blank"><span style="line-height: 18px;">Robert Ga</span><span style="line-height: 18px;">gn</span>é<span style="line-height: 18px;"> a</span></a><span style="line-height: 18px;"><a href="http://en.wikipedia.org/wiki/Instructional_design" rel="nofollow" target="_blank">nd B. F. Skinner</a>. </span><span style="line-height: 18px;">Whilst acknowledging the technological core of instructional design, Merrill, Drake, Lacy, and Pratt (1996) acknowledge empiricism as a source of validity </span><a href="http://ww.w.mdavidmerrill.com/Papers/Reclaiming.PDF" rel="nofollow" style="line-height: 18px;" target="_blank">(p. 1)</a><span style="line-height: 18px;">. There seems little justification for a purely <a href="http://en.wikipedia.org/wiki/Instrumentalism" rel="nofollow" target="_blank">instrumentalist</a> approach.</span></span></div>
<div style="text-align: justify;">
<span style="line-height: 18px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
</div>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: small;">When I analyse </span>'learning design', I see a practice-emphasised interpretation of education. The benefits of this approach is that students are "active inquirers,
working on problems that [can be] genuine problems for them (rather than merely
problems the teacher ... imposed)" (Phillips, 2007, p. 238). Unfortunately, the major limitation is relational: participants are easily located as (at best) designers and end-users or (at worst) producers and consumers. One means for overcoming this may be identifying 'design' as just one means of constructing both the relationship and the process. Thus, like <a href="http://www.indiana.edu/~molpage/In%20Search%20of%20Elusive%20ADDIE.pdf" rel="nofollow" target="_blank">the ADDIE model</a> for which it forms an integral part, 'design' could be seen as one path to good teaching.</span><br />
<br />
<div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Unlinked Reference</u></b></span></div>
<div>
<div class="MsoNormal" style="margin-left: 1cm; text-indent: -1cm;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Phillips,
D. C. (2007). Theories of teaching and learning. In R. R. Curren (Ed.), <i>A companion to the philosophy of education</i>
(pp. 232-245). Malden, MA: Blackwell.</span><span style="font-family: Arial, sans-serif; font-size: x-small;"><o:p></o:p></span></span></div>
</div>
</div>
</div>
Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-5064029064687108641.post-56642170313618408902012-12-10T09:00:00.000-08:002012-12-18T18:53:45.100-08:00Etymology: The Poster<i><span style="font-family: Arial; text-align: justify;">Along with my colleagues, I developed a poster for the <a href="http://www.massey.ac.nz/massey/staffroom/teaching-and-learning/centres_tl/ctl/events/vice-chancellors-symposium/2012-vcs-symposium/2012-vcs-symposium_home.cfm" rel="nofollow" target="_blank">2012 Vice Chancellor's Symposium</a> held on 30 October at Wellington, New Zealand. Each poster illustrated a response to the question: "How are we defining ourselves as 21st century scholars?" The teaching consultants approached the question as a team with multiple posters answering the question in different ways, and branding for uniformity. My poster (see below) offered an etymological treatment. </span><span style="font-family: Arial; text-align: justify;">This blog post allows me to expand on that poster, and use the research that would not fit on it.</span></i><span style="font-family: Arial;"></span><br />
<div style="text-align: justify;">
<span style="font-family: Arial;"><span style="font-family: Arial;"><br /></span></span>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJzn0MYA-l4zjePCS2N-KJlO1SgL0kusTot3lsAp26CVc2kmRKT0OYVcwxe69a0GLvVvc9aGwcTGtmiH3om4ZaJsHOKH8lrI8iU2jC_kD8Bga5P-AsKXFadnVVQ4oe-sZdqf0_npYoCew/s1600/2012_kgray-sharp.gif" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJzn0MYA-l4zjePCS2N-KJlO1SgL0kusTot3lsAp26CVc2kmRKT0OYVcwxe69a0GLvVvc9aGwcTGtmiH3om4ZaJsHOKH8lrI8iU2jC_kD8Bga5P-AsKXFadnVVQ4oe-sZdqf0_npYoCew/s400/2012_kgray-sharp.gif" width="282" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_GB" rel="license"><img alt="Creative Commons Licence" src="http://i.creativecommons.org/l/by-nc-nd/3.0/80x15.png" style="border-width: 0;" /></a><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">This <span href="http://purl.org/dc/dcmitype/StillImage" rel="dct:type" xmlns:dct="http://purl.org/dc/terms/">work</span> by <span property="cc:attributionName" xmlns:cc="http://creativecommons.org/ns#">Katarina Gray-Sharp</span> is licensed<br />under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_GB" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</span></td></tr>
</tbody></table>
<span style="font-family: Arial;"><span style="font-family: Arial;">There are a large number of words associated with academic scholarship. The poster covered four: "scholar", "learn", "research", and "academic". In three of the cases, the poster showed the progression up from the Proto Indo-European root towards the modern English term. In the fourth case, 'academic', a description in narrative form was offered.</span></span><br />
<span style="font-family: Arial;"><span style="font-family: Arial;"><br /></span></span>
<span style="font-family: Arial;"><span style="font-family: Arial;">The placement of 'scholar' and 'learn' next to each other was purposeful. 'Scholar', and the related 'scol' (school), is from <i>*segh-</i> which means<a href="http://www.etymonline.com/index.php?term=school&allowed_in_frame=0" rel="nofollow" target="_blank"> "to hold in one's power; to have"</a>. Comparatively, 'learn', and </span></span><span style="font-family: Arial;">'</span><span style="font-family: Arial;">lār-hūs' (lore-house) are</span><span style="font-family: Arial;"> from <i>*leis-</i> meaning <a href="http://www.utexas.edu/cola/centers/lrc/ielex/R/P1155.html" rel="nofollow" target="_blank">"to furrow; learn"</a>. 'School' replaced '</span><span style="font-family: Arial;">lore house' over time, moving the linguistic emphasis of education from<i> learning</i> to <i>having</i>.</span><br />
<span style="font-family: Arial;"><span style="font-family: Arial;"></span><br /></span>
<span style="font-family: Arial;"><span style="font-family: Arial;">Outside of the poster, I considered related terms. 'Train', for example, is a derivation of the *<em>tragh-</em> meaning "<a href="http://www.utexas.edu/cola/centers/lrc/ielex/R/P2029.html" rel="nofollow" target="_blank">to drag, train, pull, move</a>". Other derivations include 'abstract', 'distract', and 'portray'. Comparatively, 'teach' is a derivation of the PIE <em>deik-</em> meaning "<a href="http://www.utexas.edu/cola/centers/lrc/ielex/R/P0325.html" rel="nofollow" target="_blank">to teach, show</a>". Other derivations include 'dictate', 'judge', and 'predict'. The two words are connected in matters of the body: <em>tragh-</em> is related to 'foot' as <em>deik-</em> is related to 'toe'. Further, the approaches suggested by the two PIE sources</span><span style="font-family: Arial, Helvetica, sans-serif;"> require different but related skillsets.</span></span><br />
<span style="font-family: Arial;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span>
<span style="font-family: Arial;"><span style="font-family: Arial, Helvetica, sans-serif;">I continue to be attracted to etymological understandings of the world, and welcome commentary from any who may use this method in their teaching.</span></span></div>
<span style="font-family: Arial;">
</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-65234452930402985722012-12-05T16:59:00.002-08:002015-01-14T00:38:02.764-08:00Tweeting & Other Addictions (Part 2)<br />
<div style="text-align: center;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://g.twimg.com/Twitter_logo_blue.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://g.twimg.com/Twitter_logo_blue.png" width="200" /></a></div>
<div style="text-align: justify;">
<span style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px; text-align: start;"><i>Earlier today I made a rather spectacular confession: I am a daily Twitter user. A progressive addiction, the wonders of Bebo, Facebook, and blogging eventually led me into the "hard" stuff of Twitter. This, the second in a <a href="http://teachingconsultant.blogspot.co.nz/2012/12/tweeting-other-addictions-part-1.html" target="_blank">two-part series,</a> provides some hints and a Twerminology, so that you too can start down the slippery slope towards Twitter.</i></span></div>
<div style="text-align: justify;">
<span style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px; text-align: start;"><i><br /></i></span></div>
<div style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Some Hints</u></b></span></div>
</div>
<div style="text-align: justify;">
<b><a href="https://support.twitter.com/" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Twitter Help Cent</a><span style="font-family: Arial, Helvetica, sans-serif;"><a href="https://support.twitter.com/" rel="nofollow" target="_blank">re</a></span></b></div>
<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;">If you need help, use it. The Twitter Help Centre </span><span style="font-family: Arial, Helvetica, sans-serif;">provides information on everything from the <a href="https://support.twitter.com/groups/31-twitter-basics" rel="nofollow" target="_blank">Basics</a> through to <a href="https://support.twitter.com/groups/34-apps-sms-and-mobile" rel="nofollow" target="_blank">Apps, SMS, and Mobile</a>. To access Help, click on the Gear icon on the top right to open the dropdown menu, and select "Help".</span></div>
<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div style="text-align: justify;">
<b style="font-family: Arial, Helvetica, sans-serif;"><a href="https://support.twitter.com/articles/76460-how-to-use-twitter-lists" rel="nofollow" target="_blank">Lists</a></b></div>
