scholarly journals Radical Scaffolding Against Critique Fatigue

2019 ◽  
Vol 115 ◽  
pp. 27-32
Author(s):  
Eva Boodman
Keyword(s):  
College Students ◽  
Critical Pedagogy ◽  
White Supremacy ◽  
Learning Goals ◽  
College Classrooms ◽  
Classroom Activities ◽  
Course Material ◽  
Radical Form

When using critical pedagogy in college classrooms, college students can sometimes experience critique fatigue -- a despondency that results from a saturation of analysis about experiences of oppression that they experience directly. This is especially the case when there is no creative outlet for political, emotional, or practical response to the critical course material built into the classroom activities. In this essay, I exlpore the idea of using scaffolding, a pedagogical technique where students help one another perform the tasks of the course "authonomously", as a way to mitigate critique fatigue. To get around the ableism and white supremacy of its more traditional iteration, though, I propose a "radical" form of scaffolding that supports students in setting and reaching their own learning goals through creative projects that engage topics most relevant to them.

scholarly journals Critically Analyzing the Online Classroom: Blackboard, Moodle, Canvas, and the Pedagogy They Produce

2021 ◽  
Vol 4 ◽  
pp. 51-69
Author(s):  
J. D. Swerzenski
Keyword(s):  
Critical Pedagogy ◽  
Student Teacher ◽  
Banking System ◽  
Learning Management Systems ◽  
Problem Posing ◽  
Learning Goals ◽  
Transmission Model ◽  
Management Systems ◽  
Online Classroom ◽  
Software Studies

Working from the crossroads of critical pedagogy and software studies, this study analyzes the means by which teaching technologies—in particular the popular learning management systems (LMS) Blackboard, Moodle, and Canvas—support a transmission model of education at the expense of critical learning goals. I assess the effect of LMSs on critical aims via four key critical pedagogy concepts: the banking system, student/teacher contradiction, dialogue, and problem-posing. From software studies, I employ the notion of affordances—what program functions are and are not made available to users—to observe how LMSs naturalize the transmission model. Rather than present a deterministic look at teaching technology, this study calls for closer examination of these tools in order to rework teaching technologies toward critical ends.

Mindfulness and Transformation in a College Classroom

2018 ◽  
Vol 29 (1) ◽  
pp. 5-10 ◽  
Author(s):  
Moira Martin
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Transformational Learning ◽  
Mindfulness Meditation ◽  
Life Experiences ◽  
Learning Experiences ◽  
Educational Experience ◽  
College Classroom ◽  
College Classrooms

Community college classrooms afford students from a variety of backgrounds the possibility to engage and inform one another with respect to their unique perspectives and life experiences. Unfortunately, in many of these situations, students find themselves self-critical, and their internal comparisons with others may impede the potential of a transformational educational experience. This article discusses the benefit of utilizing mindfulness meditation as a way of bringing students more in touch with their internal processes, which in turn allows them greater availability to others in the classroom and thus creates more transformational learning experiences for these community college students.

Critical Pedagogy beyond the Classroom Walls: Community Service-learning and Spanish Heritage Language Education

2011 ◽  
Vol 8 (3) ◽  
pp. 293-314
Author(s):  
Jennifer Leeman ◽  
Lisa Rabin ◽  
Esperanza Román-Mendoza
Keyword(s):  
College Students ◽  
Elementary School ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Community Service ◽  
Heritage Language ◽  
Language Education ◽  
After School ◽  
Community Service Learning ◽  
Heritage Language Education

This article describes a critical service-learning initiative in which college students of Spanish taught in an after-school Spanish class for young heritage language (HL) speakers at a local elementary school. We contextualize the program within broad curricular revisions made to the undergraduate Spanish program in recent years, explaining how critical pedagogy and our students’ experiences motivated the design of the program. After describing the program, we analyze reflections from participants that show how the experience helped them take their critical language agency beyond the classroom walls and integrate university, school and community knowledges, as both the college students and the children they taught came to view their cultural and linguistic heritages to be of educational and public importance.

Three Uses of Digital Tools to Supplement Engagement and Learning in the College Classroom

2020 ◽  
pp. 446-461
Author(s):  
Kristi Kaeppel ◽  
Marc A. Reyes ◽  
Emma Bjorngard-Basayne
Keyword(s):  
College Students ◽  
Social Media ◽  
Informal Learning ◽  
Classroom Climate ◽  
Digital Tools ◽  
College Classroom ◽  
Formal Learning ◽  
Online Interactions ◽  
Course Material

Despite the widespread use of smartphones, apps, and social media in college students' and instructors' lives, there has been a slow adoption of these digital tools into the classroom. This chapter posits that individuals' online interactions account for a great deal of informal learning and that by integrating these digital tools in our classrooms, instructors can complement and extend the formal learning of their classrooms. Specifically, this chapter offers three ways that technology can assist in the classroom: to promote inclusive participation, to enhance the classroom climate, and to explore and demonstrate course material in an engaging way. To these ends, the authors explore the efficacy of social media sites, Google applications, and GIFs and memes.

