Kind of think if someone's sold you a bridge three different times already, we should be pretty embarrassed the fourth time the conversation is going
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I feel like I'm missing context. I think it's a well known phenomenon that in many higher education institutions, research is given much higher value than teaching, despite the criticality of teaching.
While I'm sure someone will argue that I'm wrong, I can't help but notice the ways in which this mirrors/parallels the ways in which women are traditionally burdened with additional administrative and social labor in the workplace.
The other part, the "class at all or lecture class" part, I feel like I've missed some critical part of the conversation.
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@serge @inthehands I think the overall point I'm trying to share is just that many powerful figures like to make universal statements about what education "needs" (like that everything should be a flipped classroom model), but then when you get into the real world you recognize that the universal doesn't work as there are many difficult tradeoffs, including the goal of reaching more students but with less ideal pedagogy vs reaching a small number of students with the most ideal pedagogy.
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@grimalkina @serge
That’s a good piece. It wanders a bit, but I like the keen observation that if receptive learning worked all the time, then the printing press would have “solved” education already.A maxim I love: learning is relational, not transactional. IOW, learning happens as the result of meaningful human relationships (teacher/student, student/student), not students acquiring ideas as if they were objects placed in a box.
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@grimalkina @serge
“many powerful figures like to make universal statements about what education needs…but when you get into the real world”Brings to mind the Kofi Annan Earmuff Parable:
https://hachyderm.io/@inthehands/110079454709159458 -
@grimalkina @serge
Hats off to your wife doing that work swimming upstream. I’m in a department where hands-on / active work is a high priority for all of us, and highly valued — and we share those hands-on materials for a course across instructors and improve them collaboratively over years. That’s •huge•, with compounding dividends, and it’s •still• really hard work! To go it alone is incredibly tough. -
@inthehands @serge I shouldn't overstate, they have a lovely teaching faculty community and she's ridiculously successful, but yeah the divide is still very real and comes up in wild ways (from my outside perspective), just so many ways in which teaching expertise and impact is not treated as a real expert skill across STEM and tech. We actually are about to launch something we worked on together on this topic...!! Stay tuned
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@grimalkina
I am eager to hear about whatever it is! -
@grimalkina
Scrolling past this in my mentions just now:“just so many ways in which teaching expertise and impact is not treated as a real expert skill across STEM and tech”
…realized I should add: half the time teaching expertise and impact is not treated as a real expert skill ••in education••
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@grimalkina @inthehands @serge As not-a-teacher, I really don't think the problem is "not enough ed tech".
I think the problem is "we don't have a sustainable funding model capable of supporting the amount and type of one-on-one and small group student-teacher interaction that would be effective at helping each student achieve their goals".
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@robotistry
Yes and