Thinking Aloud

A toddler stands at the bottom of an intimidating set of stone stairs, contemplating that all-important first step

Bless Y’all’s Hearts:  Creating a GSA & Safe Zones  at a Catholic University

On 30 March 2019, I presented a talk by this title at the Florida Collegiate Pride Coalition. Now that I’m leaving the institution featured in this conversation, I feel it’s time to commit these ideas to a post. When I announced my acceptance of a new job back in 2014, one characteristic of the school...

close-up of a highly textured mat used at intersections to indicate a curb cut

Access(Able): Envisioning Pedagogues as Student Advocates in Digital Spaces

How easily can students access data about course materials? How easily can corporations access data about students? The access imbalance in higher education has turned classes into obstacles and students into profit-generating data points. I highlight those issues in this talk, presented on 10 Aug 2021 as the opening keynote for Digital Pedagogy Institute 2021,...

When vitality departs, utility can persist

Deploying CDP

Activity provides a course’s vitality. Without a critical mass of contributions, course plans fall flat. Here’s my plan for future recovery.

What motivates you to succeed?

Assessment and Critical Digital Pedagogy

Critical digital pedagogy calls us to set aside grading and instead provide feedback to help students improve their self-assessment skills.

A sign says "one way". According to whom?

Learning / Design / Technology

Learning designed in advance often fails to respond to student needs and the immediate context. Can we design courses that empower students?

If a tree falls in the forest, an no one occupies the plush armchair overlooking the mountain, does the metaphor maintain its instructive value?

Pedagogy as Praxis

But what if students can't engage in a course? What if “being fully present” just isn't in the cards? Here’s how our praxis should respond.

Can a wall create human connection?

Human(e) Learning

What’s important in a class? The content of our courses were important, but it's the human connections we remember most vividly.

Snowflakes are pretty and all, but I like to romp about in the snowdrifts. Because, you know, I'm a generalist.

Being a Generalist in a World of Specialization

The world—especially the world of academia—expects specialized experts. I’m more of a generalist, with a wide set of shallow skills…rare and useful.

This monkey must be grading papers. He looks bored enough.

Creating Assignments with Grading in Mind

Formulaic assignments may make grading superficially easier, but they become boring and dehumanizing. Assignments should be fun to grade.