Trigger Warnings Are Trivially Helpful at Reducing Negative Affect, Intrusive Thoughts, and Avoidance

2019 ◽  
Vol 7 (4) ◽  
pp. 778-793 ◽  
Author(s):  
Mevagh Sanson ◽  
Deryn Strange ◽  
Maryanne Garry
Keyword(s):  
College Students ◽  
Negative Affect ◽  
Intrusive Thoughts ◽  
Internet Users ◽  
College Course ◽  
History Of ◽  
Course Material ◽  
Negative Materials ◽  
Meta Analyses ◽  
Trigger Warnings

Students are requesting and professors issuing trigger warnings—content warnings cautioning that college course material may cause distress. Trigger warnings are meant to alleviate distress students may otherwise experience, but multiple lines of research suggest trigger warnings could either increase or decrease symptoms of distress. We examined how these theories translate to this applied situation. Across six experiments, we gave some college students and Internet users a trigger warning but not others, exposed everyone to one of a variety of negative materials, then measured symptoms of distress. To better estimate trigger warnings’ effects, we conducted mini meta-analyses on our data, revealing trigger warnings had trivial effects—people reported similar levels of negative affect, intrusions, and avoidance regardless of whether they had received a trigger warning. Moreover, these patterns were similar among people with a history of trauma. These results suggest a trigger warning is neither meaningfully helpful nor harmful.

scholarly journals Utilizing Cooperative Learning in Islamic College Students’ Classroom

2016 ◽  
Vol 3 (2) ◽  
pp. 123-139
Author(s):  
Abdul Gafur Marzuki
Keyword(s):  
College Students ◽  
Action Research ◽  
Cooperative Learning ◽  
English Education ◽  
Reading Skill ◽  
Teaching Reading ◽  
Classroom Activities ◽  
Field Notes ◽  
The Subject ◽  
Minimum Criteria

ABSTRACT The research aims at utilizing cooperative learning in teaching reading skill for Islamic college students. The research was classroom action research which was conducted in two cycles where each cycle consisted of planning, implementation, observation and reflection. The subject were taken from PAI 5 which contained 30 students. The data of this research were obtained from the test, observation checklist, and field notes. The findings of research showed that cooperative learning was effective in developing students’ reading skill. The findings revealed that there were nineteen students who achieved the minimum criteria of achievement in cycle 1, which percentage was 63.3%. In cycle 2, it was found that there were twenty five students who achieved the minimum criteria of achievement, which percentage increased to 83.3%. Both of the classical and individual achievements have met the criteria of success. Besides, students were active in joining classroom activities and completing their classroom tasks. Therefore, it can be concluded that the cooperative learning was effective to develop the students’ reading skill. ABSTRAK Penelitian ini bertujuan untuk memanfaatkan pembelajaran kooperatif dalam pembelajaran keterampilan membaca mahasiswa di perguruan tinggi Islam. Penelitian ini merupakan penelitian tindakan kelas yang dilakukan dalam dua siklus dimana setiap siklus terdiri dari perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian diambil dari kelas PAI 5 yang terdiri dari 30 mahasiswa. Data penelitian ini diperoleh dari hasil tes, lembar observasi, dan catatan lapangan. Temuan penelitian menunjukkan bahwa pembelajaran kooperatif efektif dalam mengembangkan keterampilan membaca mahasiswa. Temuan menunjukkan bahwa ada sembilan belas mahasiswa yang mencapai kriteria pencapaian minimal pada siklus 1, dengan persentase 63,3%. Pada siklus 2, ditemukan bahwa ada dua puluh lima mahasiswa yang mencapai kriteria pencapaian minimum dengan persentase 83,3%. Persentase klasik dan individual telah memenuhi kriteria keberhasilan. Selain itu, mahasiswa aktif mengikuti kegiatan kelas dan menyelesaikan tugas kelas mereka. Oleh karena itu, dapat disimpulkan bahwa pembelajaran kooperatif efektif untuk mengembangkan keterampilan membaca mahasiswa. How to Cite: Marzuki, A., G. (2016). Utilizing Cooperative Learning in Islamic College Students’ Classroom. IJEE (Indonesian Journal of English Education), 3(2), 123-139 doi:10.15408/ijee.v3i2.5528. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5528 

scholarly journals Instructional Design for an Undergraduate Laboratory Course in Molecular Biophysics

