robertogreco + performativity   3

Saying ‘No’ to Best Practices – OFFICE OF DIGITAL LEARNING
"The worst best practice is to adhere to, or go searching for, best practices. I have been in countless rooms with teachers, technologists, instructional designers, and administrators calling for recommendations or a list of tools they should use, strategies that work, practices that cannot fail to produce results in the classroom. But digital tools, strategies, and best practices are a red herring in digital learning. Learning always starts with people. Instead of asking “What tool will we need?” ask “What behaviors will need to be in place?”

I emphasize and encourage a critical digital pedagogy—an approach to learning that grows from the work of writers and teachers like bell hooks and Paulo Freire, and that recognizes that in today’s world all learning is hybrid. But that approach never starts with the digital. It starts with the human. And I find that the most effective application of Critical Digital Pedagogy arises from a place of kindness, trust, and belief in students. With student (and teacher) agency as its aim, Critical Digital Pedagogy asks its practitioners to always, first and foremost, acknowledge that we are all in this room together—whether that room is a classroom or the whole wide web—and to act accordingly.

At a teaching workshop I was facilitating recently, I was pressed to offer a list of best practices. This is what I came up with. I offer these 10 best practices with what should seem like an obvious caveat. No best practices should ever go untested. I personally have tested each of these, but because learning and teaching are not homogenous experiences for everyone, I don’t encourage anyone to follow a best practice that doesn’t suit them.

Sean’s 10 Best Practices

Be yourself

While working with a group at the University of Delaware, I spoke to a graduate teacher whose upbringing in a Southern Baptist tradition sometimes leads her to present in her “preaching voice.” This is an authentic voice, and one that she’s very comfortable using; however, other teachers joke about it, or malign this aspect of her embodiment as un-academic. In digital spaces, she edits herself, creating a teacherly presence much more normative, almost unidentifiable as her.

In digital spaces, we tend to adopt mannerisms and a personality that are not entirely true to who we are. Be suspect of that, and watchful for it. In a classroom, we may perform ourselves in certain ways, but we are fallible, unedited, and vulnerable. These qualities make us better teachers. Don’t be afraid to be who you are in a digital environment as much as you are in your classroom.

Create trust / Be trusting

Jesse Stommel, Executive Director of the Division of Teaching and Learning Technologies at the University of Mary Washington says,
Learning is always a risk. It means, quite literally, opening ourselves to new ideas, new ways of thinking. It means challenging ourselves to engage the world differently. It means taking a leap, which is always done better from a sturdy foundation. This foundation depends on trust — trust that the ground will not give way beneath us, trust for teachers, and trust for our fellow learners in a learning community.

Critical pedagogy assumes that students want and are motivated to learn. Only about 75% of teachers I’ve talked to feel this way. We need to change that for ourselves. Teaching is not only more effective when we trust students to learn (which I distinguish from following instructions or passing a test), but it’s also more fun, more satisfying, and less exhausting.

Grade less / Grade differently

Peter Elbow writes, “Grading tends to undermine the climate for teaching and learning. Once we start grading their work, students are tempted to study or work for the grade rather than for learning.” We all know this is true. Working for a grade undermines not only a lifelong attitude toward learning, but also student agency. A critical pedagogy asks us to reconsider grading entirely; and if we can’t abandon it whole-hog, then we must revise how and why we grade. Consider allowing students to grade themselves. Offer personal feedback on work instead of a letter, number, or percentage. There are lots of options to evaluating work without artificial markers.

Question deadlines

When pressed, most teachers have told me that they enforce deadlines because students will need to meet deadlines in the “real world.” There are no students in higher education who got there without meeting deadlines. Education need not be militaristic about deadlines. Ideas and creation are more important than timeliness. I wrote, in my post called “Late Work,”

We are put in the most unique spot of coaching learners into a world of knowledge. What we need to remember is that their world of knowledge may not align perfectly with our own, their process may not fit our schedules, their ideas may not synch with our own.