<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;">I strongly endorse lists. Lists is a function available from your profile page that curates groups of Twitter users. You can only read the Tweets of people in a list - it doesn't allow you to "bulk Tweet". Lists can include people you do and don't follow. I have created some lists around topics like <a href="https://twitter.com/TeachingConsult/journalists-editors" rel="nofollow" target="_blank">"Journalists & Editors"</a> and <a href="https://twitter.com/TeachingConsult/higher-education" rel="nofollow" target="_blank">"Higher Education"</a>. You could create your own list or subscribe to someone else's. Information on lists (and everything else) is available through the Twitter Help Centre.</span> </div>
<div style="text-align: justify;">
<b style="font-family: Arial, Helvetica, sans-serif;"><br /></b></div>
<div style="text-align: justify;">
<b style="font-family: Arial, Helvetica, sans-serif;">Finding People</b><span style="font-family: Arial, Helvetica, sans-serif;"> </span></div>
<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;">"Who to follow" is a common complaint. <a href="http://www.huffingtonpost.com/brian-honigman/100-fascinating-social-me_b_2185281.html" target="_blank">The Huffington Post</a> seems to suggest listening to your existing pool (if any); friend recommendations account for 69 per cent of follows. Twitter offers some good <a href="https://support.twitter.com/groups/31-twitter-basics/topics/108-finding-following-people/articles/14022-how-to-find-people-on-twitter" rel="nofollow" target="_blank">advice</a>. I personally recommend using the <a href="https://support.twitter.com/groups/31-twitter-basics/topics/110-search/articles/132700-how-to-search-on-twitter" rel="nofollow" target="_blank">search</a> function to find Tweets, people, images, and videos of interest. For example, if you like <a href="http://www.massey.ac.nz/massey/home.cfm" rel="nofollow" target="_blank">Massey University</a>, searching "Massey University" will bring up a <a href="https://twitter.com/search?q=massey%20university&src=typd" rel="nofollow" target="_blank">list of people and Tweets</a> about this topic. Give it a go. It could surprise you.</span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: center;">
<div style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Twerminology</u></b></span></div>
</div>
<ul>
<li><div style="text-align: justify;">
<b style="font-family: Arial, Helvetica, sans-serif;">At sign</b><span style="font-family: Arial, Helvetica, sans-serif;"> (n.): The @ symbol used in tweets to call-out to a specific user.</span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><div style="text-align: justify;">
<i>I sent a Tweet to <a href="https://twitter.com/TeachingConsult" target="_blank">@TeachingConsult</a>.</i></div>
</span></li>
<li><div style="text-align: justify;">
<b style="font-family: Arial, Helvetica, sans-serif;">Direct message</b><span style="font-family: Arial, Helvetica, sans-serif;"> (n.): A private message visible only by the sender and recipient.</span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><div style="text-align: justify;">
<i> I tried to send him a direct message, but he wasn't following me.</i></div>
</span></li>
<li><div style="text-align: justify;">
<b style="font-family: Arial, Helvetica, sans-serif;">Follow</b><span style="font-family: Arial, Helvetica, sans-serif;"> (v.): Subscribe.</span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><div style="text-align: justify;">
<i><i> </i>I followed @KimKardashian and @KateEMiddleton.</i></div>
</span></li>
<li><div style="text-align: justify;">
<b style="font-family: Arial, Helvetica, sans-serif;">Follower</b><span style="font-family: Arial, Helvetica, sans-serif;"> (n.): Someone who subscribes to someone else's tweets.</span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><div style="text-align: justify;">
<i><i> </i>I have 103 followers. </i></div>
</span></li>
<li style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Gear icon</b> (n.): A tab on the top-right for editing your profile, getting help, or accessing your direct messages.</span></li>
<li><div style="text-align: justify;">
<b style="font-family: Arial, Helvetica, sans-serif;">Hashtag</b><span style="font-family: Arial, Helvetica, sans-serif;"> (n.): The # symbol used in tweets (without spaces) to mark keywords and topics.</span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><div style="text-align: justify;">
<i><i> </i>I searched for #justsaying and found too many Tweets.</i></div>
</span></li>
<li><div style="text-align: justify;">
<b style="font-family: Arial, Helvetica, sans-serif;">Home page</b><span style="font-family: Arial, Helvetica, sans-serif;"> (n.): Where you land when you sign into Twitter.</span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><div style="text-align: justify;">
<i><i> </i>On the right of your home page is your timeline.</i></div>
</span></li>
<li style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Me </b>(n.): A tab on the top navigation bar used to open your profile page.</span></li>
<li style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Search</b> (n.): A box on the top navigation bar for finding Tweets and people. </span></li>
<li style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Timeline</b> (n.): The stream of the Tweets made by those you follow.</span></li>
<li><div style="text-align: justify;">
<b style="font-family: Arial, Helvetica, sans-serif;">Tweet</b><span style="font-family: Arial, Helvetica, sans-serif;"> (n.): A 140-character, publicly-visible post.</span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><div style="text-align: justify;">
<i><i> </i>I deleted my Tweet, because it made me sound like a twit.</i></div>
</span></li>
<li><div style="text-align: justify;">
<b style="font-family: Arial, Helvetica, sans-serif;">Tweet</b><span style="font-family: Arial, Helvetica, sans-serif;"> (v.): To compose and make publicly visible a 140-character post.</span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><div style="text-align: justify;">
<i><i> </i>I clicked on the blue, quill button, and Tweeted the link.</i></div>
</span></li>
<li><div style="text-align: justify;">
<b style="font-family: Arial, Helvetica, sans-serif;"><b>Twitter </b><span style="font-weight: normal;">(n.)</span><span style="font-weight: normal;">: A social media site.</span></b></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><div style="text-align: justify;">
<b><i style="font-weight: normal;"><i> </i>Someone saw my Twitter profile and signed up to follow me.</i></b></div>
</span></li>
<li style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Username<span style="font-weight: normal;"> (n.): Or "Twitter handle". Identifier of 15 characters or less.</span></b></span></li>
</ul>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-31356295818754937122012-12-05T16:47:00.005-08:002015-01-14T00:41:14.893-08:00Tweeting & Other Addictions (Part 1)<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><i>I have a confession to make: I am a daily Twitter user. I gained this addiction progressively, moving from the "soft stuff" of Facebook to the "hard" world of Twitter in what seemed like moments. Once I hooked my Twitter up to automatically update my work Facebook profile and page, I never looked back. It was a fast and glorious fall.<br /></i></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://g.twimg.com/Twitter_logo_blue.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://g.twimg.com/Twitter_logo_blue.png" width="200" /></a></div>
<span style="font-family: Arial, Helvetica, sans-serif; text-align: justify;">If you're new to social media, Twitter may seem ridiculously complicated. Don't worry; you're not alone. </span><a href="http://pewinternet.org/Commentary/2012/March/Pew-Internet-Social-Networking-full-detail.aspx" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif; text-align: justify;" target="_blank">The Pew Internet & American Life Project</a><span style="font-family: Arial, Helvetica, sans-serif; text-align: justify;"> reports that while 66 per cent of online adult Americans use Facebook, only 16 per cent use Twitter. The <a href="http://www.odt.co.nz/blogs/dene-mackenzie/236646/social-media-kiwis-becoming-more-tweety-birds" rel="nofollow" target="_blank">Otago Daily Times</a> reports a rise from 12 per cent (2011) in </span><span style="font-family: Arial, Helvetica, sans-serif; text-align: justify;">New Zealand </span><span style="font-family: Arial, Helvetica, sans-serif; text-align: justify;">to 19 per cent (2012). Despite the article's title, I'm not sure Kiwis really are "tweety birds".</span><br />
<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;">The difficulties of negotiating social media (and its wider societal implications) can make even well-respected </span><a href="http://www.huffingtonpost.com/odelia-kaly/why-im-worried-about-soci_b_2161554.html" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">bloggers</a><span style="font-family: Arial, Helvetica, sans-serif;"> cautious. And that is why this hardened social media addict is here to save the day, providing advice to the Twitter newbie.</span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"></span>
<br />
<div style="text-align: center;">
<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>How to Twitter</u></b></span></div>
</div>
<div style="text-align: center;">
<div style="text-align: left;">
<div style="text-align: justify;">
<b style="font-family: Arial, Helvetica, sans-serif;"><i>Create An Account:</i></b><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Visit </span><a href="https://twitter.com/" style="font-family: Arial, Helvetica, sans-serif;">https://twitter.com/</a><span style="font-family: Arial, Helvetica, sans-serif;"> and complete the "New to Twitter?" box. On the next screen, read the Terms and Conditions and click "Create my account".</span></div>
