Reflections on the Digital Pedagogy Lab (DPL 2019): There will be time

"There will be time, there will be time To prepare a face to meet the faces that you meet; There will be time to murder and create, And time for all the works and days of hands That lift and drop a question on your plate; Time for you and time for me, And time … Continue reading Reflections on the Digital Pedagogy Lab (DPL 2019): There will be time

Ungrading: Transformation in teaching and learning (Part 5)

Ungrading, a term that suggests the opposite of grading, has long been associated with the idea of purposefully eliminating or minimizing the use of points or letters to assess student work. Schinske and Tanner (2014) have provided “evidence that accuracy-based grading may, in fact, demotivate students and impede learning” (Schinske & Tanner, 2014, p. 165). … Continue reading Ungrading: Transformation in teaching and learning (Part 5)

Ungrading: Reframing the Experiment (Part 4)

Once one develops a system for implementing a pedagogical intervention, there's an underlying hope that it will work at least one more time. Cue the crying laughter. I thought once I had figured out the ungrading process, it could be used with every exam. What I forgot was the years of practice I've had simply … Continue reading Ungrading: Reframing the Experiment (Part 4)

5R Adult Learning Assignment 7: Experiential Learning

Synopsis/Reflection – Experiential Learning: Summary, Reflection and Praxis Experiential learning has been the major hallmark of my formal higher education in many ways. From my experience in the 5th grade when I shadowed my sister during her music theory and application classes at Southwestern University to my undergraduate and first graduate degrees in Chemistry to … Continue reading 5R Adult Learning Assignment 7: Experiential Learning

Ungrading: The first exam (Part 3)

There's a major difference between wanting to accomplish something pedagogically and actually implementing it. I forget this important little fact every time I attempt something new. And every time, learning the tacit knowledge needed to implement my vision feels like recreating the wheel. Ungrading was both the same and a different kind of experience than … Continue reading Ungrading: The first exam (Part 3)

5R Adult Learning Assignment 6: Andragogy and Oppressive Pedagogies

Synopsis/Reflection – Andragogy vs. Pedagogy and “Pedagogy of the Oppressed” According to Merriam-Webster, andragogy is the art or science of teaching adults; pedagogy is the art, science, or profession of teaching. Both words derive from the Greek. Pedagogy’s roots - agogus means “leader of” and paid means “child” - combine to form paidagogus, a slave … Continue reading 5R Adult Learning Assignment 6: Andragogy and Oppressive Pedagogies

5R Adult Learning Assignment 5: Learning – The Neuroscience and the Neuromyths

Synopsis/Reflection – What does it mean to learn? (from a neuroscience perspective, that is) Learning, at its most fundamental, is a process that changes the brain. According to Gary’s warm-up video, neuroscience states that “learning has occurred when information can be retrieved after a period of disuse and applied to new situations.” This neuroscience definition … Continue reading 5R Adult Learning Assignment 5: Learning – The Neuroscience and the Neuromyths

5R Adult Learning Assignment 4: Learning Theories

Synopsis/Reflection – Why all traditional learning theories fail to describe the entire experience of learning Merriam and Bierema (2014, p. 25) state that a learning theory is an explanation “of what happens when learning takes place”. While this definition is simple, it doesn’t really effectively capture what learning theories should entail. Illeris (2018, p. 86) … Continue reading 5R Adult Learning Assignment 4: Learning Theories

5R Adult Learning Assignment 3: Mastery Learning, Practice and Feedback

Synopsis/Reflection – Mastery learning, Practice and Feedback: Essentials for Learning According to Ambrose et al. (2010), to achieve mastery in learning a certain domain, students must acquire key component skills, practice integrating those skills effectively, and apply those skills in appropriate contexts. We would like our students to achieve mastery because experts (interchangeable with masters … Continue reading 5R Adult Learning Assignment 3: Mastery Learning, Practice and Feedback

5R Adult Learning Assignment 2: Prior Knowledge and Misconceptions

This is a blog series detailing my seven 5R assignments for Adult Learning, an 8-week course I'm taking at UNM with Gary Smith. The name 5R comes from the requirements for each assignment: Read, Reflect, Research, Relate, Resources. Read reflects checking off a box - reading the assignment and working through the learning module components, which … Continue reading 5R Adult Learning Assignment 2: Prior Knowledge and Misconceptions