praxispedagogy podcast: Recent Episodes
Tim Carson
Praxis pedagogy exists to promote those who are honing their craft as educators. Life is an apprenticeship and we want to support a rising guild of educators across all disciplines and backgrounds who wish to center their praxis and their pedagogy on what really matters.
Corbin Venida is my guest and we talk about his journey into the culinary trade and how he is working towards reform in the classroom.
Chad and I get a chance to talk about some interesting rabbit holes and trajectories for TVET in the next five years.★ Support this podcast on Patreon ★
Chad and I get a chance to talk about some interesting rabbit holes and trajectories for TVET in the next five years.
Edna Golandsky is a world-renowned piano pedagogue and the leading exponent of the Taubman Approach. She has earned wide acclaim throughout the United States and abroad for her pedagogical expertise, her extraordinary ability to solve technical problems and for her penetrating musical insight. Ms. Golandsky started piano study in Israel at the age of eight. A gifted pianist, she played recitals at the age of ten and was performing with orchestras by the age of twelve. Ms. Golandsky came to the United States when she was sixteen years old, and was immediately accepted to the Juilliard School in their Preparatory Division. She remained at Juilliard for the next eight years, studying with Jane Carlson, Rosina Lhevinne and Adele Marcus, and graduating with bachelor and master’s degrees in piano performance.
★ Support this podcast on Patreon ★
★ Support this podcast on Patreon ★
Edna Golandsky is a world-renowned piano pedagogue and the leading exponent of the Taubman Approach. She has earned wide acclaim throughout the United States and abroad for her pedagogical expertise, her extraordinary ability to solve technical problems and for her penetrating musical insight. Ms. Golandsky started piano study in Israel at the age of eight. A gifted pianist, she played recitals at the age of ten and was performing with orchestras by the age of twelve. Ms. Golandsky came to the United States when she was sixteen years old, and was immediately accepted to the Juilliard School in their Preparatory Division. She remained at Juilliard for the next eight years, studying with Jane Carlson, Rosina Lhevinne and Adele Marcus, and graduating with bachelor and master’s degrees in piano performance.
★ Support this podcast on Patreon ★
Sally, Lucy and I sit down and get back into our book review with chapter 7 and 8 in Appreciative Inquiry for Higher Ed.★ Support this podcast on Patreon ★
Sally, Lucy and I sit down and get back into our book review with chapter 7 and 8 in Appreciative Inquiry for Higher Ed.
Jenn Wicks, MEd, PCC and I have a great conversation about what it takes to learn together as we continue to roll through this current climate.★ Support this podcast on Patreon ★
Jenn Wicks, MEd, PCC and I have a great conversation about what it takes to learn together as we continue to roll through this current climate.
Peter is an experienced instructor working within E-Learning, teaching, higher education, CADD, and educational technology. Peter also has a strong professional experience in the fields of Building Design Technology and Sustainability and we talk about his adaption of HyFlex learning in his program.★ Support this podcast on Patreon ★
Peter is an experienced instructor working within E-Learning, teaching, higher education, CADD, and educational technology. Peter also has a strong professional experience in the fields of Building Design Technology and Sustainability and we talk about his adaption of HyFlex learning in his program.
Donna is a math instructor teaching College Algebra at Sierra College in California. She believes that leading with compassion is the biggest factor in helping students to be successful, and that is fundamentally based on making students feel like they belong by recognizing them for every win and building their confidence. So she focuses on helping them to develop their critical thinking and soft skills like time management, teamwork, and adaptability.
★ Support this podcast on Patreon ★
★ Support this podcast on Patreon ★
Donna is a math instructor teaching College Algebra at Sierra College in California. She believes that leading with compassion is the biggest factor in helping students to be successful, and that is fundamentally based on making students feel like they belong by recognizing them for every win and building their confidence. So she focuses on helping them to develop their critical thinking and soft skills like time management, teamwork, and adaptability.
★ Support this podcast on Patreon ★
Sherri Spelic is an educator, leadership coach and digital interloper at home in Vienna, Austria. She is the founder and publishing editor of Identity, Education, and Power.
