The Re-enchantment of Learning and Teaching
Dale argued that the disenchantment that learning is tied up with getting a job & economics. The Re-enchantment is part about how to live (the awe, mystery, grief, etc tied up in wondering about the world)
- Ideas from Dale (educator of educators)
- has them read 2 fables on the first day of class and discuss
- I really like this, where do people learn to read & discuss today? It’s good to have an environment to learn this skill.
- asks probing questions: what is a false teacher? false learner? etc
- teaching as a gift is very different than teaching as a commodity exchange
- but, teaching as a gift puts us in a state of vulnerability
- Dale argued that we have historically used education as a proxy for addressing issues of poverty when should be addressed at the source, and learning could be about something more
- my favorite quote of the whole conference: “Teaching is a public display of what I love.”
- Important to remember not every student is going to fall in love
- language of the “good” has been ejected. we just talk about language of the useful.
Big Visions, Middle-Sized Obstacles, Small Steps: Brief Hybrid Workshops and Brief Hybrid Teaching/Learning Modules
Here is the online component!
I attended this project because of the toolkit project. It was designed for Teaching and Learning Centers, but much of the content was useful for libraries, too. I think TLCs have a lot in common with libraries. We’re all there to support the institution’s mission, and we all have to get out there and really market our services for the campus to realize our value. The Brief Hybrid Workshops were shows as a way to get really important information to faculty, as well as a way to market full blown workshops. We could use it in a very similar way.
The hybrid workshop evolved form an in person version (which I think is what would work best with our faculty). If you go in and give a knock-out-awesome presentation that ends in 5 min (or less) with a fabulous handout then you’ll win an audience who will want more. This idea came form old circus parades that gave the town a feel for the show and lured the town to pay money for a full length version. This model (for the TLCs) won a “bright idea award” at another conference.
The BEST wrap up is, “thanks for your time, I’m here to help, if you have any questions give me a call. But for now I’m about of time,” just as the clock alarms, and you pick up the alarm and walk out of the room.
In the presentation they demoed a real life and online video version. There were definite differences. I think the online one (as I have before) could be an excellent model for students. Make short online videos that are chock full & it’s no work for the audience. They’ll want to keep moving through the videos and seeing more.
Using Academic Games to Promote Learning
Barbara J. Millis
- Goals: experience active learning & games we can adapt
- learn solid approaches for group work
- reflect on value of games for teaching
- enjoy interacting with colleagues
- games for the day
- scavenger hunt
- snowball discussion
- murder mystery
- many other possible games in handout
- atlas complex: where we as teachers assume the entire responsibility for the course
- but you can share with students
- Marc Prensky is guru of games
- students learn by failure in games, but they keep coming back
- we don’t use this model in class
- games can teach valuable skills for real world/business
- Questions to consider when planning preparing to use a teaching game
- what is your purpose (they’ll want to know!)
- what level of learning do you hope to achieve? (Jeopardy is pretty low down on Bloom’s taxonomy)
- what game format will you use?
- what resources are available
- how will you determine appropriate subject matter
- how will you prepare participant? (must do!)
- what materials are needed?
- how will you assess it?
- Cooperative Learning
- Understanding Cooperative Learning
- What do we need to convert an in-class activity to an academic games?
- usually competitive (good idea to be competitive in teams or pairs)
- You’ll want to monitor your groups to make sure things are happening as you expect
- Deep Learning
- key elements that foster a deep approach to learning
- motivational context, active learning, interaction with others, SOMETHING ELSE