Category: sharing Page 9 of 41

 

Photo by Miika Laaksonen

I’ve been reading more and more graphic novels over the years, and as 2020 finally winds down, I thought I would post which ones I am tentatively planning on reading in 2021. Some of these come from Graphic Mundi, which is a new collection by Penn State University Press publishing “both fiction and nonfiction narratives on subjects such as health and human rights, politics, the environment, science, and technology.” I might not read all of these, and I’ll probably read more, but I like looking forward to the new year rather than looking back to what I read in 2020.

Below is the list of books. I generated this list by placing a hold on each book at my local library. Most of these books are not yet available, and some already have plenty of holds ahead of me, which means that I won’t be getting them early. And that becomes part of the fun of this reading plan: I don’t know what I’m getting when until I receive the email that a book (or multiple books!) are ready for pickup.

Title	Author
1984 : The Graphic Novel	Orwell, George.
7 Good Reasons Not to Grow Up	Gownley, Jimmy.
Algériennes : the forgotten women of the Algerian Revolution	Meralli, Swann,
And Now I Spill the Family Secrets : An Illustrated Memoir	Kimball, Margaret.
Barely Functional Adult : It'll All Make Sense Eventually	Ng, Meichi.
Be More Chill : The Graphic Novel	Vizzini, Ned.
Billie Holiday : The Graphic Novel	Gilbert, Ebony.
Billionaires	Cunningham, Darryl.
Cocaine Coast	Carretero, Nacho.
COVID Chronicles : A Comics Anthology	Boileau, Kendra.
Crude : A Memoir	Fajardo, Pablo.
Desperate Pleasures	Harkness, M. S.
Drawing Lines : An Anthology of Women Cartoonists	Oates, Joyce Carol.
Fat	Hofer, Regina.
Flash Forward : An Illustrated Guide to Possible (and Not So Possible) Tomorrows	Eveleth, Rose.
For Justice : The Serge & Beate Klarsfeld Story	Bresson, Pascal.
Freiheit! : The White Rose Graphic Novel	Ciponte, Andrea Grosso.
Girlsplaning	Klengel, Katja.
Heaven No Hell	DeForge, Michael.
I Never Promised You a Rose Garden	Murphy, Mannie.
I Nina	Chmielewski, Daniel.
I Survived the Nazi Invasion, 1944	Tarshis, Lauren.
I'm a Wild Seed : A Graphic Memoir on Queerness and Decolonizing the World	Cruz, Sharon Lee De La.
In Love & Pajamas : A Collection of Comics about Being Yourself Together	Chetwynd, Catana.
Infinitum : An Afrofuturist Tale	Fielder, Tim.
Join the Future	Kaplan, Zack.
Kimiko Does Cancer : A Graphic Memoir	Tobimatsu, Kimiko.
Maids	Skelly, Katie.
Martian Ghost Centaur	Heagerty, Mat.
Measuring Up	LaMotte, Lily.
Menopause : a comic treatment	Czerwiec, MK (MaryKay),
Mudfish	Piskor, Ed.
My Body in Pieces	Hebert, Marie-Noelle.
My Life in Transition : A Super Late Bloomer Collection	Kaye, Julia.
Oak Flat : a fight for sacred land in the American West	Redniss, Lauren,
Okay, Universe : Chronicles of a Woman in Politics	Plante, Valerie.
Onion Skin	Camacho, Edgar.
Orwell	Christin, Pierre & Sebastian Verdier.
Our Work Is Everywhere : An Illustrated Oral History of Queer and Trans Resistance	Rose, Syan.
Parenthesis	Durand, Elodie.
Paul at Home	Rabagliati, Michel.
Run Home If You Don't Want to Be Killed : The Detroit Uprising of 1943	Williams, Rachel.
Save It for Later : Promises, Parenthood, and the Urgency of Protest	Powell, Nate.
Seen : Rachel Carson	Willis, Birdie.
Slaughterhouse-five : or the children's crusade : a duty-dance with death	North, Ryan, 1980-
Sylvie	Kantorovitz, Sylvie.
The Black Panther Party : A Graphic Novel History	Walker, David F.
The Butcher of Paris	Phillips, Stephanie.
The City of Belgium	Evens, Brecht.
The Great Gatsby : A Graphic Novel Adaptation	Fitzgerald, F. Scott.
The Incredible Nellie Bly : Journalist, Investigator, Feminist, and Philanthropist	Cimino, Luciana.
The Minamata Story : An EcoTragedy	Wilson, Sean Michael.
The Thud	Ross, Mikael.
To Know You're Alive	McFadzean, Dakota.
Tokyo Love Story : A Manga Memoir of One Woman's Personal Journey in the World's Most Exciting City	Fujita, Julie Blanchin.
Travesia : A Migrant Girl's Cross-Border Journey	Gerster, Michelle.
Vulnerability Is My Superpower : An Underpants and Overbites collection	Davis, Jackie.
We Hereby Refuse : Japanese American Acts of Resistance During World War II	Abe, Frank.
We Should Meet in Air : A Graphic Memoir on Reading Sylvia Plath	Eisenberg, Lisa Rosalie.
Whistle : A New Gotham City Hero	Lockhart, E.

