Came across this model, had to share! You know I love me a good visualization of a model, and I think this one is brilliant to help support thinking about sustainability teaching in a holistic way!
If we want to do a valid assessment of what a specific student can do, we need to know what information they had available when producing the artifact we are evaluating, who they could communicate with, and what tools they had access to. And we might want to restrict access to some or all of those, to some degree or completely. Dawson et al. (2023) develop a taxonomy of restrictions that I find really useful as an overview!
There are a ton of things on my to-do list for this week before I go on vacation, but I really don’t want to do any of them right now, and so much not so that I, instead, just put together a “UDL bingo” that we can use to challenge ourselves! (Procrastination is best when you still do something useful, right?) Of course, the goal would be to do more than what is suggested on the bingo card, but this is at least a start!
About a year ago, I started writing a teaching portfolio to apply for LTH’s “pedagogical academy”, which, when successful, comes with the title of “excellent teaching practitioner” (ETP). During the process, I took teaching portfolio writing courses both at UiB and at LTH, both with a focus on writing portfolios specifically for the application to ETP; I talked with many unofficial and three official critical friends, and I finally submitted a portfolio in January. And then, about a week ago, I was notified that I had been awarded an ETP, so something went right! Here are some reflections on the process and on what I think is especially important in writing a teaching portfolio.
Haha, I ended my post this morning with “…but at that point I lost interest”, and apparently that’s a great call to action! Kirsty Dunnett, faithful guest blogger on my blog, volunteered to send me the summary of what I had missed! Thanks for sharing, Kirsty, the floor is yours:
When my colleague sent this article to a student we are collaborating with the other day, I decided that it was about time that I read it, too. Last time I looked at it, it seemed quite inaccessible, so I put it on the “for when I have time” pile. But reading it this time round, I actually started seeing that the framework presented in Barrie (2007) is actually really useful for teachers and academic developers. So here is my summary (including my visualizations of my understanding, because I still find their presentation quite hard to follow).
Wow, I am so bad at posting wave watching pics recently… Here is everything that happened on my wave watching Instagram @fascinocean_kiel in the last 10 weeks! Enjoy! Continue reading
This week, I gave a presentation on “supporting teachers at LTH to teach about sustainability” to an EU project with partners from universities in lots of different countries, and in the beginning I had to explain what my role of “academic developer” even entails, since this kind of job doesn’t exist at many universities. And even though I didn’t refer to the literature yesterday, the Handal-description of a “critical friend” is pretty close to how I see myself!
What competencies should we be teaching students so they will be best equipped to work towards a sustainable future? The (really useful, me thinks!) Redman & Wiek (2021) framework.
I’m now an official trained facilitator of the Biodiversity Collage (that I wrote about here)!