When sharing writing is not giving to get feedback

When is sharing writing not giving to get feedback?  How—in what ways can this happen?  Why? These questions arose for me after a discussion among graduate students at the early stage of a research and writing process.  To initiate the discussion I had read the quote below from Peter Elbow on sharing and giving. Clearer framing was needed, however, given that the subsequent discussion mostly centered on bad and good experiences or attitudes in getting and receiving feedback on writing. Read more of this post


Critical thinking as a journey ( a youtube)

This 44-minute youtube is a practice run of an interactive lecture, designed to explore the implications of defining critical thinking as understanding ideas and practices better by holding them in tension with alternatives and of viewing each student’s development as a journey. Audience members will leave with their own short checklist of tools and processes to put into practice, including ways of assessing their professional development as teachers of critical thinking. (Sources and extensions)

Scaffolding versus externally imposed internalised rules

I am beginning the see the idea of “scaffolding” as providing an alternative to the idea of externally imposed rules that are internalised by participants in a workshop or learning experience. Read more of this post

Learning from a 4-day workshop about scaffolding scientific and social change

Although the term “scaffolding” was used often and participants had experiences of being scaffolded, there was little explicit discussion or posting of ideas about scaffolding at a recent 4-day workshop on “Scaffolding Scientific and Social Change.”  In advance of digesting the workshop evaluations, let me post on what my reflections on the workshop in relation to my own developing ideas. Read more of this post

When the Social, not the Medium, is the Message: Community-building and Research Collaboration in Virtual Spaces

On the internet, individuals, groups, and communities try to create–or to contribute to–spaces where they can communicate and build knowledge in ways beyond what is possible in the daily round of face-to-face interactions. Yet it can be difficult to navigate the changing technologies of social media, each with its own interface and device configurations. Read more of this post

disConferencing, a five-and-a-third-hour model: Session 4 & Closing

Break, 10 minutes

Organizers recreate the inner circle of 12 chairs with gaps for easy entry and exit of sitters, but otherwise as close as possible.  Organizers ask for help to move the rest of the chairs surrounding that circle.  Seats in the circle are then occupied by organizers (except the Session 4 Coordinator), the guest author, and volunteers if any seats remain.  Pens are distributed to any participant who doesn’t have one.
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disConferencing, a five-and-a-third-hour model: Session 3

Break, 15 minutes

Refreshments & sign up for “Office Hours”

Coordinator for Session 3 explains that “Each ‘I want help thinking about’ topic group meets for 18 minutes, so that each of you participates in three topic groups, one after the other.  One of these is the group that you identified when you registered.
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