#pod22online — Public Fediverse posts

A few takeaways from #POD22Online, now on the blog, since I originally posted them on Twitter and who knows how long they'll be there?

https://derekbruff.org/?p=3942

@derekbruff ooh, I would also be interested in hearing more about how the faculty reacted/approached the program…alas, as a #pod22seattle participant, I don’t have access to the #pod22online session resources - can’t even look up the session presenters! 🤔

I had never seen http://decodingthedisciplines.org/ before #POD22Seattle. Great source related to student learning.

#POD22Online

Here are my slides for #POD22Seattle #POD22Online. The talk is about how ALL of us in education need to acknowledge how our work is dangerously shaped by neoliberalism. As dark as it is, I mean it to be a gesture of love/hope to the gut-punched. https://docs.google.com/presentation/d/12gR8lLtapCzZU1jMQwC2IRIdvx--nyGXIxt35JTGxVA/edit?usp=sharing

Awesome #pod2022 #pod22seattle #pod22online keynote @actualham abt role of #facultydevelopment #educationaldevelopment centers in disrupting the all-too-frequent #antieducation #highered discourse

FYI I thought I was at a conference presentation about MICROAGGRESSIONS but it's actually about MICROSESSIONS, which is not the same thing! Still a good session for sure, but I thought at first they were really ironically bad at addressing their topic. #POD22Online #POD22Seattle

Also realizing that at this point I think I believe that an online keynote is superior to f2f. More opportunities for interaction and community with audience (if we don't lock them in a webinar). Also the small matter of not contracting or spreading a deadly virus, but that is just gravy. #POD22Online

#ActiveLearning Library https://teaching.tools/activities & free Lesson Planning Tool https://teaching.tools/lessonplanner #teaching #pod22 #pod22online

Clare used four different classification models with names like Naive Bayes and Random Forest. I have to assume that data scientists have great band names.

Okay, have to go care for the baby. But this session is really interesting. #POD22Online

Oh, this is cool. They had 168 syllabi from UVA that had been rubric-scored by CTE staff members. That was their target: Can we get the AI to score similarly?

The approach: Text analysis, using words associated with rubric categories and doing some word counts. And some statistics, of course.

#POD22Online

And Laura says what I had been listening for: The UVA learner-centered syllabus rubric! The UVA teaching center has done so much good research (e.g. on teaching transformation) using this rubric. More details: https://cte.virginia.edu/resources/syllabus-rubric.

So... Can a data scientist teach a computer to review a syllabus using this rubric like an experience educational developer might? Answer: Yep.

#POD22Online

Laura Cruz: Can you teach a computer to review syllabi?

Me, having just posted a podcast episode on AI: Oh, this should be fun!

Clare was a student in machine learning looking for data sets. Laura was a faculty developer with a pile of example syllabi. So they teamed up!

The challenge: What interesting questions can we ask and answer with these tools?

#POD22Online

Some studies on syllabi have looked at course design, teaching transformation, skill integration (e.g. info literacy), and compliance / accreditation.

(I'm loving these images of visually engaging syllabi that Laura and Clare are using!)

#POD22Online

Back at #POD22Online while the son sleeps. Excited to hear from Laura Cruz and Clare Cruz about a statistical analysis of 168 rubrics!

Ok starting a new thread for my journey to (#pod22online &) & #POD22Seattle. We’re arriving at the airport where my plan is to purchase a breakfast sandwich, exit the airport, huddle in the sleet to lower my mask and eat it, go inside and maybe fly somewhere but mostly just get the sandwich.

Today’s the day! I’m headed from New Hampshire to the west coast for #POD22Seattle. My mask is glued to my face and I am ready for all the planes, trains, and automobiles one day can throw at me. My goal is for everyone registered for #POD22Online to feel very self-satisfied about their modality choice by the end of this travel thread! Do you enjoy desperate humor, dystopian musings, and other people’s anxiety? Then this extended thread will be for YOU!

Universal Design for Learning / Accessibility Persona cards https://sites.psu.edu/personas/ #UDL #a11y #POD22 #POD22Online #ux #HigherEd

Kenji is sharing about the redesign of the Teaching Commons website at Stanford, https://teachingcommons.stanford.edu/, which started in 2020 during pandemic teaching. In 2022, it was time to turn that emergency resource into a standing resource. #POD22Online

Looks like about 25% cameras on in this session.

I appreciate that Kenji is inviting us to do what we need to do during this session. Especially since I'm eating lunch on camera right now.

#POD22Online

Next up at #POD22Online: How web design is like course design, with Kenji Ikemoto from Stanford University.

(I'm going to have to miss the last 15 minutes of this one. Mandatory search committee diversity training for me from 1pm to 3pm.)

Resources for supporting non-tenure-track faculty from USC's Pullias Center: https://pullias.usc.edu/blog/tag/non-tenure-track-faculty/ #FacDev #EdDev #POD22 #POD22Online

Matthew Dunleavy is sharing a story about a chemistry professor who worked with a student consultant from English. The course in question was for non-majors, however, so this became a very rich collaboration.

This is an example of what motivated the program to stop matching consultants by discipline.

#POD22Online

That second D in EDDIA was decolonization. Again, I'm so not Canadian. (Also, the terms in the EDI space are constantly shifting and changing, both in content and priority.)

#POD22Online

Two other interesting facts: The students named their own program, and they didn't want "student" in their title. They were trained consultants with expertise, not "just" students. (The program included 80 hours of pedagogy training, more than many faculty get!)

At Bishop's, 77% of courses offered had worked with an Online Learning and Technology Consultant!

#POD22Online

Ah, this was a Students-as-Partners consulting model. That is, students were trained and supported to serve as teaching consultants for faculty. They weren't going through a prescribed course design process (as other SaP program do), but were a little more jack-of-all-trades.

This started in 2020, so faculty who were shifting online for the first time were more willing to learn from students, making a SaP approach easier.

#POD22Online

Here's the website for the Online Learning and Technology Consultants: https://www.bishopsoltc.com/. More info there.

#POD22Online

Thirty minutes in, and the entire focus has been on the students involved in this program. That's great, but I'm also wondering about faculty involvement. Working with students as co-designers is a big change for faculty, and I'd love to hear what motivated faculty to be involved.

#POD22Online

I would love to see a good intro to the term "work-integrated learning." It's a fairly new term to me, and it seems to have meanings that aren't obvious from the term itself.

#POD22Online

Update: It's "Micro-WIL," where the WIL stands for work-integrated learning. Not sure how that's different from paid co-curricular work, however.

(3) EDDIA principles embedded throughout the program. EDDIA = equity, diversity, [something], inclusion, accessibility.

I'm feeling very not Canadian right now.

#POD22Online

Three key elements in the program to support all students: (1) Students were paid fairly for their time. (2) They had three pathways for participation: co-curricular, curricular, and "micro will."

I missed (3) because I was processing "micro will." But I will update later! #POD22Online