★ Support this podcast on Patreon ★
★ Support this podcast on Patreon ★
Sherri Spelic is an educator, leadership coach and digital interloper at home in Vienna, Austria. She is the founder and publishing editor of Identity, Education, and Power.
★ Support this podcast on Patreon ★
Dr. Sally Vinden and I sit down and chat about the origin story and trajectory of 'The Digital Toolshed' she created, and is facilitating at Vancouver Island University.★ Support this podcast on Patreon ★
Dr. Sally Vinden and I sit down and chat about the origin story and trajectory of 'The Digital Toolshed' she created, and is facilitating at Vancouver Island University.
Edward Logan is a plumbing professor at Durham College where he teaches the Plumber Apprenticeship program. Ed is great friend and an even better colleague. His passion is making sure those in his class fully engage with the material and each other and is an avid advocate for the elevation of skilled trades as an excellent alternative to university. Please enjoy, and if you have any comments, suggestions, questions - please reach out through the website - https://praxispedagogy.com/★ Support this podcast on Patreon ★
Edward Logan is a plumbing professor at Durham College where he teaches the Plumber Apprenticeship program. Ed is great friend and an even better colleague. His passion is making sure those in his class fully engage with the material and each other and is an avid advocate for the elevation of skilled trades as an excellent alternative to university. Please enjoy, and if you have any comments, suggestions, questions - please reach out through the website - https://praxispedagogy.com/
We were so blessed to have Jeanie Cockell and Joan McArthur-Blair (authors of Appreciative Inquiry in Higher Education) join us for this episode. We know you'll find this episode amazing, thanks for listening!★ Support this podcast on Patreon ★
We were so blessed to have Jeanie Cockell and Joan McArthur-Blair (authors of Appreciative Inquiry in Higher Education) join us for this episode. We know you'll find this episode amazing, thanks for listening!
Sally, Lucy, and I dig in to Chapter 3 in the influential book, Appreciative Inquiry in Higher Education - we get deep!★ Support this podcast on Patreon ★
Sally, Lucy, and I dig in to Chapter 3 in the influential book, Appreciative Inquiry in Higher Education - we get deep!
in this episode, I sit down with Sally and Lucy to talk about the impact and implications of finding Hope and Magic in our Appreciative Inquiry practices.★ Support this podcast on Patreon ★
in this episode, I sit down with Sally and Lucy to talk about the impact and implications of finding Hope and Magic in our Appreciative Inquiry practices.
Gregg shares his experience of getting into the trades, then Trades Education, and how he was called upon to build a Welding Program from scratch.★ Support this podcast on Patreon ★
Gregg shares his experience of getting into the trades, then Trades Education, and how he was called upon to build a Welding Program from scratch.
This is the beginning of a series of episodes dedicated to the book, 'Appreciative Inquiry in Higher Education' by Jeanie Cockell and Joan McArthur-Blair. We review the first chapter, 'Introduction to the Journey'.★ Support this podcast on Patreon ★
This is the beginning of a series of episodes dedicated to the book, 'Appreciative Inquiry in Higher Education' by Jeanie Cockell and Joan McArthur-Blair. We review the first chapter, 'Introduction to the Journey'.
Will and share some space to talk about Libraries, OER initiatives, and our love for everything books. Enjoy!★ Support this podcast on Patreon ★
Will and share some space to talk about Libraries, OER initiatives, and our love for everything books. Enjoy!
In this episode, I catch up with the Jackie Weaver of EdTech, Brenna Clarke-Gray. We chat about a lot of things...enjoy.★ Support this podcast on Patreon ★
In this episode, I catch up with the Jackie Weaver of EdTech, Brenna Clarke-Gray. We chat about a lot of things...enjoy.
Jess Mitchell and I have a great conversation about disrupting education and feeling like an imposter and intruder. Enjoy.★ Support this podcast on Patreon ★
Jess Mitchell and I have a great conversation about disrupting education and feeling like an imposter and intruder. Enjoy.
