I've done a terrible job of keeping up with this blog. And now it seems like there is too much catching up to do. But still, I had one of the best times of my life in early June and it was mostly because I got to go on a seaplane, which I've been longing to do ever since I moved to Seattle. (I love small planes!)
My boss, Rick Fehrenbacher, and I went to the Digital Humanities conference (DHSI) at the University of Victoria. To get there all I had to do was stroll a few blocks with my suitcase to arrive at Kenmore Air on South Lake Union. It took about 35 minutes to fly to Victoria and the seaplane put us down right in front of the Empress Hotel. We got some lunch, strolled around and caught a bike race, had some gelato and then took a cab out to the university.
My group, Games for Digital Humanists, was by far the coolest group of all. Everyone was wonderful and funny. Our teachers, Andy Keenan and Matt Bouchard kept us laughing the entire time. (Rick was in a group called Digital Humanities for Deans and Administrators. Not the same high hilarity in his group I guess. Go figure.) On the fourth day, Matt and Andy broke us up into groups and had us play a game they created, which was a game to make a game. As a result all the groups came up with terrific games but below you will see the standout, Reunion.
Andy and Matt's game led our team - Chris Leeder, John Fink, and I - to make a simple kid's board game called Vacation Migration. We set it up as a Print & Play game onthis website.
On the trip home I got to fly in the co-pilots seat and landing we banked right over my condominium. (I love small planes!)
Last week we "finished" the website: copesu.org This is a website that is directed at faculty rather than the marketing site at seattleu.edu/cope. The best part about building this site was working with the other two instructional designers, Jane Snare and Erin Riesland, to develop a framework for evaluating the courses faculty will be developing with us. It is based on (surprise!) the Ignatian Pedagogical Paradigm.
_ This is the end of my first week at Seattle University and it has already been pretty exciting, primarily because I’ve had a chance to learn more about the Jesuit tradition of education. For an instructional designer interested in ePortfolios reading the 450-year-old Ignatian Pedagogical Paradigm feels like coming home. The five elements of the IPP (as outlined in Wikipedia) are:
The student needs to consider his or her own real life, family, socio-economic, cultural and political circumstances along with prior learning and points of view. Feelings and attitudes regarding the subject matter also form part of the real context for learning.
The learning experience is expected to move beyond rote knowledge to the development of the more complex learning skills of understanding, application, analysis, synthesis, and evaluation. We use the term experience to describe any activity in which in addition to a cognitive grasp of the matter being considered, some sensation of an affective nature is registered by the student.
This is the fundamental key to the paradigm. Reflection means thoughtful reconsideration of subject matter, an experience, an idea, a purpose or a spontaneous reaction, that its significance may be more fully grasped. Reflection is how meaning becomes apparent in human experience. Memory, understanding, imagination and feelings are used to perceive meaning and value in the subject matter, and to discover connections with other forms of knowledge and activity, and to understand its implications in the further search for truth and liberty.
Jesuit education is not meant to end in mere personal satisfaction. It is meant to move the learner to act. The goal is not merely to educate the mind, but to change the person into a better, more caring human with a developed conscience.
Periodic evaluation of the learner's growth is essential. It measures more than intellectual success, artistic talent, or athletic ability. Evaluation is to assess those things, but it is also to produce an awareness of the real needs yet unmet, as well as to understand the learner's own moral growth.
_ How perfectly beautiful is that? I cannot remember anything that has so closely articulated my own feeling about learning. I am looking forward to contributing to this mission.
I watched an amazing presentation by Audrey Watters at the annual ELI meeting. In The Case for a Campus Makerspace she clearly articulates the need for makerspace literacy - the ability to make, build, explore, tinker and problem-solve with concrete stuff. Granted, for me it wasn't a tough sell—I kinda wanted to be Audrey by the end of the presentation—but more importantly I felt the need to get involved in a plan for a makerspace here. After the presentation, we all sat around and talked about what a makerspace might look like on our campus and how important it would be to keep it open, so that no one felt shut out. Jenine Cordon who helps out with the local First Lego League offered the FFL Core Values as a starting point. If we do manage to get a makerspace here one thing I would like to see included are some of the MIT-developed tools that let you "sketch" with electronics. The video below blew my socks off the first time I saw it:
University of Idaho professor Luke Harmon contributed work for the One Zoom Tree of Life, which allows users to zoom in on the branches. It is a beautiful interface but I am always looking for ways students can contribute to knowledge. The good news is that it looks like there is a plan for an Open Tree of Life using the OneZoom technology, which is currently available for download. Another amazing Tree of Life project was recommended to me a few years ago by biology students at Washington State University. That The Tree Of Life Web Project allows treehouse builders to contribute to the tree. Love it.
Just enrolled in a MOOC at Open Suny called Locating, Creating, Licensing and Utilizing OERs (OER-101). How could I resist after seeing the trailer below?
I have enrolled in one other MOOC via Udemy where my nephew Archie Abrams is Director of Growth (love that title).
Next week I am supposed to do a brief presentation on MOOCs for the faculty senate and one of the most interesting commentaries on MOOCs is (not surprisingly) from Clay Shirky in his blogpost, Napster, Udacity and the Academy where he talks about MOOCs pushing us to consider a new story about education, a new ”sense of the possible” if education becomes “unbundled.”
In all of my ePortfolio work I talk about using the blog as an engine for collecting evidence and tagging that evidence so that during the selection process it is easy to filter. But I never follow my own advice. So as of today (1/15/13) I am going to begin dumping things in here and see if I can train myself to get in the habit of posting something at least once a week.