Think about what you are actually teaching and question whether you need deadlines, whether students need deadlines, and whether either of you benefit from them.

Collaborate with students

Learners are pedagogues in their own right. Chris Friend, Director of the Hybrid Pedagogy journal, writes:
If we give students the freedom to choose their own path, they might choose poorly or make mistakes on our watch. But we must be willing to allow them the challenge of this authority, the dignity of this risk, and the opportunity to err and learn from their mistakes. They learn and gain expertise through experimentation.

If pedagogy is the sole purview of the instructor in the room, students are asked to follow along a path predetermined by that instructor’s best (we hope) intentions. However, because students bring different levels of expertise to any material or discussion—and because their lives, identities, and intersectionality inform their learning—students should be as involved in their own learning as possible. From syllabus creation to grading, building rubric and assignments to self-assessment. As Daniel Ginsberg writes, “my students are the most central members of the community in which I learn critical pedagogy.”

Inspire dialogue

Very little can be accomplished through direct instruction. Bloom’s Taxonomy makes a show of positioning knowledge-level learning as the foundation of any learning experience. But learning is more chaotic, messier, and more confounding than taxonomies provide for. In “Beyond Rigor,” Jesse Stommel, Pete Rorabaugh, and I argue that:
Intellectually rigorous work lives, thrives, and teems proudly outside conventional notions of academic rigor. Although institutions of higher education only recognize rigor when it mimics mastery of content, when it creates a hierarchy of expertise, when it maps clearly to pre-determined outcomes, there are works of exception — multimodal, collaborative, and playful — that push the boundaries of disciplinary allegiances, and don’t always wear their brains on their sleeves, so to speak.

Simply put, learning happens outside the lines. It’s perfectly acceptable for instructors to provide lines, but whenever we do so, we must just as diligently encourage learners to leave those lines—to question, to redraw, to imagine, to refuse, to explore. When we do this, we inspire dialogue, not just between students, but between ourselves and students, between ideas, between the act of learning and the act of instruction themselves.

Be quiet

Generally speaking, teachers fear dead air. Silence in the classroom, or few to no responses on a discussion forum, can stir all kinds of thoughts and emotions—from “they’re not getting it” to “I’ve done something wrong” to “they’re bored,” and worse. But in truth, thoughtfulness and thoroughness takes time.

Janine DeBaise writes that: “Every student has something valuable to teach the rest of us. I’ve made that assumption for over thirty years now, and so far, I’ve never been proven wrong.” If at the core of critical pedagogy we believe that learners are their own best teachers—and if we have spent any time at all as teachers ourselves preparing lesson plans and discussions—then we can acknowledge that teaching takes time.

Filling silence may come out of a desperation to keep the class moving and to ensure that all ideas are understood, but it also reinforces the teacher’s voice as primary. When we are silent, we can hear what students have to say (even when they’re not saying it), and listen for the swell of understanding as it builds.

Be honest and transparent about pedagogy

Teaching isn’t magic. In fact, there are very good reasons for teachers to reveal their “tricks” to learners. I have, numerous times, sat on the desk at the front of the classroom and called attention to how that’s different to standing behind a podium, sitting in a circle with the class, or lecturing from notes. Not to qualify one over the other, but to reveal something about the performativity of learning and teaching.

Similarly, we should invite students into a discussion about the syllabus, the 15- or 10-week structure of a course, the usefulness or uselessness of grades, etc. Kris Shaffer, in “An Open Letter to My Students,” brings students in close to his teaching process:
I am not perfect. Nor are any of your other professors. We are experts in the fields we teach, and some of us are experts in the art of teaching. However, we make mistakes … and each pass through the material brings new students with different experiences, backgrounds, skills, sensitivities, prejudices, loves, career goals, life goals, financial situations, etc. There is no one way — often not even a best way — to teach a topic to a student.

There is power in secrecy, as any magician knows. But for a collaborative, critical pedagogy to work, that power must be shared.