Sally and I welcome Jessica Gemella, Program Head, Horticulture at Vancouver Island University.★ Support this podcast on Patreon ★
Sally and I welcome Jessica Gemella, Program Head, Horticulture at Vancouver Island University.
It was my honor to have the opportunity to chat with Robin DeRosa. She loves burritos and is quite confident that she could deliver a baby or sew someone up if needed and called upon! Enjoy!★ Support this podcast on Patreon ★
It was my honor to have the opportunity to chat with Robin DeRosa. She loves burritos and is quite confident that she could deliver a baby or sew someone up if needed and called upon! Enjoy!
Today's episode brings us George Veletsianos, PhD from Royal Roads University. We talk about his new book, Learning Online - A Student's Perspective. We chat about designing with humility, isolation, engagement, teaching and learning online, and what he listens to when he's doing his thing. Enjoy.★ Support this podcast on Patreon ★
Today's episode brings us George Veletsianos, PhD from Royal Roads University. We talk about his new book, Learning Online - A Student's Perspective. We chat about designing with humility, isolation, engagement, teaching and learning online, and what he listens to when he's doing his thing. Enjoy.
In this episode, Sally and I sit down with Rita Gower, chair of Culinary Arts at Vancouver Island University and we chat about her entry into the Skilled Trades and TVET. Enjoy.★ Support this podcast on Patreon ★
In this episode, Sally and I sit down with Rita Gower, chair of Culinary Arts at Vancouver Island University and we chat about her entry into the Skilled Trades and TVET. Enjoy.
Darci and I sit down and chat about her experience in transitioning from a career in Graphic Design and Marketing to the skilled trades.★ Support this podcast on Patreon ★
Darci and I sit down and chat about her experience in transitioning from a career in Graphic Design and Marketing to the skilled trades.
Praxis pedagogy exists to promote those who are honing their craft as educators. Life is an apprenticeship and we want to support a rising guild of educators across all disciplines and backgrounds who wish to center their praxis and their pedagogy on what really matters.
★ Support this podcast on Patreon ★
★ Support this podcast on Patreon ★
Praxis pedagogy exists to promote those who are honing their craft as educators. Life is an apprenticeship and we want to support a rising guild of educators across all disciplines and backgrounds who wish to center their praxis and their pedagogy on what really matters.
★ Support this podcast on Patreon ★
The four of us sit down and try to answer some important questions regarding our experience through this great pancake.★ Support this podcast on Patreon ★
The four of us sit down and try to answer some important questions regarding our experience through this great pancake.
In this episode, Tannis returns and chats about what she's been up to since 'the turn'★ Support this podcast on Patreon ★
Jenn Wicks returns to the podcast to discuss what she has been learning and navigating through over the last few months including coaching, professional growth, and knowing where to draw your line.★ Support this podcast on Patreon ★
Jenn Wicks returns to the podcast to discuss what she has been learning and navigating through over the last few months including coaching, professional growth, and knowing where to draw your line.
Lucy Griffiths returns to the show to talk about the need for compulsory trades...quite the soapbox on this episode!★ Support this podcast on Patreon ★
Lucy Griffiths returns to the show to talk about the need for compulsory trades...quite the soapbox on this episode!
Shannon is an electrical apprentice and we sit down and talk about her perspective on women in trades, her journey into the trades, and lessons learned. Shannon is a huge advocate for her trades and trades in general as a more than viable option for those looking for something different than the traditional path to, in, and through University. Please enjoy.★ Support this podcast on Patreon ★
Shannon is an electrical apprentice and we sit down and talk about her perspective on women in trades, her journey into the trades, and lessons learned. Shannon is a huge advocate for her trades and trades in general as a more than viable option for those looking for something different than the traditional path to, in, and through University. Please enjoy.
In this episode, I sit down with Chad, Nicki, and Adam and talk about the reality and impact of the 'Hidden Curriculum'.★ Support this podcast on Patreon ★
In this episode, I sit down with Chad, Nicki, and Adam and talk about the reality and impact of the 'Hidden Curriculum'.