</div>
</div>
<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br /></div>
<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><b><i>Find Somebody to Follow:</i></b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Twitter will offer you a list of popular profiles to follow. You must select (or find) 10 in order to progress to the next stage. (Don't worry. You can always </span><a href="https://support.twitter.com/articles/15355-how-to-unfollow-users-on-twitter" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">"Unfollow"</a><span style="font-family: Arial, Helvetica, sans-serif;"> Kim Kardashian later.) I recommend following </span><a href="https://twitter.com/TeachingConsult" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">@TeachingConsult</a><span style="font-family: Arial, Helvetica, sans-serif;">. Why? Because it's me, of course.</span></div>
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<div style="text-align: left;">
</div>
</div>
<div style="text-align: right;">
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>(Then Deleting...)</b></span><br />
<a href="http://www.thedailybeast.com/articles/2012/06/01/at-politwoops-washington-s-deleted-tweets-come-back-from-the-dead.html" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Twitter regret</a><span style="font-family: Arial, Helvetica, sans-serif;"> is more common than people like to think. To delete that errant Tweet, click "Me" on the top navigation bar to open your profile. A list of your Tweets will appear. Locate the Tweet. Hover your mouse and click "Delete" when it appears. For more information on deleting, see the </span><a href="https://support.twitter.com/articles/18906-how-to-delete-a-tweet" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Twitter Help Centre</a><span style="font-family: Arial, Helvetica, sans-serif;">.</span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-20528440869634516072012-10-08T18:30:00.002-07:002012-12-18T19:07:25.208-08:00Teaching as Training<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;">For two days in September, I attended a workshop by a facilitator from </span><a href="http://www.forum.com/index.aspx" rel="nofollow" target="_blank"><span style="font-family: Arial, Helvetica, sans-serif;">Forum Corporation</span></a><span style="font-family: Arial, Helvetica, sans-serif;">. It was the first time I had been a participant in 'teaching as training'. As outlined by </span><span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.newfoundations.com/TeLeHTML/CTeaching.html#training" rel="nofollow" target="_blank">Clabaugh and Rozycki</a> </span><span style="font-family: Arial, Helvetica, sans-serif;">(2011), this conception of teaching is intended to "meet certain external demands imposed on the individual"</span><span style="font-family: Arial, Helvetica, sans-serif;">. In addition to the functional improvements, I found interaction with this conception of teaching incredibly informative.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The workshop was entitled </span><span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.forum.com/downloads/pdf/leading_change.pdf" rel="nofollow" target="_blank">Leading Change</a></span><span style="font-family: Arial, Helvetica, sans-serif;">. The primary teaching material was by </span><span style="font-family: Arial, Helvetica, sans-serif;">Forum New Zealand and Massey University (2012). </span><span style="font-family: Arial, Helvetica, sans-serif;">Of the two days, I found the first the most useful. Our group of 10 participants learnt about building adaptability to manage continuous change. The first skill </span><span style="font-family: Arial, Helvetica, sans-serif;">we learnt was to raise our "ambiguity threshold" through five practices:</span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small; text-align: start;"><span style="font-size: xx-small;">Image: © Copyright </span></span><a href="http://www.geograph.org.uk/profile/9857" property="cc:attributionName" rel="cc:attributionURL dct:creator" style="font-size: medium; text-align: start;" title="View profile"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Ian Greig</span></a><span style="font-family: Arial, Helvetica, sans-serif; font-size: small; text-align: start;"><span style="font-size: xx-small;"> and licensed for reuse<br />under this </span></span><a class="nowrap" href="http://creativecommons.org/licenses/by-sa/2.0/" rel="license" style="font-size: medium; text-align: start; white-space: nowrap;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Creative Commons Licence</span></a></td></tr>
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<li><div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;">considering future impacts,</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">being open to uncertainty,</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">employing self-determined improvisation,</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">applying perseverance; and</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">leveraging inquisitiveness. (ibid., pp. 8-12)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The second skill involved managing our "internal monologue[s]" by finding and applying controls, taking responsibility, scoping, and judging the duration (ibid., pp. 13-15). The third skill was the one I found needed the most improvement: developing my "energy supply" (ibid., pp. 16-18). Although I assessed myself as having a good understanding of my meaning-making processes, healthy behaviours (for example, adequate sleep, drinking enough water, and not exceeding my limits) required significant and immediate improvement. Thus, </span><span style="font-family: Arial, Helvetica, sans-serif;">I could perceive ways to apply the skills to manage external pressures.</span></div>
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<b style="font-family: Arial, Helvetica, sans-serif; text-align: justify;"><u>Unlinked Reference</u></b><br />
<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;">Forum New Zealand, & Massey University. (2011). <i>Leading change at Massey University</i> [Workbook]. Christchurch, New Zealand: Forum New Zealand.</span></div>
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-30889460027903641722012-08-21T17:52:00.001-07:002015-01-14T00:48:09.747-08:00Women in Academia: Are We Really Having It All?<i style="font-family: Arial, Helvetica, sans-serif; text-align: justify;">During a period where an extension to <a href="http://www.stuff.co.nz/blogs/opinion/columnists/7371327/Childish-riposte-to-parental-leave-bill" target="_blank">paid parental leave</a> is under discussion, are women in the university considering whether or not being an academic is actually part of 'having it all'?</i><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">A Los Angeles </span><a href="http://www.latimes.com/news/opinion/commentary/la-oe-currid-halkett-women-in-academia-20120821,0,7865155.story" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">news report</a><span style="font-family: Arial, Helvetica, sans-serif;"> this week looked at whether women in academia are able to have both a family and a career. The report notes a 2008 </span><a href="http://ucfamilyedge.berkeley.edu/Bad%20Rep.pdf" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">study</a><span style="font-family: Arial, Helvetica, sans-serif;"> of 8,000 doctoral students where "more than half of all female candidates felt that having children would hinder their careers, and that fear of being held back postponed many academic women's child-rearing, sometimes permanently".</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333; line-height: 18px;"><a href="http://www.stuff.co.nz/life-style/wellbeing/7506959/Motherhood-still-a-career-killer" target="_blank">Catherine Fox</a> (2012), a deputy editor of Australian Financial Review's Boss magazine, believes that "</span><span style="background-color: white; color: #333333; line-height: 18px;">the attitudes towards mothers in the workplace are but one aspect of broader gender discrimination that kicks in from the time a woman enters it".</span></span></div>
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<span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 18px;"><a href="http://www.nzherald.co.nz/business/news/article.cfm?c_id=3&objectid=10828312" target="_blank">Siobhan Leathley</a> (2012) notes how in accounting "t</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18.200000762939453px;">he biggest income discrepancy was between men and women with 16-20 years experience". As identified by both commentators, years of experience can mean little for women in the workplace.</span></div>
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<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18.200000762939453px;">For women who are new to academia, the problem is compounded by the permanent position to graduate ratio. For example, at the time of posting, <a href="http://www.otago.ac.nz/humanresources/careers/index.php" rel="nofollow" target="_blank">University of Otago</a> has 15 </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18.200000762939453px;">permanent academic positions</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18.200000762939453px;">, <a href="http://jobs.massey.ac.nz/Default.aspx" rel="nofollow" target="_blank">Massey University</a> has 11 , and <a href="http://vacancies.vuw.ac.nz/" rel="nofollow" target="_blank">Victoria University of Wellington</a> has 6. That's a total of 32 </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18.200000762939453px;">positions across three of the eight universities. </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18.200000762939453px;"> Last month, </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18.200000762939453px;">38 PhDs were awarded by </span><a href="http://www.voxy.co.nz/national/aut-graduates-record-number-phd-students/5/129974" rel="nofollow" style="font-family: Arial, Helvetica, sans-serif; line-height: 18.200000762939453px;" target="_blank">Auckland University of Technology</a><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18.200000762939453px;"> </span><span style="font-family: Arial, Helvetica, sans-serif; line-height: 18.200000762939453px;">alone</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18.200000762939453px;">. The likelihood that a new academic will achieve a permanent academic position in New Zealand does not appear great.</span></div>
