tag:blogger.com,1999:blog-54478178540585152292024-02-07T20:23:43.912-08:00Reflecting in Mindful Inquirylkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.comBlogger17125tag:blogger.com,1999:blog-5447817854058515229.post-32996997227442380002023-01-10T11:26:00.002-08:002023-01-10T11:26:45.098-08:00The Disruption of AI <h4 style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;"><br /></h4><p style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;"><span style="background-color: white; color: #343541; font-size: 12pt; white-space: pre-wrap;"><span style="font-family: arial;">It was one month ago when I first heard about ChatGPT and within the days that followed, the topic was popping up everywhere in my feeds and in different conversations. It has only been 6 weeks since OpenAI launched the artificial intelligence platform and since then has been used by over a million people (New York Times, December 21, 2022) . The platform is described as a chatbot designed to generate human-like responses, with the ability to write essays (in different styles), produce artwork, write code, compose music, just to name examples from a long list of possibilities (Global News, December 10, 2022). When I first heard this mentioned it was in the form of a concern, wondering how this technology will impact the way we teach, learn and assess<br /></span></span></p><p><span style="font-family: arial;"><span style="background-color: white; color: #343541; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">In an effort to better understand its capabilities, I logged into the platform myself and asked the AI the following:</span></span></p><p><span style="font-family: arial;"><span style="background-color: white; color: #343541; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"></span></span></p><ol style="text-align: left;"><li><span style="font-family: arial;"><span style="font-family: arial;"><span style="background-color: white; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><i>What strategies are effective for assessment of student achievement in competency-based education (CBE)?</i></span></span></span></li><li><span style="font-family: arial;"><i>Write a 500 word essay comparing competencies and learning outcomes, with citations.</i></span></li><li><span style="font-family: arial;"><i>What UDL instructional strategies are effective for teaching about hydraulics.</i></span></li><li><span style="font-family: arial;"><i>Draft a size 10 bodice pattern. </i></span></li></ol><span style="font-family: arial;"><span style="background-color: white; color: #343541; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">I came away with 5 specific assessment strategies for CBE, a thorough comparison of competencies and learning outcomes, including examples, a list of 6 instructional strategies for teaching hydraulics that follow UDL principles, and although it didn’t actually draft a bodice pattern, it did describe measurements and steps to follow. For the most part, the information seemed accurate and reliable, except for the drafting directions…for that I am not convinced that the result would have led to a well fitting bodice. Nevertheless, the results were impressive and were produced in very little time. If nothing else, it produced useful information that could be used as a valuable starting point in exploring any one of the topics. </span></span><p></p><p><span style="font-family: arial;"><span style="background-color: white; color: #343541; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span><span style="background-color: white; color: #343541; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Some of the questions that have popped up in my feeds and in conversation include “how might this replace the role of the teacher?” and “how can we ensure academic integrity, when students can access this quality of responses?” Although I have not yet dug deep into the readings, I have read responses from a couple of educators: Dr. Sarah Eaton is a professor, writer, and expert in academic integrity and John Spencer is a professor and author who specializes in Project Based Learning. Dr. Eaton provides an initial response in her </span><a href="https://drsaraheaton.wordpress.com/2022/12/09/sarahs-thoughts-artificial-intelligence-and-academic-integrity/" style="text-decoration-line: none;"><span style="background-color: white; color: #1155cc; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Learning, Teaching and Leadership blog</span></a><span style="background-color: white; color: #343541; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> and John Spencer has written two recent articles: </span><a href="https://spencerauthor.com/human-skills/" style="text-decoration-line: none;"><span style="background-color: white; color: #1155cc; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Human Skills in a World of Artificial Intelligence</span></a><span style="background-color: white; color: #343541; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> and</span><a href="https://spencerauthor.com/englishai/" style="text-decoration-line: none;"><span style="background-color: white; color: #1155cc; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;"> No, Artificial Intelligence Won’t Destroy High School English (Or Any Other Subject)</span></a><span style="background-color: white; color: #343541; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">. Admittedly, I have more digging to do, but as I explore the platform, read these initial articles, and consider my own perspectives and experiences in teaching and learning, I am forming some initial thoughts and curiosities (that are not produced by AI).