Keep expectations clear

In digital learning, instructions are vital. If … [more]
bestpractices  education  pedagogy  teaching  howweteach  2017  seanmorris  learning  edtech  digitalliteracy  jessestommel  criticalpedagogy  sfsh  grade  grading  howwelearn  deadlines  collaboration  chrisfriend  hybridpedagogy  dialogue  peterorabaugh  rigor  janinedebaise  silence  quiet  listening  performativity  expectations  adamheidebring-bruno  change  thomaskasulis  maggiemaclure  krisshaffer  amycollier  jenross 
june 2017 by robertogreco
Databite No. 76: Neil Selwyn - live stream - YouTube
"Neil Selwyn presents (Dis)Connected Learning: the messy realities of digital schooling: In this Databite, Neil Selwyn will work through some emerging headline findings from a new three year study of digital technology use in Australian high schools. In particular Neil will highlight the ways in which schools’ actual uses of technology often contradict presumptions of ‘connected learning’, ‘digital education’ and the like. Instead Neil will consider ….

• how and why recent innovations such as maker culture, personalised learning and data-driven education are subsumed within more restrictive institutional ‘logics’;

• the tensions of ‘bring your own device’ and other permissive digital learning practices • how alternative and resistant forms of technology use by students tend to mitigate *against* educational engagement and/or learning gains;

• the ways in which digital technologies enhance (rather than disrupt) existing forms of advantage and privilege amongst groups of students;

• how the distributed nature of technology leadership and innovation throughout schools tends to restrict widespread institutional change and reform;

• the ambiguous role that digital technologies play in teachers’ work and the labor of teaching;

• the often surprising ways that technology seems to take hold throughout schools – echoing broader imperatives of accountability, surveillance and control.

The talk will provide plenty of scope to consider how technology use in schools might be ‘otherwise’, and alternate agendas to be pursued by educators, policymakers, technology developers and other stakeholders in the ed-tech space."

[via: "V interesting talk by Neil Selwyn on ed-tech and (dis)connected learning in school"
https://twitter.com/audreywatters/status/718900001271783424 ]

"the grammar of schooling"
neilselwyn  edtech  byod  via:audreywatters  logitics  technology  teaching  learning  howweteacher  power  mobile  phones  ipads  laptops  pedagogy  instruction  resistance  compliance  firewalls  making  makingdo  youth  schools  design  micromanagement  lms  application  sameoldsameold  efficiency  data  privacy  education  howweteach  regimentation  regulation  rules  flexibility  shininess  time  schooliness  assessment  engagement  evidence  resilience  knowledge  schedules  class  leadership  performativity  schooldesign  connectedlearning  surveillance  control  accountability  change  institutions  deschooling  quest2play  relationships  curriculum  monitoring  liberation  dml  liberatorytechnology  society  culture  ethnography  schooling  sorting  discipline  ipad 
april 2016 by robertogreco
On Performativity — Walker Art Center
"Located at the intersection of performance and visual art, On Performativity examines the questions that emerge when our art experiences are framed around the presence of the human body—and its absence. This volume of the Living Collections Catalogue includes newly commissioned essays by art historians Philip Auslander, Dorothea von Hantelmann, and Shannon Jackson as well as in-depth scholarship on works by Trisha Brown, Eiko & Koma, Yves Klein, Hélio Oiticica, and Tino Sehgal from the Walker Art Center’s collections."



"Curator Elizabeth Carpenter surveys the notion of performativity in the context of the Walker Art Center’s own history of interdisciplinary programs and collecting landmarks. “How do institutions reconcile the challenges facing the art world today,” Carpenter asks, “regarding the historicization, canonization, institutionalization, documentation, preservation, and presentation of performance and, by extension, of the objects that it often leaves behind?”"
walkerartcenter  performativity  elizabethcarpenter  interdisciplinary  philipauslander  dorotheavonhantelmann  shannonjackson  trishabrown  eikokoma  yvesklein  héliooiticica  tinosehgal  art  body  bodies 
july 2015 by robertogreco

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