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<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 18.200000762939453px;">Are you a New Zealand woman considering or currently in academia? How easy do you think it is to find academic work? And do you think having it is part of 'having it all'?</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-83848576279620811572012-06-28T19:52:00.001-07:002012-12-18T19:17:19.566-08:00Peer Mentoring & the Dialectic<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;">As a teaching consultant, I benefit from the opportunity to examine and practice different methods of teaching. This means I am able to learn more about my teaching and the teaching of others. One of the processes which I value most in my learning is peer mentoring networks. This value is partly inherent in the networks' ability to foster dialectic dialogue.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Mentoring has been defined as "a process in which one person, usually of superior rank and outstanding achievement, guides the development of an entry-level individual" (Savage, Karp, & Logue, 2004, p. 22). </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 22px;">In comparison to debate (where unaligned positions may remain fixed), dialectics involve resolution of different positions through logical discussion. Dialectics have a number of forms in teaching/learning settings, including the <a href="http://youtu.be/zcbw2B1lzy8" target="_blank">Socratic Method</a>. </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">The <a href="http://chronicle.com/article/One-Professors-Dialectic-o/34477" rel="nofollow" target="_blank">"dialectical character"</a> </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 22px;">of mentoring offers personal as well as academic development for participants.</span></span><br />
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">Two alternatives to the "</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;">formal, hierarchical model of mentoring" are individual peer mentoring and peer networks (Osgood Smith et al., 2001, p. 198). Individual peer mentoring possesses dialectical characteristics, but constructs relationships between equals.</span></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"> </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">Peer mentoring networks, comparatively, are collectives of people interested in learning something through conversation with others. </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">"</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;">Looking more like a network or web than the traditional hierarchical </span></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;">ladder image" of mentoring, academic peer networks offer community within and across disciplines </span></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">(Osgood Smith et al., 2001, p. 199).</span><br />
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 20px;"><br /></span>
<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 20px;">In higher education institutions like mine, some peer networks are centrally-administered and programmatic in style. This means they offer reportable development opportunities as an institutional benefit in addition to the direct outcomes experienced by participants. </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 20px;">Of the five networks I am currently involved in, three of these could be identified as peer mentoring programmes. </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 20px;">In a review of general and new faculty mentoring literature, Lumpkin (2011) identifies four common characteristics of peer mentoring programmes, including connecting and preparing members, organising meetings, and evaluating processes. I have found that institutional support has neither hindered nor constrained the capacity for dialectic dialogue. I would be interested to research this issue further.</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 20px;"> </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">There are many resources available for supporting those who choose to learn through peer mentoring. Brown University, for example, offers specific support for "</span><a href="http://www.brown.edu/Administration/Provost/Advance/Getting%20Started%20Guidelines%20Spring%202010.pdf" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">women faculty peer mentoring groups</a><span style="font-family: Arial, Helvetica, sans-serif;">", whilst Yale has reviewed a number of individual mentoring programmes for "</span><a href="http://www.yale.edu/wff/pdf/ExemplaryJuniory%20Faculty%20MentoringPrograms.pdf" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">junior faculty</a><span style="font-family: Arial, Helvetica, sans-serif;">". </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">I will continue to add to this post, in order to extend the list of resources available.</span></div>
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<span style="background-color: white;"><span style="font-family: Arial, Helvetica, sans-serif;">Your feedback is appreciated.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><u><b>References</b></u></span></div>
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<li style="background-color: white; border: 0px; display: inline; font-family: Arial, Helvetica, sans-serif; line-height: 20px; margin: 0px; padding: 0px; vertical-align: baseline;">Jacelon, C. S., </li>
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<li style="background-color: white; border: 0px; display: inline; font-family: Arial, Helvetica, sans-serif; line-height: 20px; margin: 0px; padding: 0px; vertical-align: baseline;">Zucker, D. M., </li>
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<li style="background-color: white; border: 0px; display: inline; font-family: Arial, Helvetica, sans-serif; line-height: 20px; margin: 0px; padding: 0px; vertical-align: baseline;">Staccarini, J.-M., & </li>
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<li style="background-color: white; border: 0px; display: inline; font-family: Arial, Helvetica, sans-serif; line-height: 20px; margin: 0px; padding: 0px; vertical-align: baseline;">Henneman. E. A. (2003). </li>
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</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 1.5em; text-align: center;">Peer mentoring for tenure-track faculty. </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 20px; text-align: center;"><i>Journal of Professional Nursing</i></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 1.5em; text-align: center;">, </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 20px; text-align: center;"><i>19</i>(6</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 1.5em; text-align: center;">)</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 20px; text-align: center;"> 335–338. doi: </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 20px; text-align: center;">10.1016/S8755-7223(03)00131-5</span><div>
<span rwthpgen="1" style="border: 0px; font-family: Arial, Helvetica, sans-serif; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="background-color: white;">Kaye, H. J. (2000). </span>One professor's dialectic of mentoring.</span><span class="updated-short-citation" style="border: 0px; font-family: Arial, Helvetica, sans-serif; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span rwthpgen="1" style="border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"> </span><span rwthpgen="1" style="border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span rwthpgen="1" style="border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i>Chronicle of Higher Education</i>, </span></span><span rwthpgen="1" style="border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i>46</i>(33). Retrieved from <a href="http://www.chronicle.com/">http://www.chronicle.com</a></span></span><div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="updated-short-citation" style="border: 0px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span rwthpgen="1" style="background-color: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Lumpkin, A. (2011). </span></span><span rwthpgen="1" style="border: 0px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">A model for mentoring university faculty.</span><span class="updated-short-citation" style="border: 0px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span rwthpgen="1" style="background-color: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"> <i>The </i></span><span rwthpgen="1" style="background-color: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i>Educational Forum</i>, </span><span rwthpgen="1" style="background-color: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i>75</i>(4), 357-368.</span></span></span></div>