Sally and I talk about the framework of Design Thinking and its impact on how Faculty will engage with ther upcoming school terms.★ Support this podcast on Patreon ★
Sally and I talk about the framework of Design Thinking and its impact on how Faculty will engage with ther upcoming school terms.
Josh and I sit down and chat about his book, "Blue is the NEw White" and his philosophy around business, education, and life.★ Support this podcast on Patreon ★
Josh and I sit down and chat about his book, "Blue is the NEw White" and his philosophy around business, education, and life.
In this episode, Sally and I sit down and chat with Christy Boyce, MALAT about teaching and learning in her area of expertise within Health Care.★ Support this podcast on Patreon ★
In this episode, Sally and I sit down and chat with Christy Boyce, MALAT about teaching and learning in her area of expertise within Health Care.
Sally and I sit down and talk across the table all the way to New Foundland and spend some time with Jenn Wicks from College of the North Atlantic...sit up and take notes...you will like this one.★ Support this podcast on Patreon ★
Sally and I sit down and talk across the table all the way to New Foundland and spend some time with Jenn Wicks from College of the North Atlantic...sit up and take notes...you will like this one.
in this session the three of us chat about a great article we read entitled; The Great Canadain Training Gap★ Support this podcast on Patreon ★
in this session the three of us chat about a great article we read entitled; The Great Canadain Training Gap
Jesse Chalmers, Associate Dean of Trades and Technology at Vancouver Island University, returns to discuss what they did to address authentic assessments in Trades Education.★ Support this podcast on Patreon ★
Jesse Chalmers, Associate Dean of Trades and Technology at Vancouver Island University, returns to discuss what they did to address authentic assessments in Trades Education.
Jesse Chalmers, Associate Dean of Trades and Technology, Vancouver Island University - sits down with the three of us and discusses their latest investments in Faculty Development.★ Support this podcast on Patreon ★
Jesse Chalmers, Associate Dean of Trades and Technology, Vancouver Island University - sits down with the three of us and discusses their latest investments in Faculty Development.
Episode 28 – Brenna Clarke Gray
a. A little background info…
-
Nine years as a community college instructor of English Literature.
-
Seven months as an educational technologist pre-COVID.
-
Research areas visual culture in CanLit, Canadian comics, and representations of Canadian in American superhero comics.
-
Now focusing on podcasting as a scholarly medium, open tenure processes, and edtech as care work.
b. As we are entering our third month with this new landscape, how are you doing now?
- Just screaming noises.
c. What are you working on or towards nows
-
It is so hard to do anything other than support the transition to remote teaching right now. We are working hard on mowing through support tickets and frantically developing programming – we run three webinars a week for campus faculty – while also trying to plan a suite of programming for August. As faculty lead on the pivot, the programming is my baby and there isn’t time for a lot else.
-
Can I tell you about some of the work I wish I had more time for?
o Academic integrity and data privacy.
o Open tenure processes.
o Community of Praxis podcast / SSHRC PDG
d. From your perspective, what might be a few positives that we can learn from this change?
-
On a personal level, I hope our institution – which has traditionally had a culture that really struggled with the idea of hybrid or blended learning – really embraces the tools and sees the potential.
-
I hope we learn to extend more grace and compassion to our students, even if it comes because we unfortunately need it extended to ourselves. I hope when we are trying to prepare lectures or mark papers with a screaming kiddo in the room or a sick parent worrying our minds, we recognize that this is lived reality for our students even outside of the time of the pandemic. And I hope we carry that into the after.
e. What were you (or are you) most surprised about with regard to how Higher Ed has adapted? (or, have we really adapted or are we just holding our breath?)
-
In a lot of ways, we haven’t adapted. A three-hour synchronous video lecture isn’t adapting; a pile of voice-over-PowerPoints and gigantic PDF files isn’t adapting; trying to replicate F2F isn’t adapting.
