HERDSA Conference 2015 Pecha Kucha "The good news is the bad news in higher education teaching and learning" (original) (raw)
frje Echeverria: Four Decades of Working Beside Students
2008
In 1962 Ec heverri a mo ved to Fl o rid a to a ttend Fl o rid a Pres b yteri a n Co ll ege. H e w as inte rested in avia ti o n, ph ys ics a nd m a th em a tics. H e receive d a schol a rship for mu sic, but he ga ve up m a jo ring in mu sic after a yea r. Ech eve rri a met professo r Jim C ra ne whil e enroll ed in a Western C ivili zation a nd C hri sti a n H eritage cl ass. H e began to parti cipa te in a se ri es o f C ra ne's di scu ss io n g roups a nd sa id it wa s th e fir st tim e th a t, "eve ry feeling o f life I ha d exp eri enced I could use ." 1 Echeverri a pl a nn ed o n ta kin g th e n ext course being ta ught b y Cr a ne, n o m a tte r wh a t it w as, and it happened rUNDAMENTAL ATTITUDES Awareness, critical thinking, attempting more than is comfortable, willingness to fail in the service of growth, flexibility, openness, lifelong commitment to learning, focus on process rather than goal, compassion toward self and others, forgiveness of failings, everyone is doing the best they are able at any time, the teacher is not th e guide, the student is the guide. This is an incomplete statement.
Tutor_practices_in_new_HOU_programmes._S (1).pdf
This paper reports on the good practices followed by the tutors of HOU new Master's Programme, entitled “Language Education for Refugees and Migrants” (LRM). After presenting the profile and rationale of LRM, we focus on the online Tutor-Students Sessions (TSSs) and present the tutors' practices before, during and after the programmed TSSs, as well as their practices to support the development of the students' academic literacy. The data is drawn from 10 interviews, ie 8 with LRM tutors, 1 with one module coordinator and 1 with one member of the Digital Course Development Team (DCDT). The findings provide a comprehensive view on the varied practices, techniques and tools used by tutors in dealing with the TSSs as well as in helping students develop academic skills. New insights can thus be gained into the different ways tutors can respond to their students' needs concerning TSSs and the enhancement of their academic literacy.
2016
SCOPE Current educational reform rhetoric around the globe repeatedly invokes the language of 21st century learning and innovative thinking while contrarily re-enforcing, through government policy, high stakes testing and international competition, standardization of education that is exceedingly reminiscent of 19th century Taylorism and scientific management. Yet, as the steam engines of educational "progress" continue down an increasingly narrow, linear, and unified track, it is becoming increasingly apparent that the students in our classrooms are inheriting real world problems of economic instability, ecological damage, social inequality, and human suffering. If young people are to address these social problems, they will need to activate complex, interconnected, empathetic and multiple ways of thinking about the ways in which peoples of the world are interconnected as a global community in the living ecosystem of the world. Seeing the world as simultaneously local, global, political, economic, ecological, cultural and interconnected is far removed from the Enlightenment's objectivist and mechanistic legacy that presently saturates the status quo of contemporary schooling. If we are to derail this positivist educational train and teach our students to see and be in the world differently, the educational community needs a serious dose of imagination. The goal of this book series is to assist students, practitioners, leaders, and researchers in looking beyond what they take for granted, questioning the normal, and amplifying our multiplicities of knowing, seeing, being and feeling to, ultimately, envision and create possibilities for positive social and educational change. The books featured in this series will explore ways of seeing, knowing, being, and learning that are frequently excluded in this global climate of standardized practices in the field of education. In particular, they will illuminate the ways in which imagination permeates every aspect of life and helps develop personal and political awareness. Featured works will be written in forms that range from academic to artistic, including original research in traditional scholarly format that addresses unconventional topics (e.g., play, gaming, ecopedagogy, aesthetics), as well as works that approach traditional and unconventional topics in unconventional formats (e.g., graphic novels, fiction, narrative forms, and multi-genre texts). Inspired by the work of Maxine Greene, this series will showcase works that "break through the limits of the conventional" and provoke readers to continue arousing themselves and their students to "begin again" (Greene, Releasing the Imagination, 1995, p. 109).