2021 ◽  
Vol 2 (3) ◽  
pp. 41-54
Author(s):  
Monica D. Rieth
Keyword(s):  
Molecular Biophysics ◽  
Learning Goals ◽  
Topic Area ◽  
Problem Solving Skills ◽  
Course Content ◽  
Undergraduate Laboratory ◽  
Course Material ◽  
General Topic ◽  
Course Outcomes ◽  
Teaching Modality

ABSTRACT In this article, an approach to teaching molecular biophysics is described. The organization and course content has been carefully chosen and curated so that fundamental ideas in molecular biophysics can be taught effectively to upper classmen in higher education. Three general topic areas are introduced along with accompanying experiments that illustrate major principles related to each topic area. This article outlines an approach to organizing chosen course material and suggests multiple teaching activities within each major topic area: thermodynamics, kinetics, and structural biology. Subtopics are presented along with suggested laboratory experiments. The experiments are outlined in a way that they can be readily adopted by educators teaching a biophysical chemistry lab. The accompaniment of workshop exercises as an additional teaching modality is a component of the course intended to enhance the development of important problem-solving skills and comprehension of new content. Finally, a reflection on student feedback and course outcomes along with targeted learning goals is discussed.

Facilitating Japanese College Students’ Autonomous Learning Outside the English Classroom

2017 ◽  
Vol 41 (5) ◽  
pp. 3
Author(s):  
Tomoko Yabukoshi ◽  
Kazue Kato
Keyword(s):  
College Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Proficiency Test ◽  
English Proficiency ◽  
Autonomous Learning ◽  
Learning Goals ◽  
Learning Support ◽  
Language Learning Strategies ◽  
English Classroom

This study explored the effectiveness of an autonomous learning support program implemented with 23 Japanese college students to promote self-instructed English learning outside the classroom. The program incorporated the following five learning activities: language learning strategies, setting goals, making plans, reflecting and self-evaluating, and receiving feedback from an English teacher, all of which have been considered significant elements of autonomous learning (Benson, 2011; Holec, 1981). At the end of the program, an original questionnaire was administered to the students. English proficiency test scores and evaluation sheets recorded by their teachers were also collected. Analyses of the data showed that: (1) the program had positive impacts on out-of-class learning, such as increasing student motivation, clarifying learning goals, increasing study time, and improving English proficiency; and (2) the students were likely to have difficulties following their study plans when they had less contact with their teachers and classmates. 外国語教育では様々な自律学習支援が教員によって実施されている。本論では日本人EFL大学生23名を対象とした教室外での自律学習支援プログラムの有効性を調査した。プログラムでは先行研究に基づいて、(A)英語学習方略の紹介、(B)学習目標の設定、(C)学習計画の作成、(D)学習の反省と自己評価、(E)教員によるフィードバックの5つの活動を実践した。プログラム終了後、参加者に質問紙を配布し、各活動の有用性や自身の自律学習の変化について尋ねた。さらに教員による学習者評価シートや英語能力テストスコアのデータも収集した。分析の結果、本プログラムの有効性として、参加者の学習意欲の向上、学習目標の明確化、学習時間の増加、英語能力の向上が示唆された。一方、計画的学習の遂行は、教員やクラスメートとの接触が少ない時期に計画の遂行度が低いことが確認された。

scholarly journals College Students’ Perceptions of Personal Learning Environments Through the Lens of Digital Tools, Processes and Spaces

2017 ◽  
Vol 6 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Nada Dabbagh ◽  
Helen Fake
Keyword(s):  
College Students ◽  
Graduate Students ◽  
Personal Growth ◽  
Digital Technologies ◽  
Digital Tools ◽  
Learning Goals ◽  
Review Of The Literature ◽  
Learning Spaces ◽  
Personal Learning ◽  
Effective Technology

A review of the literature reveals there is a gap in the research regarding how students currently perceive PLEs and how they structure their PLEs to support their learning goals. The purpose of this study was to establish an understanding of college students’ perceptions of PLEs and what digital tools are currently being used to structure PLEs in order to facilitate personal growth and development. Participants (N=109) were asked to share their perceptions of PLEs and what digital tools, devices, and services they use to create PLEs. Analysis of blog submissions revealed similarities and differences between the ways that undergraduate and graduate students perceive PLEs and how they characterize these learning spaces. Students reported using a variety of digital tools for learning however their expectations of digital tools were to foster discussion, collaboration, and interaction, organization, planning, and resource management, experiential learning, personalization and a desire for effective technology. The findings of this study have important implications with respect to the competencies and skills needed to create effective PLEs and the affordances of digital technologies needed to support PLE development.

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