Today I was putting the final touches on a paper focusing on the professional development opportunities that Canadian institutions of higher education provide to faculty members, and was reminded of the central argument in my recent book: “people involved in online education…need to better understand the needs and experiences of our students… We need to understand students as people, as individuals who have agency, desires, mishaps, dreams, life-changing accidents; as individuals who face the daily minutiae of life; and as people who may even have instructive and insightful ideas about the future of education. The purpose of this book, therefore, is to examine online learning through the lens of student experience and help us narrow our distance from the online students we serve.”

There’s much to say about reading/hearing/watching about other people’s experiences of being a student. It can be powerful. But actually experiencing being a student – not “back when I was a student,” but in the present – can be instrumental in recognizing, truly recognizing, what it is like to face the decisions that faculty and institutions make for you. Decisions such as whether your course is synchronous or not; whether you need to buy expensive textbooks or not; whether you need to engage in collaborative learning activities; and so on. I was also reminded of this today because I read Martin Weller’s post where he writes the following: “there would be a lot to be gained in experiencing the online provision from a student’s perspective. I genuinely think that intrusive exam proctoring for instance would be less readily adopted if staff had to experience it.”

Inside Higher Ed’s 2019 Survey of Faculty Attitudes on Technology notes that faculty who had various experiences with online courses reported encouraging outcomes: more than 60% of faculty who converted a face-to-face course to an online or hybrid course reported that their online courses included “decreased lecture time and increased use of active learning techniques;” more than 75% of those who have taught online courses reported that the experience “helped them develop pedagogical skills and practices that have improved their teaching…[including in helping them think] more critically about ways to engage students with content.”

This is not to say that experiencing something will necessarily enable one to experience it from the subject position of others. To put it in terms of an example: Sure, I can take a test using proctoring software, but my education doesn’t depend on it, my degree and perceived future aren’t dependent on how I do on an exam.

What’s the takeaway here? Perhaps it boils down to something simple, something about experiencing it yourself before expecting others to do so. Or perhaps something about the authenticity of professional development, and striving to make those experiences as authentic as can be. Or, perhaps, this is a critique of the endless array of educational technology products whose developers never quite experience the tech not just as a student, but as a student who is facing different realities that them. It’s probably all of this, and then some.

Educational Technology Research and Development (ETR&D) is in the process of finalizing its publication of the special issue Shifting to digital: Informing the rapid development, deployment, and future of teaching and learning. The issue only includes brief multiple-perspective responses (~1000 words) on the implications of recent ETR&D publications in addressing current challenges related to an increased focus on digital learning.

One of the papers that the journal invited responses to was Hilton (2016), a paper in which the author synthesized the existing literature to examine outcomes and perceptions associated with instances in which OER replaced commercial textbooks. Hilton also published an updated review in 2020.

I wrote a response to this paper from a social justice perspective, and it is now available online. In Open educational resources: expanding equity or reflecting and furthering inequities? I argue that open educational resources (OER), such as open textbooks, are an appropriate and worthwhile response to consider as colleges and universities shift to digital modes of teaching and learning. However, without scrutiny, such efforts may reflect or reinforce structural inequities. Thus, OER can be a mixed blessing, expanding inclusion and equity in some areas, but furthering inequities in others. One interesting part of this paper is its engagement with the politics of citation literature in the context of OER.