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<span rwthpgen="1" style="background-color: transparent; border: 0px; font-family: Arial, Helvetica, sans-serif; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: normal;">Osgood Smith, J., Whitman, J. S., Grant, P. A., <span style="background-color: transparent;">Stanutz, A., Russett, </span></span></span></span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">J. A.</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"> , &</span><span style="background-color: transparent; font-family: Arial, Helvetica, sans-serif;"> Rankin, K. (</span><span style="background-color: transparent; font-family: Arial, Helvetica, sans-serif;">2001). </span><span style="background-color: transparent; font-family: Arial, Helvetica, sans-serif;"></span><span style="background-color: transparent; font-family: Arial, Helvetica, sans-serif;">Peer networking as a dynamic approach </span><span style="background-color: transparent; font-family: Arial, Helvetica, sans-serif;">to supporting new faculty.</span><span style="background-color: transparent; font-family: Arial, Helvetica, sans-serif;"> <i>Innovative Higher Education</i>, <i>25</i>(3), 197-207.</span></div>
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<span style="background-color: transparent; font-family: Arial, Helvetica, sans-serif; line-height: 18px;">Savage, H. E., Karp, R. S., & Logue, R. (2004). Faculty mentorship at colleges and universities. </span><i style="background-color: transparent; font-family: Arial, Helvetica, sans-serif; line-height: 18px;">College Teaching</i><span style="background-color: transparent; font-family: Arial, Helvetica, sans-serif; line-height: 18px;">, </span><i style="background-color: transparent; font-family: Arial, Helvetica, sans-serif; line-height: 18px;">52</i><span style="background-color: transparent; font-family: Arial, Helvetica, sans-serif; line-height: 18px;">(1), 21-24.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-52451430734628310702012-05-31T18:33:00.000-07:002012-12-18T19:18:16.494-08:00Assessing the Teacher: In-class Surveys<span style="font-family: Arial, sans-serif; font-size: 10pt; text-align: justify;">This past month, I helped two staff members with their in-class surveys. The first staff member used the standard Stop-Start-Continue and a tailored Ticket Out The Door feedback tools. Both are examples of 'One Minute Papers', versions of which are used from </span><a href="http://www.psy.gla.ac.uk/~steve/resources/tactics/minute.html" rel="nofollow" style="color: #1f497d; font-family: Arial, sans-serif; font-size: 10pt; text-align: justify;" target="_blank">Glasgow</a><span style="color: #1f497d; font-family: Arial, sans-serif; font-size: 10pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 10pt; text-align: justify;">to</span><span style="color: #1f497d; font-family: Arial, sans-serif; font-size: 10pt; text-align: justify;"> </span><a href="http://bokcenter.harvard.edu/icb/icb.do?pageid=icb.page29695" rel="nofollow" style="color: #1f497d; font-family: Arial, sans-serif; font-size: 10pt; text-align: justify;" target="_blank">Massachusetts</a><span style="font-family: Arial, sans-serif; font-size: 10pt; text-align: justify;">. The second staff member used a tailored tool based on the UCL Department of Philosophy</span><span style="color: #1f497d; font-family: Arial, sans-serif; font-size: 10pt; text-align: justify;"> </span><a href="http://www.ucl.ac.uk/philosophy/adobedocs/Evaluation%20Form%20Lecture.pdf" rel="nofollow" style="color: #1f497d; font-family: Arial, sans-serif; font-size: 10pt; text-align: justify;" target="_blank">lecture evaluation form</a><span style="font-family: Arial, sans-serif; font-size: 10pt; text-align: justify;">.</span><br />
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<span style="font-family: Calibri, sans-serif; font-size: x-small;"><span style="font-size: 11pt;"><span style="font-family: Arial, sans-serif; font-size: x-small;"><span lang="en-NZ" style="font-size: 10pt;">The first staff member, 'Sam', delivered the Stop-Start-Continue form in April and was very unhappy with their initial readings of the results. Sam understood that some data collection anomalies were present due to a mixed delivery method. However, the teacher noted a high level of destructive criticism in the feedback they received, and this became the point of focus. Understanding the need for an objective interpretation, I assisted Sam by conducting a content analysis of the data. From this analysis, I concluded that the vast majority of the feedback was actually positive. Of the positive feedback, the majority complimented Sam both personally and as a teacher.</span></span></span></span></div>
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<span style="font-family: Calibri, sans-serif; font-size: x-small;"><span style="font-size: 11pt;"><span style="font-family: Arial, sans-serif; font-size: x-small;"><span lang="en-NZ" style="font-size: 10pt;">Upon reflection, I noted that some structural issues with the Stop-Start-Continue tool. In particular, the question order - where a Likert Scale was offered first - did not promote thoughtful responses to qualitative questions. Further,</span></span></span></span><span style="font-family: Arial, sans-serif; font-size: 10pt;"> questions that solicited complaint (Stop) and improvement (Continue) responses drew the same data. Removal of the complaint question offered the added benefit of allowing student respondents the opportunity to understand evaluation as a constructive (versus destructive) tool.</span></div>
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<span style="font-family: Calibri, sans-serif; font-size: x-small;"><span style="font-size: 11pt;"><span style="font-family: Arial, sans-serif; font-size: x-small;"><span lang="en-NZ" style="font-size: 10pt;">The second staff member, 'Ashley', forwarded me a proposed tool for comment. We had been in discussion for some time about the different feedback methods available within our institution, both formal and informal. Ashley teaches in a practice-based discipline. The evaluation tool under consideration was common in the practice of the discipline, but not in the teaching of it. After reviewing the proposed tool, and reflecting on the Stop-Start-Continue weaknesses, I offered a tailored version of the UCL lecture evaluation form.</span></span></span></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13px;">I retained the attendance question in the tailored version to help Ashley understand how much the respondents’ answers were based on their actual experience of lectures. </span><span style="font-family: Calibri, sans-serif; font-size: x-small;"><span style="font-size: 11pt;"><span style="font-family: Arial, sans-serif; font-size: x-small;"><span lang="en-NZ" style="font-size: 10pt;">Tailoring also allowed an opportunity to move the Likert scales down in the question order. </span></span></span></span><span style="font-family: Arial, sans-serif; font-size: 13px;">As the UCL form only uses a 4-point scale, I added in a neutral response to match the scale offered in Ashley's original form. </span><span style="font-family: Arial, sans-serif; font-size: 13px;"> Although there could be same debate about the validity of a neutral response in teaching evaluation, the existence of the point in disciplinary practice suggested it is likely to reflect the context of the survey more accurately. </span><span style="font-family: Arial, sans-serif; font-size: 10pt;">Deleting the complaint question, I replaced it with an example question from the UCL evaluation form, and provided an opportunity for Ashley to swap it for another. Ashley thanked me for tool and I heard nothing until after the teacher had delivered it and analysed the data.</span></div>
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<span style="font-family: Arial, sans-serif; font-size: 10pt;">The results for Ashley were very good, highlighting both personal and teaching strengths. The recommendations for improvement were diverse and interesting. I intend to recommend this tailored approach again.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-12529720332044103142012-04-29T20:13:00.000-07:002012-04-29T20:13:16.464-07:00Small Group Tasks for Large Classes<div style="text-align: justify;">
<span style="color: black; font-family: Arial, Helvetica, sans-serif;">I have been working with a teacher who is trialling small group tasks for a large class (40+). The decision to trial such tasks is reflective of the primary discipline. Postgraduate study, publication, and teaching in the area are conducted in small teams. Further, the majority of the learners are enrolled in a qualification, which leads to a team-based professional life. As such, the teacher has made a productive choice in their teaching and learning practice.</span></div>
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<span style="color: black; font-family: Arial, Helvetica, sans-serif;">The teacher has been very innovative in their trials, using groups as a physical representation of a system at work. The act of allocating groups, however, is new to them, and they were unsure of how to return attention to themselves at the end of a task. I was requested to provide very specific detail on how to complete these two actions.</span></div>
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<span style="color: black; font-family: Arial, Helvetica, sans-serif;">From our discussions, I came to understand that some of my ideas seem perculiarly Antipodean. For example, what is commonly known in New Zealand as 'numbering off' is not a concept well-known outside Anglophonic circles. For those readers new to this idea, 'numbering off' is defined by one source as </span><span style="color: black; font-family: Arial, Helvetica, sans-serif;">"to call out or cause to call out one's number or place in a sequence" (<a href="http://dictionary.reference.com/browse/number+off">http://dictionary.reference.com/browse/number+off</a>). New Zealand school children learn this verb as a means of being allocated to groups (often sports teams). Having to analyse it as a cultural practice has helped me learn more about how I have created my idea of 'normal'. It has also helped me deconstruct the practice to understand how it teaches power relations.</span></div>
