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a.    A little background info…

-       Nine years as a community college instructor of English Literature.

-       Seven months as an educational technologist pre-COVID.

-       Research areas visual culture in CanLit, Canadian comics, and representations of Canadian in American superhero comics.

-       Now focusing on podcasting as a scholarly medium, open tenure processes, and edtech as care work.

b.    As we are entering our third month with this new landscape, how are you doing now? 

-       Just screaming noises.

c.     What are you working on or towards nows

-       It is so hard to do anything other than support the transition to remote teaching right now. We are working hard on mowing through support tickets and frantically developing programming – we run three webinars a week for campus faculty – while also trying to plan a suite of programming for August. As faculty lead on the pivot, the programming is my baby and there isn’t time for a lot else.

-       Can I tell you about some of the work I wish I had more time for?

o   Academic integrity and data privacy.

o   Open tenure processes.

o   Community of Praxis podcast / SSHRC PDG

d.    From your perspective, what might be a few positives that we can learn from this change?

-       On a personal level, I hope our institution – which has traditionally had a culture that really struggled with the idea of hybrid or blended learning – really embraces the tools and sees the potential.

-       I hope we learn to extend more grace and compassion to our students, even if it comes because we unfortunately need it extended to ourselves. I hope when we are trying to prepare lectures or mark papers with a screaming kiddo in the room or a sick parent worrying our minds, we recognize that this is lived reality for our students even outside of the time of the pandemic. And I hope we carry that into the after.

e.    What were you (or are you) most surprised about with regard to how Higher Ed has adapted? (or, have we really adapted or are we just holding our breath?)

-       In a lot of ways, we haven’t adapted. A three-hour synchronous video lecture isn’t adapting; a pile of voice-over-PowerPoints and gigantic PDF files isn’t adapting; trying to replicate F2F isn’t adapting.

-       But that’s not every story, and I am genuinely amazed by the amount of high-level professional development happening everywhere right now. My colleagues are really trying and really committing – we have 100 people at every session we run right now – and I’m looking forward to seeing what that yields.

f.      What have you changed your mind on recently with this new landscape?

-       I am very troubled by my newfound commitment to the LMS, which is both uncool and off-brand for me but here we are.

g.    Where can facilitators/educators lean in?

-       Lean into care and community. Honestly, nothing else matters.

h.    What are you most hopeful about with regard to the next 12 months?

-       It’s been such a hard few weeks but it’s a moment where I can really believe in systemic change. Does the fact that we all now know that 90% of university jobs can be done from home mean better accessibility for disabled staff down the line? Does the fact that every university president has now made a statement decrying anti-Black and anti-Indigenous violence mean that our equity actions will have institutional weight behind them? Does the fact that privileged parents now see what life without childcare looks like mean we recognize affordable care as a social justice issue? I want to believe in all of it right now.

i.      In your opinion, what can we as educators begin doing to make this easier on our students? On ourselves?

-       This is not a moment to be beholden to content and coverage. Really examining the purpose of your course, what students need to learn from it to progress or for future classes or for job-readiness, and leave the rest behind.

-       At the centre of this moment is care: for our students, and for ourselves. How will you demonstrate care in your syllabus, assignment design, etc? How can you give yourself a break this fall, too? Academics have a tendency to not extend care to themselves, but this can make it hard to see when students need grace and compassion, too.

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Authentic Learning (AL)

03:55-07:00    Authentic Learning Environment – what is it?

07:00-07:30    Link this to outcomes – come-on man

07:30-11:15    Authentic Learning designed through good Curriculum Design

11:15-12:15    Video Feedback for AL

12:15-15:30    AL and student engagement – Vygotsky and busy work

15:30-17:30    BUZZ WORD – “CURATE” – Chad’s Framework for AL                   

17:30-20:25    Sequencing on the LMS- How does this relate to the real world? 