Other responses to Hilton in this special issue include those from Hodges, Wiley, Kılıçkaya & Kic-Drgas, Lee & Lee, and Tang.

Extended Call for Chapter Proposals for the open access book: Critical Digital Pedagogy – Broadening Horizons, Bridging Theory and Practice

Edited by Suzan Koseoglu, George Veletsianos, Chris Rowell

The original call for proposals yielded more than enough chapters to fill this book, but we now would like to extend the call to invite women scholars to write on the following topic:

The intersection of Feminist Pedagogy and online, blended or open learning (in the context of Higher Education)

We particularly welcome submissions from women scholars from/in the Global South.

We invite submissions which explore this topic in context through case studies and/or reflective accounts of practice.

Language and style should be accessible to a broad range of readers.

Final submissions are between 3500-4000 words including references.

Chapter proposals will go through an expedited review process – please contact the editors at s.koseoglu@gold.ac.uk for more information.

Important Dates

22 October 2020: One page proposal submission (Please feel free to contact the editors before the submission via s.koseoglu@gold.ac.uk).

25 October 2020: Notification of acceptance (chapter guidelines will be provided)

16 Jan 2021: Full chapter submission (max 3500-4500 words including references)

31 Jan 2021: New chapters are reviewed and the full book manuscript is sent to Athabasca University Press.

Final proposals should be submitted to the editors via email (s.koseoglu@gold.ac.uk). For further inquiries, please feel free to contact any of the editors.

Athabasca University Press

The final manuscript will be submitted to the Distance Education series at Athabasca University Press. Books in this series offer informative and accessible overviews, research results, discussions and explorations of current issues, technologies and services used in distance education. Its current focus is on digital learning and education, with each volume examining critical issues, emerging trends, and historical perspectives in the field. The series is targeted at a wide group of readers that study and practice digital and online learning. Book published under this series are available at http://aupress.ca/index.php/books/series#DistanceEducation

I’m excited to join this event with colleagues from around the world on November 25th 2020, 10:00 –17:00 (UK BST), and I thought I’d share it here to invite others to join.

That Higher Education is in a period of transformation is a moot point. The COVID:19 pandemic has resulted in a period of rapid digital transformation for universities all around the globe. However, this rapid change has created positive and negative effects on student learning and experience, and some changes will be short-lived and others long-lasting.

The purpose of this symposium is to explore this transformation from the perspective of existing and on-going research in digital education, to help the higher education sector to set a direction of travel which creates positive effects on access to higher education and enhanced student learning, through long-lasting changes. The symposium will cover topics relating to online education, open education, blended and hybrid learning, learning data and its impacts, digital skills and lifelong learning.

The symposium will hear from global experts in digital education about their experiences of digital transformation in higher education and related sectors, and gather their views about the most appropriate courses of action to create sustainable, accessible, inclusive, quality higher education to support lifelong learning for all.

To register for this free, online, event please visit:

https://www.eventbrite.com/e/digital-transformation-of-higher-education-online-research-symposium-tickets-121759280285

Speakers:

Simone Buitendijk, Vice-Chancellor, University of Leeds

Laura Czerniewicz, Director: Centre for Innovation in Learning and Teaching (CILT), University of Cape Town

Josie Fraser, Head of Digital Policy, Heritage Fund UK

Michael Gallagher, Lecturer in Digital Education, Centre for Research in Digital Education, University of Edinburgh

Vitomir Kovanovic, UniSA Education Futures, Australia

Allison Littlejohn, Director of University College London’s knowledge lab, University College London

Neil Morris, Dean of Digital Education, University of Leeds

George Veletsianos, Canada Research Chair in Innovative Learning & Technology, Royal Roads University, Canada

For the full programme, please click this link.

The beginning of the (unique) Fall semester brought with it a a flurry of creative posts from many on how to build community online and how to engage students in unique online activities and discussions. A few from the good people behind Equity Unbound are gathered here.

