I agree that technology alone cannot lead to effective. (Point 3?) says learning can happen anywhere. I think that technology can help bring the world to students in the classroom. But an effective educator still needs to understand the nuances of technologies used. That means going beyond the surface-level interaction with tech.
Author: Jack Viere
Comment on People-feelings by Jack Viere
Oof. That last line reads like poetry more than prose. I agree with the sentiment. I haven’t seen you in a teaching role, but your communication in seminar settings embodies an integration of emotions into “dry” fields. (Sorry if that upsets GBCB?) While integrating emotions is probably easier said than done, you both write and “do” emotions well. Sorry for the affirmation-esque comment. Your post just resonates with me; I think it’s because you poetically capture the difficulties faced by researchers and educators.
Comment on “Professional” by Jack Viere
Allie,
I agree with your points here, especially: “Rather, we should be open to having conversations with our students about our values, and their values, with the understanding that we are critical thinkers who are emotional and rational.”
I’m not sure where the attitude or outright fear of having critical discussions on values. (I guess institutionally, there might be pressure to protect oneself from saying the wrong thing). But avoiding discussions with students about values–relevant topics in both profs’ and students’ lives–is a lost opportunity that profs aren’t taking advantage of in the classroom. I think that there is a balance between emotional and rational in classroom settings. And for profs, finding that balance and guiding students to recognize that balance is more of an art than a learned skill.
Comment on Curiosity as a Learning Outcome…Seriously? by Jack Viere
“While technology can increase the quantity of interactions, it does not necessarily enhance the quality of those!”
I agree. Any time I hear of the positive influences of tech in any setting, here it’s education, I always assume that the author is presupposing the quanti = quali argument. I first heard of this from some GBCB grad students last year in a bioethics seminar. I guess at some point in computer related fields, the amount of data can be so large that the size itself becomes a certain quality. (That’s my impression at least). But that relationship between size and value doesn’t necessarily or naturally extend from tech to people. Tech as an intermediary used between teachers and students doesn’t generate or stimulate new curiosity. Tech can certainly help foster growth in curiosity, but only if the teacher has the requisites you’ve listed…
Comment on Curiosity Arcs by Jack Viere
“I see this as a solid analogy to higher education in that if one truly wishes to innovate within their field, they must possess such intense curiosity that they can work the long hours for that 5% improvement that changes their mind. That’s not to say there’s no low hanging fruit in the world…”
James, both the analogy and the imagery of low hanging fruit resonate with me. I think as academics increasingly becomes a corporatized environment, time is money. And diligent research seems to be taking priority over teaching pedagogies. I can appreciate “the shiny colors and whizbang theatrics” that I experienced as an undergrad who had to complete General Education Requirements. I thought Bio 101 was really “neat,” but then realized that the actual field of biology is incredibly nuanced. To be able to research neuroscience, which presented me with shiny colors, you have to go a long way on the education train before you can even approach the low hanging fruit. Actually seeing the workload of a neuroscientist compared to the corresponding creativity-instilling lectures was misleading to say the least…
Comment on To teach or not to teach? by Jack Viere
“…as the teacher you are never on a completely equal level with the students, even as you recognize that your students can be both learners/teachers in various moments, and even as your recognize that you can be a teacher/learner…”
Luisa, I think that you can see this as an opportunity (in a university level class) to articulate your thoughts about teaching. I’m curious why some professors want to have a veil between themselves and their students through which the prof reveals only a little bit of info each class. The better profs I’ve enjoyed having are open to explaining why they dislike/like teaching a specific section etc. For GTAs, deciding how much they’ll share their own anxieties about the class might help students who also feel overwhelmed know that they’re not the only ones suffering. (I can hear people responding by saying that the GTA’s/prof’s role is to act like an expert and to present themselves professionally to students). In my experience, commiserating with students breaks down the artificial seriousness and professionalization that seem to shape classroom settings. That could lead to there being less “at stake” for both students and teachers who enter into that awkward space…
Comment on Are grades problematic? The grade polemic? by Jack Viere
I think that profs aren’t necessarily responsible for imposing a grading system. They have to enforce GTAs grading students, but I’d imagine that departments enforce the profs. But I agree that learning and specialty is a good start to get out of the grade trap.
Comment on Is This On The Test? by Jack Viere
At least the sentiment of “I don’t want to grade them, but I must” isn’t the alternative: “I was graded harshly, so I must grade them harshly.” I’ve seen that in competitive departments (from afar). I think if a department is not-as-competitive as a bigger brand-name school department, then there’s sometimes the added pressure of competing. Grades and grade point averages are a way of doing this (among other ways). It’s tricky for younger departments to be as competitive in an alternative way that doesn’t partake in universal standards.
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Comment on Grades-what are they good for?!?! by Jack Viere
I agree with your sentiment here, Robert. Is there the possibility that some students (or groups of students) who may benefit from SOLs or similar standardized tests? For example, if someone has a bad teacher, using the Internet to find study guides might be an accessible alternative…
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Comment on Facts & Reliability by Jack Viere
(“…the deification and liturgical worship of the almighty “facts”…” sheesh, what are you a post-positivist social scientist?! /s)
“Methodologies and approaches are not “facts.”” –I agree, despite supporters of one methodology over another might argue that their preferred methodology is evidence-based or supported by data as superior. I think your post suggests and openness that is captured in the (ubiquitous) use of mindfulness, which interconnects to an openness toward new methodologies for teaching students.
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