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<span style="color: black; font-family: Arial, Helvetica, sans-serif;">For your information (and my archival use), the following are the ideas I shared with the teacher. I welcome feedback on the clarity of the explanations and, more generally, the methods I have recommended.</span></div>
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<b><u><span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">Returning Attention</span></span></span></u></b></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">There are different methods for returning attention from a group task to you. The use of sound is helpful in many situations. The sound should be irritating enough for people to want it to eventually stop, but not enough for them to walk out. Whatever sound is chosen, the most important thing is that it is <u>LOUD</u>. Check the volume before the students arrive by setting the timer for 20 seconds and moving to the back of the room. If you feel surprised and want to turn it off, then it is probably a good choice.</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black; font-family: Arial, Helvetica, sans-serif;">One suggestion is to use the stopwatch on your cellphone to play a sound loudly when the time is up. This sound can be the standard alarm or a song. One annoying but slightly funny song is <i style="mso-bidi-font-style: normal;">Axel F</i> by Crazy Frog. It can be downloaded from iTunes at </span><span style="color: black; font-family: Arial, Helvetica, sans-serif;"><a href="http://itunes.apple.com/us/artist/crazy-frog/id65646661">http://itunes.apple.com/us/artist/crazy-frog/id65646661</a></span><span style="color: black; font-family: Arial, Helvetica, sans-serif;">. (A video can be accessed on YouTube at </span><span style="color: black; font-family: Arial, Helvetica, sans-serif;"><a href="http://www.youtube.com/watch?v=k85mRPqvMbE">http://www.youtube.com/watch?v=k85mRPqvMbE</a></span><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">.)</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black; font-family: Arial, Helvetica, sans-serif;">Another option is to use an online stopwatch like the classroom timers at </span><span style="color: black; font-family: Arial, Helvetica, sans-serif;"><a href="http://www.online-stopwatch.com/classroom-timers/">http://www.online-stopwatch.com/classroom-timers/</a></span><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">. The Bomb Countdown gave me a surprise even though I was watching the timer!</span></span></span></div>
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<b><u><span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">Instructing Group Tasks</span></span></span></u></b></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">There are a number of ways to instruct large numbers of students to complete tasks in groups. I have made this suggested method as detailed as possible. To use the example script, simply replace the underlined words as needed:</span></span></span></div>
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<b><span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">1. Prepare the Room</span></span></span></b><br />
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;">1.1</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;"> </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;">Print A4 sheets with numbers written in large font.</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;"> (</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;">I attached an example in 500 </span><br />
<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif; text-indent: 36pt;"><span style="color: black; font-family: Arial, Helvetica, sans-serif;"> point to the</span></span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;"> teacher's communication).</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;">1.2</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;"> </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;">Decide where you are going to have the groups meet.</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;"> </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;">Make the order as logical as </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;"> possible (that is, Group 1 should be next to Group 2, who should be next to Group 3).</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;">1.3</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;"> </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;">Secure the signs with blu-tack or cellotape where the groups are to meet (e.g. to the </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;"> walls, front of desks).</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;"> </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;">Check that the signs are visible from the door.</span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">1.4 Check the volume of your stopwatch.</span></span></span></div>
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<b><span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">2. Introducing the Exercise</span></span></span></b></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">2.1 Put up an instruction slide:</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;"> e.g. Group Task to Complete Tutorial Sheet</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;"> * <u>9</u> groups - <u>20</u> minutes</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;"></span></span></span><span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;"> * Number off</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;"> * Go to your group (look for the sign)</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;"> * Pick a reporter for your group</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;"> * When you hear The Timer: Look at Me!</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">2.2 State the instruction:</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">e.g. “We are going to do a group exercise for <u>20</u> minutes. You will be <u>completing today’s tutorial sheet</u>. There will be <u>9</u> groups of between <u>4</u> and <u>5</u> students. You will be allocated to your groups by numbering off from 1 to <u>9</u>. I have put up numbers around the room showing you where your group will meet. For example, Group 1 will be meeting over there, where the sign says “1”. Each group will begin by picking someone to report back at the end of the discussion. The slide will help you if you get confused. When the timer sounds, stop talking and look to me.”</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">2.3 Re-state the instruction:</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">e.g. “So we are clear, I will repeat the instructions. You will have <u>20</u> minutes to work in a group to <u>complete today’s tutorial sheet</u>. There are <u>9</u> groups. You will be allocated to your groups by numbering off. There are numbers around the room showing you where your group will meet. Each group will begin by picking someone to report back. Look at the slide if you are confused. Stop talking at the timer.”</span></span></span></div>
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<b><span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">3. Allocating to Groups (Numbering Off)</span></span></span></b></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">3.1 State the instruction:</span></span></span><br />
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">e.g. “To allocate you to your groups, you will now number off from 1 to <u>9</u>. Number to the end of the front row, then back the other way on the next row, and so on. When it is your turn, say your number so everyone can hear. Starting with you, you are the first, so you are... “</span></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;">3.2 </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;">In case someone gets confused, watch and listen as the students state their group</span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;"> number. If </span></span></span><span style="font-family: Arial, Helvetica, sans-serif;">other students do not assist, offer the number, then tell students to continue.</span></div>
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<b><span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">4. Getting Students to Move into Groups</span></span></span></b><br />
<span style="font-family: Arial, Helvetica, sans-serif;">4.1</span><span style="font-family: Arial, Helvetica, sans-serif;"> </span><span style="font-family: Arial, Helvetica, sans-serif;">State the instruction:</span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;"> e.g. “You will now move into your groups. Group 1 meets over there, Group 2 </span></span></span><br />
<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;"> meets over</span></span></span><span style="font-family: Arial, Helvetica, sans-serif;"> there, Group 3... [and so on]”</span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">4.2 If they have not begun to move:</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">4.2.1 Re-state the instruction:</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;"> </span><span style="font-family: Arial, Helvetica, sans-serif;"> </span><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">e.g. “You should be moving into groups. Look for your number. Put up </span></span></span><span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">your </span></span></span><br />