-
But that’s not every story, and I am genuinely amazed by the amount of high-level professional development happening everywhere right now. My colleagues are really trying and really committing – we have 100 people at every session we run right now – and I’m looking forward to seeing what that yields.
f. What have you changed your mind on recently with this new landscape?
- I am very troubled by my newfound commitment to the LMS, which is both uncool and off-brand for me but here we are.
g. Where can facilitators/educators lean in?
- Lean into care and community. Honestly, nothing else matters.
h. What are you most hopeful about with regard to the next 12 months?
- It’s been such a hard few weeks but it’s a moment where I can really believe in systemic change. Does the fact that we all now know that 90% of university jobs can be done from home mean better accessibility for disabled staff down the line? Does the fact that every university president has now made a statement decrying anti-Black and anti-Indigenous violence mean that our equity actions will have institutional weight behind them? Does the fact that privileged parents now see what life without childcare looks like mean we recognize affordable care as a social justice issue? I want to believe in all of it right now.
i. In your opinion, what can we as educators begin doing to make this easier on our students? On ourselves?
-
This is not a moment to be beholden to content and coverage. Really examining the purpose of your course, what students need to learn from it to progress or for future classes or for job-readiness, and leave the rest behind.
-
At the centre of this moment is care: for our students, and for ourselves. How will you demonstrate care in your syllabus, assignment design, etc? How can you give yourself a break this fall, too? Academics have a tendency to not extend care to themselves, but this can make it hard to see when students need grace and compassion, too.
★ Support this podcast on Patreon ★
★ Support this podcast on Patreon ★
Episode 28 – Brenna Clarke Gray
a. A little background info…
-
Nine years as a community college instructor of English Literature.
-
Seven months as an educational technologist pre-COVID.
-
Research areas visual culture in CanLit, Canadian comics, and representations of Canadian in American superhero comics.
-
Now focusing on podcasting as a scholarly medium, open tenure processes, and edtech as care work.
b. As we are entering our third month with this new landscape, how are you doing now?
- Just screaming noises.
c. What are you working on or towards nows
-
It is so hard to do anything other than support the transition to remote teaching right now. We are working hard on mowing through support tickets and frantically developing programming – we run three webinars a week for campus faculty – while also trying to plan a suite of programming for August. As faculty lead on the pivot, the programming is my baby and there isn’t time for a lot else.
-
Can I tell you about some of the work I wish I had more time for?
o Academic integrity and data privacy.
o Open tenure processes.
o Community of Praxis podcast / SSHRC PDG
d. From your perspective, what might be a few positives that we can learn from this change?
-
On a personal level, I hope our institution – which has traditionally had a culture that really struggled with the idea of hybrid or blended learning – really embraces the tools and sees the potential.
-
I hope we learn to extend more grace and compassion to our students, even if it comes because we unfortunately need it extended to ourselves. I hope when we are trying to prepare lectures or mark papers with a screaming kiddo in the room or a sick parent worrying our minds, we recognize that this is lived reality for our students even outside of the time of the pandemic. And I hope we carry that into the after.
e. What were you (or are you) most surprised about with regard to how Higher Ed has adapted? (or, have we really adapted or are we just holding our breath?)
-
In a lot of ways, we haven’t adapted. A three-hour synchronous video lecture isn’t adapting; a pile of voice-over-PowerPoints and gigantic PDF files isn’t adapting; trying to replicate F2F isn’t adapting.
-
But that’s not every story, and I am genuinely amazed by the amount of high-level professional development happening everywhere right now. My colleagues are really trying and really committing – we have 100 people at every session we run right now – and I’m looking forward to seeing what that yields.
f. What have you changed your mind on recently with this new landscape?
- I am very troubled by my newfound commitment to the LMS, which is both uncool and off-brand for me but here we are.
g. Where can facilitators/educators lean in?
- Lean into care and community. Honestly, nothing else matters.
h. What are you most hopeful about with regard to the next 12 months?
