Practicing and Assessing Democratic Pedagogy #demoped
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Transcript of Practicing and Assessing Democratic Pedagogy #demoped
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Assessing Ourselves: What do Students Think about About
Democratic Pedagogy
#demoped
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A Naturalist View of Epistemology
Dewey
Peirce James Morris
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William James & Radical Empiricism
#demoped
Teaching students not WHAT to think but HOW to think
We have something to learn from diversities of perspectives
Shared experiences create greater impacts than intellect alone
Truths are relational and situated observation
Pragmatism is a mediator and reconciler
Understanding wholes by their parts
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James and Democratic Teaching
• From A Pluralistic Universe:– Learning is a dialogic ACT that requires interactive
PRACTICE– “ I must deafen you to the importance of talk by
showing you” (129-132).• Learning without consciousness of learning is
an act of growth
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Dewey’s Epistemology
We interact with the world through self-guided activities.
We learn best in hybrid environments that include both realized content and shared experiences
We learn best through negotiation of community practice, both successes and failures.
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The Crux of the Matter
Democratic learning is contingent on awareness of a diversity of points of common
interest as well as the change that occurs through “meeting the new situations produced
by varied intercourse.” ✔
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Dewey’s Pedagogy (1897)
“If education is life, all life has, from the outset, a scientific aspect, an aspect of art and culture, and an aspect of communication.”
Language
Culture Science
Networked connections cultivate shared meaning-making
“do-ing” NOT “be-ing”
#demoped
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A Dewey Word Cloud?
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Applications of Dewey
Well, sorta…..
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Kolb’s Experiential Learning (1984)Concrete
Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
#demoped
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Critical-Democratic Teaching
• Freire-Shor (1970s-80s)• Feminist (1980-90s)• Transformative (hooks, 1990s)• Dialogic (Searle, 1990s)• Service-Learning (1990s-2000s)• Constructionist (Papert/Turkle, 2000s)
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21st Applications of #Demoped
Crowd-Sourcing elements of learning Interactive Lectures Flipped Teaching Dialogics Transparency Digital Literacies
#demoped
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Summary of #demoped
• Networked learning• Community-driven (aligned) – Assignments AND Assessments
• Students are Stakeholders• Reflective• Experiential• Rhizomatic
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Stories from the FieldSelfe (2004): “range of literacies that students bring to the classroom: literacies practiced in the home, the community, the church, & online; literacies dependent on oral, visual, & aural performances; literacies based on multiple languages,
cultures, & contexts” (Writing New Media). • Strategy: Flipped Script; shared authority• Texts: Interactive lectures (PPT/Prezi/PowToon)• Outcomes: Application, Analysis, Synthesis
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Stories from the Field
Lunsford (2005): students want their work to have value…something others might want to
borrow, share, cite, or even steal!• Strategy: crowd-sourced, public assignments
that re/mix content• Texts: blogs, wikis, pod-vlogcasts• Outcomes: synthesis/creation, evaluation
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Stories from the Field
Wysocki (2012): digital writing is social writing.Creating agency through experiential learning:
– Observe experience– Record it succinctly– Organize it rhetorically– Present it creatively
• Strategy: collaborative, group writing• Texts: Wikis, G-docs, info-graphics, videos• Outcomes: application, evaluation, creation
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FYW Reflective Project
• Context: Case Study. FYW course• Purpose: Measuring students’ attitudes toward
democratic, multimodal writing assignments• Participants: 15 FY students; STEM majors; 18-19 yrs
old; 14 self-ID’ed male; 1 self-ID’ed female; digital natives
• Instrument: mixed method survey, follow-up conversations
#demoped
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FYW Project
• A Note (caveat, proviso!)– LO’s were explicit and transparent– Student voices were included in LO’s– Post-Final Grades
• Survey– Six overarching Qs about their learning
experiences in this course, using #demoped as frame
– Likert Scale and Open-Response
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FYW Project
• Crowd-sourced, Vlog-cast100
9387
#demoped
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FYW Project• 14 students: My writing improved in this course.– (1 neutral)
• 100%: I learned new ways of writing from the multimodal assignments.
• 14 students: Discussion engendered participation– (1 neutral)
• 14 students: I increased my digital literacy.– (1 neutral)
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FYW Qualitative Results
• The vlog-cast helped me realize that writing comes in different forms.
• The MM writing assignments helped me internalize the learning outcomes
• I now prefer writing with multimodalities• Learning in this class will benefit me in future
courses.
#demoped
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STEM Writing
A. Autonomous LearningHow each student is given responsibility which provides collaborative control over the class discussions and topics learned.
#demoped
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STEM Writing
B. Experimental Learning and How it Transfers to Engineering courses
Students are given the opportunity to learn in ways that are specific to them. It eliminates complacency in learning and caters to individualism when a student is in control of what they take away from a lesson.
#demoped
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STEM Writing
C. Success of this class model is based on equal contribution from each participant.
Though my experience was a pleasant one, not all will be due to reliance on students to lead and take charge of the learning environment. Not all students are going to want to be in control of their own learning experience. Some may just be too accustomed to being told how and what to learn
#demoped
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STEM Writing
• Recovering Women in STEM (special topics class) – A Wiki created by student-
scholars to remember influential women in STEM.
– The objective of this research project was to be a resource for students and teachers to promoting STEM.
#demoped
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STEM WritingWiki: collaborative – Edited (Google Doc)– Roles of students– Presentations at Women’s
History Month• Used the wiki to coordinate
the banquet• Panel presentation
#demoped
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Failing Forward• What happens when not everyone
participates in democratic learning?– Helping others along– Good and bad experiences
(learning from it)– Service learning (adding value)
• How do students negotiate with each other in choosing writing assignments?
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DWMA Pilot
• Ongoing Case Study (two courses)• Strategies:– Crowd-sourced midterms– Micro-studies designed by community– Multimodal text constructions– Co-authoring opportunities
• Democratic/Digital/Aligned• Measuring Students’ Attitudes
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Upper Division Writing
• 75% positive about writing in digital spaces• 50% prefer MM writing to print writing• 25% think likely MM writing will not be valued
as a skill in their job.
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DWMA Pilot
Blogging
Other Socia
l Media
Vlog-cast
s
Podcasts
YouTube0
20
40
60
80
100
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Pilot Qualitative Results• MM is all about re/mixing content• MM is a recognized trend, like it or not• MM is in addition to text (digital comm)• MM is revolutionary way to communicate
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What’s Next
• Digital, Democratic Community of teacher-student scholars – Rhizomatic
• Leave us your information for updates on the development of the community!
• www.demoped.rhetoricmatters.org
#demoped
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Wrapping it Up
Let’s make our own Word Cloud.
#demoped
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Q&A
• #demoped• Workgroup• Peer-to-Peer• demoped./rhetoricmatters.org
#demoped
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Resources
• Dewey, John (1897) ‘My pedagogic creed’, The School Journal, Volume LIV, Number 3 (January 16, 1897), pages 77-80. http://infed.org/mobi/john-dewey-my-pedagogical-creed/.
#demoped