timbocop.bsky.social
Educationalist. Teaching & researching faculty development & digital education (+ sometimes memory). Monash. Views my own.
120 posts
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2024 was a busy year, I'm pretty sure I've forgotten a bunch of things I did.
It's a good paper, you should be proud.
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D'oh, wrong James Lamb! Sorry to both Jameses.
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So far, I have thought about the following:
- apprenticeship
- lab work
- collaborative projects where educator is part of the group
- supervised practice
- co-authoring with students
- peer-led teaching sessions
- coaching (where coach has to collaborate with student, as in tennis)
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In terms of declarations made in advance of an outcome, the best we can say is that something is "a likely solution", taking into account the people, context and the conditions we believe to be in play.
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It might not always solve all related problems. Which means it is only a solution to the problems it has already solved (rather than future, related problems) and it is probably a contingent solution, reliant on other factors.
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If it has solved a problem, it's probably in combination with other forces and influencing factors, in conditions conducive to the outcome that happened.
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And it's not inherently authentic, either.
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Thank you for highlighting this podcast. I didn't know about it but I have no doubt it will be wonderful.
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Youngest person ever to learn the word "ochlotecture".
@jondron.bsky.social
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Good! Can't just leave it at the "hey everyone, this is a thing" stage 😁
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Thanks @dreddpitt.bsky.social and Kathleen! I've been waiting about 10 years for someone to write this paper.
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No, that's a different definitional debate!
@timbocop.bsky.social, seen this paper by Kathleen & Edd yet? Just another facet to feedback. www.tandfonline.com/doi/full/10....
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Careful. You'll get us embroiled in the feedback wars.
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Coupled with attending a session on deepfakes and yesterday's pretending to be Danny and collecting his team's award, I am beginning to feel like I'm in an academic Black Mirror episode. All good fun, though!
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The last question was whether Danny and I could clone ourselves (a lovely compliment) and, indeed, it was my video clone that responded (Danny and I had pre-recorded our conversation).
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At ASCILITE, we spoke about tensions from focus group data with students around AI. At ASCEPT/APSA/APFP, Danny and I discussed thorny AI issues in response to some very tricky questions asked by Betty and Nel.
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...presenting with Danny Liu across the Yarra River at ASCEPT/APSA/APFP as part of Betty Exintaris and Nilushi (Nel) Karunaratne's pharmacy education symposium.
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Good luck / enjoy!
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This seems to be ignored in large amounts of feedback literature, where we persist on thinking of comments on formally assessed work or performance as the focus of feedback.
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Side note that we frequently get instant feedback if we know to look out for it. Other people's expressions and responses to your ideas, for example. Conversations are full of feedback.
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Any individual's knowledge is too narrow and the onus on learning too great. And anyway it doesn't work like that. We rely on the knowledge of others, we learn from each other in response to our environment and context. We pool resources.
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There's too much to know, the context changes too rapidly, to mic to take into account and think through, to be individually "literate".
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This collective literacy would draw on multiple perspectives and knowledge bases, interrogating and synthesising through communication and negotiation. A distributed literacy where people think and know things together.
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Yes, or even homeostasis - fluidity but with relational bounds, with no centre and constant movement?
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Thank you for excellent list, Maha!
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Then we can move our educational gaze / focus around to centre on the student or educator or wherever, but this is the centre of current attention rather than a structural centre, and we should be moving it around so as not to neglect elements of the relationship and activity?
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Yes. If there is a centre (which I don't think is actually a helpful way of thinking about education because relationships should not have a centre), then I agree it should move around depending on context, values, etc. But really, I would like to see the relationship itself at the centre.
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Could it be scaffolded so it gets less responsive as learner becomes more proficient? I'm thinking it's important to learn ways of learning when things aren't tailored to you or aren't so conducive. I.e. I want the learner to learn to be the one who makes the conditions more conducive to themselves.
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I don't think anyone should be at the centre because education is relational. I'd like it to be a thoughtful negotiation. But most "student-centred" approaches aren't actually student-centred, in my opinion. And does it make sense for a teacher to choose the student-centred approach?
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That does feel important, yes.
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Thanks, Melinda
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Yeah, that's what I'm thinking. Students are really the ones we want to do the personalising of their learning, and then educators' jobs are, at least to some extent, about supporting them to do that.
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On the other, other hand, having learning personalised for us in the form of an algorithm that follows population-level behavioural patterns seems at odds with most of what I've said here. Reduced agency, reduced contextualisation and less personal relevance.
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Part of becoming an effective learner is learning to find ways to personalise things for ourselves, I think. This seems likely to require support and some agency in how we approach learning tasks.
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On the other hand, we also need to learn to work with what's out there and hasn't been tailored to our needs. That too can be scaffolded - how can we learn to personalise that which is not customised for us.
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Scaffolding that helps with this can be important, can help us access ideas, build deeper connections, be more productive, developer agency within a curriculum, etc.
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On the one hand, all learning is personalised, otherwise we wouldn't learn it. We contextualise, make relevant, build on prior learning, filter through experience.
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Link to open access paper seems to be broken. Here it is: www.tandfonline.com/doi/full/10....
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Thanks for this informative and interesting stream, Sally!