- It’s been such a hard few weeks but it’s a moment where I can really believe in systemic change. Does the fact that we all now know that 90% of university jobs can be done from home mean better accessibility for disabled staff down the line? Does the fact that every university president has now made a statement decrying anti-Black and anti-Indigenous violence mean that our equity actions will have institutional weight behind them? Does the fact that privileged parents now see what life without childcare looks like mean we recognize affordable care as a social justice issue? I want to believe in all of it right now.
i. In your opinion, what can we as educators begin doing to make this easier on our students? On ourselves?
-
This is not a moment to be beholden to content and coverage. Really examining the purpose of your course, what students need to learn from it to progress or for future classes or for job-readiness, and leave the rest behind.
-
At the centre of this moment is care: for our students, and for ourselves. How will you demonstrate care in your syllabus, assignment design, etc? How can you give yourself a break this fall, too? Academics have a tendency to not extend care to themselves, but this can make it hard to see when students need grace and compassion, too.
★ Support this podcast on Patreon ★
Episode 26 – Sally and Chad - #3
Authentic Learning (AL)
03:55-07:00 Authentic Learning Environment – what is it?
07:00-07:30 Link this to outcomes – come-on man
07:30-11:15 Authentic Learning designed through good Curriculum Design
11:15-12:15 Video Feedback for AL
12:15-15:30 AL and student engagement – Vygotsky and busy work
15:30-17:30 BUZZ WORD – “CURATE” – Chad’s Framework for AL
17:30-20:25 Sequencing on the LMS- How does this relate to the real world?
20:45-21:00 Performing vs Educating vs Designing
22:30-24:00 Passive and Active Education/Learning
24:30-24:50 Flow State
25:30-26:40 Scared Straight with course design and giving up control
27:30-29:00 Watching yourself teaching – what you learn in the first three weeks
29:45-30:45 Tim’s Framework for AL – Hook-Look-Book-Took
32:40-33:40 Don’t throw the baby out with the bathwater
33:45-34:45 Growing as an educator
35:00-37:00 Creating a ‘Menu’ for your students so they can choose what learning is important to them (Student Agency)
37:30-39:20 Stealth-MetaCognition
39:45-41:30 the whole idea of hunting and gathering – providing/protecting
41:45-43:00 purposeful performer
43:00-44:00 punctuated moments or sequences in learning
45:00-45:40 authenticity in our authentic learning environments
47:20-48:00 get rid of our worksheets
49:25-51:00 Praxis Points wrap up
FRAMEWORK for AL:
Read-Watch-Do-Show
Hook-Look-Book-Took
Michael Wesch – teaching without walls
EdSurge Podcast – What a Forgotten Instructional Fad from the 70’s Reveals About Teaching
Twitter – Chad - @chadflinn
Twitter – Sally - @docvinden
Twitter – Tim - @praxisguild
★ Support this podcast on Patreon ★
★ Support this podcast on Patreon ★
Episode 26 – Sally and Chad - #3
Authentic Learning (AL)
03:55-07:00 Authentic Learning Environment – what is it?
07:00-07:30 Link this to outcomes – come-on man
07:30-11:15 Authentic Learning designed through good Curriculum Design
11:15-12:15 Video Feedback for AL
12:15-15:30 AL and student engagement – Vygotsky and busy work
15:30-17:30 BUZZ WORD – “CURATE” – Chad’s Framework for AL
17:30-20:25 Sequencing on the LMS- How does this relate to the real world?
