Hybrid Pedagogy Books is pleased to announce this call for contributors for a new reader which will explore critical instructional design, a new humanizing and problem-posing digital design approach.
Not all of my stories are as utilitarian to my teaching as the stories I’ve shared above. But all of my stories—all of our stories—have the potential to be enduring. Stories are sustenance: they are in the air we breathe, in the water we drink, in the communities we live, work, and love.
When I started teaching I liked to think that I was participating in the education of a new generation which would reinforce the foundations of democracy; today I feel more like a job trainer.
Precautions... do not eliminate the inherent risks of showing potentially harmful images. But they do serve an essential purpose: by leading with care and context, instructors can help minimize the images’ potential harm.
It took me becoming a teacher in order for me to understand how I learn; I learn better because of the teacher inside of me that I never wanted but have learned to give thanks to.
There are limited opportunities on campus for us to engage in meaningful and honest conversations about this issue that will shape our futures. Climate change is not only an environmental issue but also a mental health one.
Of course, being neurodivergent is not the only identity that players might explore. If given a safe space, players can explore issues of race, gender, potential future career and education paths, and understanding what it means to be a gamer.
I cannot be silent any longer. The real work now lays ahead of us, it’s questioning the beliefs we have accepted, often without the realization that they are a part of us.
In times of uncertainty and fear, what I find most helpful is love and care as I struggle. Why would learning, since it’s its own process of working through uncertainty, be any different?
Sharing our spaces in synchronous instruction sessions does more than just show the places where research occurs. It creates an opportunity for students to see our vulnerabilities.
I focused on whether or not they felt welcomed into the community and whether or not they felt heard. I looked beyond the College Board’s pre-determined learning outcomes to students’ level of engagement, play, and curiosity.
Reached End
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