<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;"> hand if</span></span></span><span style="font-family: Arial, Helvetica, sans-serif;"> you do not know where you are going.”</span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">4.2.2 For those who put up their hands, provide direct instruction:</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">4.2.2.1 For 7 or more students: “Put up your hand if you are a ‘1’? You go </span></span></span><span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">there. Who </span></span></span><span style="font-family: Arial, Helvetica, sans-serif;">are 2s?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> You go there.</span><span style="font-family: Arial, Helvetica, sans-serif;"> </span><span style="font-family: Arial, Helvetica, sans-serif;">Any 3s... [and so on]”</span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">4.2.2.2 For 6 or less students: Ask each student which group they belong</span></span></span><span style="font-family: Arial, Helvetica, sans-serif;"> to.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;">4.2.3</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;"> </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;">For those who have forgotten their number, allocate to a group whose number is lower </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;"> than the average.</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;"> </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;">If all groups are the same size, allocate to the last group you will visit </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36pt;"> so they will have time to settle in before speaking to you again:</span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;"> </span><span style="font-family: Arial, Helvetica, sans-serif;"> </span><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">e.g. “You are now in Group 4. You go there.”</span></span></span></div>
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<b><span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">5. Checking Students Are On Task</span></span></span></b></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">5.1 Put up slide outlining the task.</span></span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;">5.2</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;"> </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;">Walk to the first group, which looks settled.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">5.3</span><span style="font-family: Arial, Helvetica, sans-serif;"> </span><span style="font-family: Arial, Helvetica, sans-serif;">Interject by reminding them of their first task (e.g. “So, who is your reporter?”).</span><span style="font-family: Arial, Helvetica, sans-serif;"> </span><span style="font-family: Arial, Helvetica, sans-serif;">If no-one </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> has</span><span style="font-family: Arial, Helvetica, sans-serif;"> been selected, stay silent until someone volunteers.</span><span style="font-family: Arial, Helvetica, sans-serif;"> </span><span style="font-family: Arial, Helvetica, sans-serif;">Praise the selection/volunteer.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;">5.4</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;"> </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;">Remind the group how much time is left.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;">5.5</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;"> </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;">Ask if they have any questions about the task. Provide direction and advice as </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;"> required.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">5.6</span><span style="font-family: Arial, Helvetica, sans-serif;"> </span><span style="font-family: Arial, Helvetica, sans-serif;">Close the discussion:</span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;"> e.g. “You are going great. I’ll move onto the next group now. Hear from you </span></span></span><br />
<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;"> soon!”</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">5.7 Move to the next closest group. Repeat (4.3) to (4.6).</span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;">5.8 Continue around each group until the timer sounds. Try to speak to as many groups as </span></span></span></div>
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<span lang="EN-NZ" style="color: #1f497d; font-family: Arial, sans-serif;"><span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif;"> possible.</span></span></span></div>
<div style="text-align: justify;">
<br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-15635243353205456052012-04-15T21:15:00.000-07:002012-04-16T15:33:13.998-07:00Critical Pedagogy<div class="prezi-player">
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<b><u><span lang="EN-NZ" style="font-family: Arial, sans-serif; font-size: 10pt;">Bibliography<o:p></o:p></span></u></b></div>
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<span lang="EN-NZ" style="font-family: Arial, sans-serif; font-size: 10pt;">Burbles, N. C., & Berk, R. (1999). Critical
thinking and critical pedagogy: Relations, differences, and limits. In T. S.
Popkewitz & L. Fendler (Eds.), <i>Critical
theories in education: Changing terrains of knowledge and politics</i> (pp.
45-65). New York, NY: Routledge.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 10pt;">Freire,
P. (1996). <i>Pedagogy of the Oppressed</i>
(M. Bergman Ramos, Trans.). London, England: Penguin.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 10pt;">Giroux,
H. A. (1981). <i>Ideology, culture, and the
process of schooling</i>. Philadelphia, PA: Temple University Press.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 10pt;">hooks,
b. (2010). <i>Teaching critical thinking:
Practical wisdom</i>. New York, NY: Routledge.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 10pt;">Jacobs,
H. L. M. (2010). Posing the Wikipedia “problem”: Information literacy and the
praxis of problem-posing in library instruction. In M. T. Accardi, E.
Drabinski, & A. Kumbier (Eds.), <i>Critical
library instruction: Theories and methods</i> (pp. 179-197). Duluth, MN:
Library Juice Press.<o:p></o:p></span></div>
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<span lang="EN-NZ" style="font-family: Arial, sans-serif; font-size: 10pt;">Kincheloe, J. L. (2011). <i>Key works in critical pedagogy</i> (k. hayes, S. R. Steinberg, & K.
Tobin, Eds.). Rotterdam, The Netherlands: Sense.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 10pt;">Monasta,
A. (1993). Antonio Gramsci (1891-1937). <i>Prospects:
The Quarterly Review of Comparative Education</i>, <i>XXIII</i>(3/4), 597-612. Retrieved from <a href="http://www.ibe.unesco.org/fileadmin/user_upload/archive/publications/ThinkersPdf/gramscie.pdf">http://www.ibe.unesco.org/fileadmin/user_upload/archive/publications/ThinkersPdf/gramscie.pdf</a><o:p></o:p></span></div>
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<span lang="EN-NZ" style="font-family: Arial, sans-serif; font-size: 10pt;">Smith, G. H. (1999). Paulo Freire: Lessons in
transformative praxis. In Roberts, P. (Ed.), <i>Paulo Freire, politics and pedagogy: Reflections from Aotearoa-New Zealand</i> (pp. 35-41). Palmerston North,
New Zealand: Dunmore Press.<o:p></o:p></span></div>
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<span lang="EN-NZ" style="font-family: Arial, sans-serif; font-size: 10pt;">Walker, J. (2009). Towards alternative lifelong
learning(s): What Freire can still teach us. <i>Rizoma</i>, <i>3</i>. Retrieved from
</span><span style="font-family: Arial, sans-serif; font-size: 10pt;"><a href="http://www.rizoma-freireano.org/index.php/towards-alternative">http://www.rizoma-freireano.org/index.php/towards-alternative</a></span><span lang="EN-NZ" style="font-family: Arial, sans-serif; font-size: 10pt;"><o:p></o:p></span></div>
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</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-709254412779601072012-03-20T15:43:00.002-07:002012-03-20T17:59:21.944-07:00NZCER: Critical Issues in Maori Education forum (March 2012)<div style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;">On Friday 16 March 2012, I attended the Critical Issues in Maori Education forum hosted by the New Zealand Centre for Educational Research (NZCER). The forum was held at Tapu Te Ranga, Island Bay, Wellington. The purpose of the forum was to assist in the development of the research agenda for Te Wahanga, the Maori research unit within the NZCER. (For more information about this unit, please visit </span><a href="http://www.nzcer.org.nz/te-wahanga"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.nzcer.org.nz/te-wahanga</span></a><span style="font-family: Arial, Helvetica, sans-serif;">.)</span></div><div style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;"></span></div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;">In order to develop its new agenda, Te Wahanga has initiated an ethics-approved research project. Attendees at the forum were invited to act as research participants. Information sheets and consent forms were distributed. The collection method was facilitated focus groups. Each focus group comprised of six to eight participants. The facilitators were three Te Wahanga staff members (Jessica Hutchings, Alex Barnes, and Nicola Bright) and two Kaupapa Maori researchers (Jenny Chen and Leonie Pihama). The facilitators collected research questions and critical issues from participants. All sessions were recorded via a digital audio recorder and summaries on paper.</span></div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;">Attendees were from across the education sector, including representatives from a variety of Commissions, teacher unions, national provider collectives, universities, and schools. A feedback session after the completion of the data collection showed an emphasis by participants on issues of equity. Moana Jackson provided closing remarks which located the research in the place of its conduct.</span></div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><span style="font-family: Arial;">The forum offered a unique opportunity to interact with visiting indigenous scholar, LisaNa Red Bear, and her son. LisaNa is an award-winning artist, scholar, and educator, and is a certified human rights educator and counsellor. Through our conversation, I learnt what education means in North American indigenous communities, particularly those affected by the boarding school phenomenon. <span style="font-family: "Arial", "sans-serif"; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Spirituality is at the centre of LisaNa's work. We spoke of a world without Two Legs, where Grandmother Earth sleeps and is reawakened again.<span style="mso-spacerun: yes;"> </span></span>LisaNa is a guest of Fulbright Scholar Leonie Pihama and will be returning to the snows of Washington state after completing her tour of New Zealand. I wish her safe journeys. (For more information on LisaNa, visit <a href="http://www.innovativeconceptsunleashed.con/">http://www.innovativeconceptsunleashed.con/</a> or <a href="http://www.nativeartists.org/LisaNa">http://www.nativeartists.org/LisaNa</a>.)</span></div><span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