20:45-21:00 Performing vs Educating vs Designing
22:30-24:00 Passive and Active Education/Learning
24:30-24:50 Flow State
25:30-26:40 Scared Straight with course design and giving up control
27:30-29:00 Watching yourself teaching – what you learn in the first three weeks
29:45-30:45 Tim’s Framework for AL – Hook-Look-Book-Took
32:40-33:40 Don’t throw the baby out with the bathwater
33:45-34:45 Growing as an educator
35:00-37:00 Creating a ‘Menu’ for your students so they can choose what learning is important to them (Student Agency)
37:30-39:20 Stealth-MetaCognition
39:45-41:30 the whole idea of hunting and gathering – providing/protecting
41:45-43:00 purposeful performer
43:00-44:00 punctuated moments or sequences in learning
45:00-45:40 authenticity in our authentic learning environments
47:20-48:00 get rid of our worksheets
49:25-51:00 Praxis Points wrap up
FRAMEWORK for AL:
Read-Watch-Do-Show
Hook-Look-Book-Took
Michael Wesch – teaching without walls
EdSurge Podcast – What a Forgotten Instructional Fad from the 70’s Reveals About Teaching
Twitter – Chad - @chadflinn
Twitter – Sally - @docvinden
Twitter – Tim - @praxisguild
★ Support this podcast on Patreon ★
Episode 25 – Sally and Chad - #2
Experiential Learning – 4 concrete steps for EL
04:30 – experiential learning and the trades
08:00 – concrete learning (lecture)
10:18 – the role of critical thinking
13:30 – reflective and critical learning
15:30 – reflection in action / reflection on action
17:30 – instructors are not necessarily teachers, rather they are guides.
20:30 – create intentional problems for effective reflection
23:45 – we don’t engage in EL because it doesn’t funnel into a MC exam
25:30 – we didn’t pivot, we full-on stall and fall
30:30 – the COVID landscape has exasperated the educational / curriculum gap
32:50 – thanks, Plato!
36:00 – the importance of professional development for Trades Faculty
38:00 – the significance of communities of practice for EdTech in trades
41:25 – competency-based education
42:20 – regurgitation education
45:00 – EL mixed thoroughly with CBE
47:00 – why are we not reevaluating the way we conduct assessments?
48:15 – outlines do not necessarily produce outcomes
49:45 – the shift from trainer to educator
52:00 – keep the conversations moving through communities of practice
Kolb’s Theory of EL – click here
Learning Styles and EL – click here
Reflecting In and On Action PDF – click here
Twitter – Chad - @chadflinn
Twitter – Sally - @docvinden
Twitter – Tim - @praxisguild
★ Support this podcast on Patreon ★
★ Support this podcast on Patreon ★
Episode 25 – Sally and Chad - #2
Experiential Learning – 4 concrete steps for EL
04:30 – experiential learning and the trades
08:00 – concrete learning (lecture)
10:18 – the role of critical thinking
13:30 – reflective and critical learning
15:30 – reflection in action / reflection on action
17:30 – instructors are not necessarily teachers, rather they are guides.
20:30 – create intentional problems for effective reflection
23:45 – we don’t engage in EL because it doesn’t funnel into a MC exam
25:30 – we didn’t pivot, we full-on stall and fall
30:30 – the COVID landscape has exasperated the educational / curriculum gap
32:50 – thanks, Plato!
36:00 – the importance of professional development for Trades Faculty
38:00 – the significance of communities of practice for EdTech in trades
41:25 – competency-based education
42:20 – regurgitation education
45:00 – EL mixed thoroughly with CBE
47:00 – why are we not reevaluating the way we conduct assessments?
48:15 – outlines do not necessarily produce outcomes
49:45 – the shift from trainer to educator
52:00 – keep the conversations moving through communities of practice
Kolb’s Theory of EL – click here
Learning Styles and EL – click here
Reflecting In and On Action PDF – click here
Twitter – Chad - @chadflinn
Twitter – Sally - @docvinden
Twitter – Tim - @praxisguild
★ Support this podcast on Patreon ★
Episode 24 – Sally and Chad - #1
Apprenticeship without reflection is simply a regurgitation
Competency-Based Outcomes / Situated Learning / Constructionism…
00:00 – 17:45
Constructionism/Constructivism
a. What are the tenets of both?
b. How can we begin applying these K-12 theories to PSE (post-secondary ed) especially with Vocational Trades Ed?
c. How might a constructivist view the apprenticeship model?
d. How can Trades Faculty build a successful course through a constructivism perspective?
Vygotsky – Learning Theory
Behaviourism Theory –
Kiran Egan –
Social Constructionism -
18:00 – 34:04
Experiential Learning as Discovery Learning
Apprenticeship and Experiential Learning
What does this person for the next 2,5,10 years?