20:45-21:00    Performing vs Educating vs Designing

22:30-24:00    Passive and Active Education/Learning

24:30-24:50    Flow State

25:30-26:40    Scared Straight with course design and giving up control

27:30-29:00    Watching yourself teaching – what you learn in the first three weeks

29:45-30:45    Tim’s Framework for AL – Hook-Look-Book-Took

32:40-33:40    Don’t throw the baby out with the bathwater

33:45-34:45    Growing as an educator

35:00-37:00    Creating a ‘Menu’ for your students so they can choose what learning is important to them (Student Agency)

37:30-39:20    Stealth-MetaCognition

39:45-41:30    the whole idea of hunting and gathering – providing/protecting

41:45-43:00    purposeful performer

43:00-44:00    punctuated moments or sequences in learning

45:00-45:40    authenticity in our authentic learning environments

47:20-48:00    get rid of our worksheets

49:25-51:00    Praxis Points wrap up

FRAMEWORK for AL:

Read-Watch-Do-Show

Hook-Look-Book-Took

Michael Wesch – teaching without walls

EdSurge Podcast – What a Forgotten Instructional Fad from the 70’s Reveals About Teaching

Twitter – Chad - @chadflinn

Twitter – Sally - @docvinden

Twitter – Tim - @praxisguild

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Experiential Learning – 4 concrete steps for EL

04:30 – experiential learning and the trades

08:00 – concrete learning (lecture)

10:18 – the role of critical thinking

13:30 – reflective and critical learning

15:30 – reflection in action / reflection on action

17:30 – instructors are not necessarily teachers, rather they are guides.

20:30 – create intentional problems for effective reflection

23:45 – we don’t engage in EL because it doesn’t funnel into a MC exam

25:30 – we didn’t pivot, we full-on stall and fall

30:30 – the COVID landscape has exasperated the educational / curriculum gap

32:50 – thanks, Plato!

36:00 – the importance of professional development for Trades Faculty

38:00 – the significance of communities of practice for EdTech in trades

41:25 – competency-based education 

42:20 – regurgitation education

45:00 – EL mixed thoroughly with CBE

47:00 – why are we not reevaluating the way we conduct assessments?

48:15 – outlines do not necessarily produce outcomes

49:45 – the shift from trainer to educator

52:00 – keep the conversations moving through communities of practice

Kolb’s Theory of EL – click here

Learning Styles and EL – click here

Reflecting In and On Action PDF – click here

Twitter – Chad - @chadflinn

Twitter – Sally - @docvinden

Twitter – Tim - @praxisguild

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Apprenticeship without reflection is simply a regurgitation

Competency-Based Outcomes / Situated Learning / Constructionism…

00:00 – 17:45

Constructionism/Constructivism

a.     What are the tenets of both?

b.     How can we begin applying these K-12 theories to PSE (post-secondary ed) especially with Vocational Trades Ed?

c.     How might a constructivist view the apprenticeship model?

d.     How can Trades Faculty build a successful course through a constructivism perspective?

Vygotsky – Learning Theory

Behaviourism Theory – 

Kiran Egan – 

Social Constructionism - 

18:00 – 34:04

Experiential Learning as Discovery Learning

Apprenticeship and Experiential Learning

What does this person for the next 2,5,10 years?

Using the Innovative Lens

Providing Context for the Learner and Breaking the Rules

How do we build our course based on these lenses?

Think Know Do Understand (Head-Heart-Hands) 

Learn by Doing – 4H Club of Canada

John Dewey – Learning Through Doing

Allan McKinnon - Apprenticeship without reflection is simply regurgitation

34:23 – 56:00

Backwards Design – start with the outcomes and work towards the end

Authentic Assessments – assessments that reflect actual learning – not regurgitated learning

Deconstructing the approach, because our apprentices do not live in a linear world.

How do we teach Trades instructors to enact this model?

Develop a Thinking Pedagogy – not a Dump and Run Pedagogy

Value of Trades Education as Education

COVID induced conversation re: pedagogy in the trades

Description of Authentic Assessment – from a Culinary perspective

Not Just a Disruption but a Whole New Construction

The need for teamwork and a collective approach to the rebuild

Interdisciplinary Approach to Trades (Radical Revolution for Trades Education)

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