<div style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;">Attendance at this forum would not have been possible without the financial support of two sections of the University: Te Putahi a Toi / School of Maori Studies (who met all transport costs) and Te Uru Maraurau / Department of Maori and Multicultural Education (who met all accommodation costs). Further, the NZCER contributed to the attendance of each participant through provision of travel vouchers to the value of forty-dollars.</span><span style="font-family: Arial, Helvetica, sans-serif;"><br />
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A copy of this report has been submitted to the other attendees from Massey University. Further, a copy has been made available to other members of the Centres of Teaching and Learning (Massey University) via the service's learning management system.</span></div><span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
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</div>Katarina Gray-Sharphttp://www.blogger.com/profile/07469556891604512558noreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-3688285928510997722012-03-04T15:03:00.000-08:002012-03-04T15:03:03.654-08:00"How To View A Prezi"<div class="prezi-player"><style media="screen" type="text/css">
.prezi-player { width: 550px; } .prezi-player-links { text-align: center; }
</style><object classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" height="400" id="prezi_wv1vlzk7torb" name="prezi_wv1vlzk7torb" width="550"><param name="movie" value="http://prezi.com/bin/preziloader.swf"/><param name="allowfullscreen" value="true"/><param name="allowscriptaccess" value="always"/><param name="bgcolor" value="#ffffff"/><param name="flashvars" value="prezi_id=wv1vlzk7torb&lock_to_path=0&color=ffffff&autoplay=no&autohide_ctrls=0"/><embed id="preziEmbed_wv1vlzk7torb" name="preziEmbed_wv1vlzk7torb" src="http://prezi.com/bin/preziloader.swf" type="application/x-shockwave-flash" allowfullscreen="true" allowscriptaccess="always" width="550" height="400" bgcolor="#ffffff" flashvars="prezi_id=wv1vlzk7torb&lock_to_path=0&color=ffffff&autoplay=no&autohide_ctrls=0"></embed></object><br />
<div class="prezi-player-links"><a href="http://prezi.com/wv1vlzk7torb/how-to-view-a-prezi/" title="How To View A Prezi">How To View A Prezi</a> on <a href="http://prezi.com/">Prezi</a></div></div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;">Developing this resource offered the opportunity to create a YouTube video, which non-Prezi users could watch without any need to engage with the software. Although I prefer learning which is active, situated, and authentic, some learners respond immediately to this approach whilst others require more information. By utilising screen capture software (Adobe Captivate 5.5) to provide a video format, learners are able to construct a perception of the software from which a scaffolded interaction can be attempted.</span></div>Katarina Gray-Sharphttp://www.blogger.com/profile/07469556891604512558noreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-40515528812621057482012-02-19T15:47:00.003-08:002012-03-28T19:09:31.376-07:00Constructivism (Prezi)<div class="prezi-player"><style type="text/css" media="screen">.prezi-player { width: 550px; } .prezi-player-links { text-align: center; }</style><object id="prezi_77xffe_i1crt" name="prezi_77xffe_i1crt" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" width="550" height="400"><param name="movie" value="http://prezi.com/bin/preziloader.swf"/><param name="allowfullscreen" value="true"/><param name="allowscriptaccess" value="always"/><param name="bgcolor" value="#ffffff"/><param name="flashvars" value="prezi_id=77xffe_i1crt&lock_to_path=0&color=ffffff&autoplay=no&autohide_ctrls=0"/><embed id="preziEmbed_77xffe_i1crt" name="preziEmbed_77xffe_i1crt" src="http://prezi.com/bin/preziloader.swf" type="application/x-shockwave-flash" allowfullscreen="true" allowscriptaccess="always" width="550" height="400" bgcolor="#ffffff" flashvars="prezi_id=77xffe_i1crt&lock_to_path=0&color=ffffff&autoplay=no&autohide_ctrls=0"></embed></object><div class="prezi-player-links"><p><a title="Constructivism" href="http://prezi.com/77xffe_i1crt/constructivism/">Constructivism</a> on <a href="http://prezi.com">Prezi</a></p></div></div><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: x-small;">Wallace, S. (Ed.). (2009a). Constructivist. <em>A dictionary of education</em>. Retrieved from </span><a href="http://www.oxfordreference.com/views/ENTRY.html?subview=Main&entry=t267.e210"><span style="font-size: x-small;">http://www.oxfordreference.com/views/ENTRY.html?subview=Main&entry=t267.e210</span></a><span style="font-size: x-small;"> </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: x-small;">Wallace, S. (Ed.). (2009b). Situated learning. <em>A dictionary of education</em>. Retrieved from </span><a href="http://www.oxfordreference.com/views/ENTRY.html?subview=Main&entry=t267.e927"><span style="font-size: x-small;">http://www.oxfordreference.com/views/ENTRY.html?subview=Main&entry=t267.e927</span></a><span style="font-size: x-small;"> </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: x-small;">Wallace, S. (Ed.). (2009c). Vygotsky, Lev. <em>A dictionary of education</em>. Retrieved from </span><a href="http://www.oxfordreference.com/views/ENTRY.html?subview=Main&entry=t267.e1082"><span style="font-size: x-small;">http://www.oxfordreference.com/views/ENTRY.html?subview=Main&entry=t267.e1082</span></a><span style="font-size: x-small;"> </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Wertsch, J. V. (1985). <em>Vygotsky and the social formation of mind</em>. Cambridge, MA: Harvard University Press.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: x-small;">Wilshaus, R. (2011, March 16). Lev <em>Vygotsky neemt vandaag ook deel aan onze conferentie #OGO2011</em> [Photograph]. Retrieved from </span><a href="http://www.flickr.com/photos/remywilshaus/5531044853/"><span style="font-size: x-small;">http://www.flickr.com/photos/remywilshaus/5531044853/</span></a><span style="font-size: x-small;"> </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Yasnitsky, A. (2011). Vygotsky circle as a personal network of scholars: Restoring connections between people and ideas. <em>Integrative Psychological and Behavioral Science</em>, <em>45</em>(4), 422-457. doi: 10.1007/s12124-011-9168-5</span>Katarina Gray-Sharphttp://www.blogger.com/profile/07469556891604512558noreply@blogger.com0tag:blogger.com,1999:blog-5064029064687108641.post-22315254114112146552012-02-12T14:52:00.000-08:002012-02-12T14:52:35.411-08:00Situated Learning: Waitangi 2012<div style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;">Developed by Lave and Wenger (1991), situated learning:</span></div><div style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;"></span></div><div style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span></div><blockquote class="tr_bq"><div style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;">follow[s] three postulates: (1) Classroom leaning by its very nature is out of context and irrelevant. (2) Knowledge presented in the context of work settings and applications is most relevant and effective. (3) Learning is a highly social, interactive activity that involves a great deal of collaboration and mentoring. (Leonard, 2002, p. 174)</span></div></blockquote><div style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;">I was priviledged to observe situated learning in operation during a trip to Waitangi (New Zealand) from 3 to 7 February. A mix of postgraduate and undergraduate students of the Treaty of Waitangi were mentored at the site of its first signing. Staff were supported through peer-to-peer engagements and individual exploration. Together, the group developed contextualised knowledge of the Treaty and the construction of political sites by the media. The group continues as a community of practice through Facebook and campaigns.</span></div><div style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span></div><div style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;">Situated learning for students of politics is not new. <a href="http://hdl.voced.edu.au/10707/230" target="_blank">Brubaker (2011)</a>, for example, discusses situated learning in the form of voluntary placements in a mayoral campaign. The uniqueness of the Waitangi example is its location and the subjective experiences of the learners and teachers alike. I look forward to next year.</span></div><div style="text-align: justify;"><span style="font-family: Arial, Helvetica, sans-serif;"><br />
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</span></div>Katarina Gray-Sharphttp://www.blogger.com/profile/07469556891604512558noreply@blogger.com0