Using the Innovative Lens
Providing Context for the Learner and Breaking the Rules
How do we build our course based on these lenses?
Think Know Do Understand (Head-Heart-Hands)
Learn by Doing – 4H Club of Canada
John Dewey – Learning Through Doing
Allan McKinnon - Apprenticeship without reflection is simply regurgitation
34:23 – 56:00
Backwards Design – start with the outcomes and work towards the end
Authentic Assessments – assessments that reflect actual learning – not regurgitated learning
Deconstructing the approach, because our apprentices do not live in a linear world.
How do we teach Trades instructors to enact this model?
Develop a Thinking Pedagogy – not a Dump and Run Pedagogy
Value of Trades Education as Education
COVID induced conversation re: pedagogy in the trades
Description of Authentic Assessment – from a Culinary perspective
Not Just a Disruption but a Whole New Construction
The need for teamwork and a collective approach to the rebuild
Interdisciplinary Approach to Trades (Radical Revolution for Trades Education)
★ Support this podcast on Patreon ★
★ Support this podcast on Patreon ★
Episode 24 – Sally and Chad - #1
Apprenticeship without reflection is simply a regurgitation
Competency-Based Outcomes / Situated Learning / Constructionism…
00:00 – 17:45
Constructionism/Constructivism
a. What are the tenets of both?
b. How can we begin applying these K-12 theories to PSE (post-secondary ed) especially with Vocational Trades Ed?
c. How might a constructivist view the apprenticeship model?
d. How can Trades Faculty build a successful course through a constructivism perspective?
Vygotsky – Learning Theory
Behaviourism Theory –
Kiran Egan –
Social Constructionism -
18:00 – 34:04
Experiential Learning as Discovery Learning
Apprenticeship and Experiential Learning
What does this person for the next 2,5,10 years?
Using the Innovative Lens
Providing Context for the Learner and Breaking the Rules
How do we build our course based on these lenses?
Think Know Do Understand (Head-Heart-Hands)
Learn by Doing – 4H Club of Canada
John Dewey – Learning Through Doing
Allan McKinnon - Apprenticeship without reflection is simply regurgitation
34:23 – 56:00
Backwards Design – start with the outcomes and work towards the end
Authentic Assessments – assessments that reflect actual learning – not regurgitated learning
Deconstructing the approach, because our apprentices do not live in a linear world.
How do we teach Trades instructors to enact this model?
Develop a Thinking Pedagogy – not a Dump and Run Pedagogy
Value of Trades Education as Education
COVID induced conversation re: pedagogy in the trades
Description of Authentic Assessment – from a Culinary perspective
Not Just a Disruption but a Whole New Construction
The need for teamwork and a collective approach to the rebuild
Interdisciplinary Approach to Trades (Radical Revolution for Trades Education)
★ Support this podcast on Patreon ★
In this episode I sit down with Charles Logan who works as an instructional designer at the Ohio State University.★ Support this podcast on Patreon ★
In this episode I sit down with Charles Logan who works as an instructional designer at the Ohio State University.
Chad and I have the distinct pleasure of chatting with Rajiv about the open space and how we first got involved and how we can navigate this space with curiosity.★ Support this podcast on Patreon ★
Chad and I have the distinct pleasure of chatting with Rajiv about the open space and how we first got involved and how we can navigate this space with curiosity.
In today's episode Chad and I share a conversation with Clint Lalonde from BCcampus.★ Support this podcast on Patreon ★
In today's episode Chad and I have a great conversation with Melissa Ashman for Kwantlen Polytechnic University located in sunny British Columbia, Canada.★ Support this podcast on Patreon ★
In today's episode Chad and I have a great conversation with Melissa Ashman for Kwantlen Polytechnic University located in sunny British Columbia, Canada.
On today's show, I sit down and share what I think are the five key elements to helping your teamwork better and more efficiently.★ Support this podcast on Patreon ★
On today's show, I sit down and share what I think are the five key elements to helping your teamwork better and more efficiently.