One of my favorite activities comes from a chapter called “Getting to Know You: The First Week of Class and Beyond” written by Dunlap and Lowenthal in 2011. The activity is called Superhero Powers, and my adaptation of it invites students to engage with the following prompt:

Tell us a little bit about yourself by creating a drawing of yourself to share with the rest of the class. Your drawing should portray you as a superhero and include your superhero name. You can use pen, pencils, crayons and paper to do this and upload a photograph of your drawing, or you can use any other kind of illustration or graphics application. My superhero persona is posted below as well! [Note: Drawing isn’t a skill I have mastered, so I find that including my own image helps students understand that what we’re aiming for here isn’t drawing skills!]

I also like the ones below. I can’t remember what prompted the creation of this one, but I model responses by including my own artifacts. This one works well for the course that I teach on the “histories, debates, myths, and futures of learning technology.” Unlike the activity above, this includes an option between artifacts.

The aim of this activity is to introduce us to one another in an interesting way. Many of you know each other, but we have people from multiple groups in this course, so the goal here is not only to introduce us to each other, but also to provide some new information about ourselves to people who already know us. I thought we should tackle this task by taking a walk down memory lane. That sort of trip aligns with the spirit of the course as well, which is to investigate histories and foundations. To introduce ourselves to one another, I would like to ask you to (a) locate a music video posted on video-sharing platform like YouTube that reminds you of your childhood or teenage years, or (b) post a photo of you as a young child . You can do both if you like, but one or the other is also fine. In addition to posting one or both of these artifacts, I’d like you to share a little bit about yourself. What do you do? Why are you taking this course? But, also, please do tell us what sort of memories the video or photo bring back. Aim for 5-7 sentences of text about yourself. Please don’t just post a link/photo with no explanation. To show you an example of this task, I have completed this activity myself and posted it as a response to the discussion thread. A word of caution: A lot of music videos contain language and imagery which may be offensive to various groups of people. Please review the lyrics and watch the whole video before you post it to ensure that it is appropriate.

COVID-19 coverage in the education trade publications (e.g., Chronicle, Inside Higher Ed, University Affairs) is a daily occurrence. We are now starting to see scholarly publications appearing, and I thought I’d try to capture some of them here.

35 papers from a special issue from JTATE on Preservice and Inservice Professional Development During the COVID-19 Pandemic: https://www.learntechlib.org/primary/j/JTATE/v/28/n/2/

Reich, J., Buttimer, C. J., Fang, A., Hillaire, G., Hirsch, K., Larke, L. R., … & Slama, R. (2020). Remote learning guidance from state education agencies during the covid-19 pandemic: A first look. Preprint https://edarxiv.org/437e2/

Johnson, N., Veletsianos, G., Seaman, J. (2020). U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning Journal, 24(2), 6-21. http://dx.doi.org/10.24059/olj.v24i2.2285

Holzweiss, P., Walker, D., Chisum, R., & Sosebee, T. (2020). Crisis Planning for Online Students: Lessons Learned from a Major Disruption. Online Learning, 24(2). doi:http://dx.doi.org/10.24059/olj.v24i2.2135

(a large collaboration covering 31 countries) Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott, Jr., D. Rodes, V., Aranciaga, I., Bali, M., Alvarez, Jr., A. V., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., de Coëtlogon, P., Shahadu, S., Brown, M., Asino, T. I. Tumwesige, J., Ramírez Reyes, T., Barrios Ipenza, E., Ossiannilsson, E., Bond, M., Belhamel, K., Irvine, V., Sharma, R. C., Adam, T., Janssen, B., Sklyarova, T., Olcott, N. Ambrosino, A., Lazou, C., Mocquet, B., Mano, M., & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3778083

(a massive ebook) Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (2020). Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education (AACE). Retrieved June 18, 2020 from https://www.learntechlib.org/p/216903/.

Numerous articles as part of this CFP at Post-digital science and education.

I expect that many more will be forthcoming. JRTE had a call for a special issue on “Engaging Learners in Emergency Transition to Online Learning during COVID-19” that closed on June 1. ETR&D also just closed a special issue on “Shifting to digital: Informing the rapid development, deployment, and future of teaching and learning.” Patrick Lowenthal has captured some recent (still open) calls for proposals for similar work here, here, and here. And finally, there’s this call by EMI on “education in times of crises” in the context of K-12.