</span></span></p><p></p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;"></p><p><b style="background-color: white; font-family: arial; white-space: pre-wrap;"><span style="color: #069208;">Perhaps AI can create the product….the end result, but what about the journey, how do we encourage, observe, celebrate the process, the thinking, the discoveries? The metacognition? </span></b></p><p></p><p style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;"></p><p><b style="font-family: arial;"><span style="color: #069208;">How do we as educators instill the value of learning? Not so much the what, but the how? </span></b></p><p></p></blockquote><span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: white; color: #676767; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">John Spencer poses question around how do we move beyond student engagement and into empowerment. It's a big question and not an easy one, but when I think about times when I have witnessed students feeling empowered, it has been through those lightbulb moments of discovery, and by that I mean really making connections and understanding how something works or what the impact of a concept is. In this sense discovery pushes beyond knowing a fact or a series of steps, but really making meaning of something through one's own understanding. The “oh, I get it!” moments of joyful learning. </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: white; color: #676767; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;"><br /></span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: white; color: #676767; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Will AI disrupt how we learn and teach? Most likely it will, but perhaps it will disrupt in a way that pushes us as educators to think of meaningful learning in new, creative ways. It is a challenge, for certain, yet it is not the first technology, nor the last to disrupt how we approach learning and teaching. </span></span></p><div><span style="background-color: white; color: #676767; font-family: Arial; font-size: 13.5pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div></span>lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com0tag:blogger.com,1999:blog-5447817854058515229.post-6191111367858654642017-12-22T11:15:00.001-08:002017-12-22T11:24:15.736-08:00Learning and/vs Grades<br />
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">One of the things that I love about working within an academic calendar is that the year is made up of 4-month semesters, each with a beginning and an end. The beginning offers opportunity for a fresh start each semester and at the end I am inspired to reflect on the previous 4 months and think about what the next 4 months might look like. </span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">As I think about next semester I am thinking about our students, about LEARNING, and about facilitating learning. This comes on the heels of the hours spent assessing assignments, projects and calculating grades: percentages, letter grades and GPAs. I am sometimes conflicted when it comes to values of learning and development, and how we define achievement. We calculate a grade based on demonstrated achievement, but does that grade always accurately reflect the learning that took place? The system can be viewed as performance-based and as such some students are primarily concerned with what they need to complete in the short term, in order to achieve a passing grade and be allowed to continue to the next level, I think in such a case students sometimes miss seeing learning as a continual process where one level builds to the next and where a solid foundation is important in the long term.</span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Particularly in the last couple of weeks of classes we sometimes hear ”what do I have to do to pass?” Happily, with one student I was able to shift this question into an opportunity of discussing “what still needs to be learned to be prepared for the next level?” The student was motivated and in the end we were both satisfied with what she learned through those final activities. However, due to previous circumstances in the semester, the final grade assigned does not reflect the overall learning and development that took place. By the same token, some students who chose to do the minimum to pass, often are left with gaps in their knowledge and skill, which leaves them with an unstable foundation as they continue in the next level.</span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">As I think about goals for the next semester, I hope to encourage students to value learning by modeling my own belief in the value of learning and by creating a space that is conducive to such by fostering an environment where it is safe to make mistakes (and to learn from them); where inquiry and curiosity are encouraged and celebrated; and where learners are encouraged to work together to solve problems. I also hope to support students to break through the barrier of where they think their current potential is and establish a momentum of learning and development that continually brings them confidently to the next level. </span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">In the meantime, I plan to enjoy the holidays with loved ones, get plenty of fresh air and be ready to serve students in the new year. Happy holidays!</span></div>
lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com0tag:blogger.com,1999:blog-5447817854058515229.post-36391581968709781122016-06-11T09:24:00.001-07:002016-06-11T09:43:22.852-07:00An Entrepreneurial Mindset<div class="MsoNormal">
<span lang="EN-CA" style="background: white; font-family: "arial" , sans-serif; font-size: 12pt; line-height: 115%;">Until a couple of
weeks ago, my perception of entrepreneurship was somewhat limited. In my mind,
entrepreneurship is</span><span style="font-family: "arial" , sans-serif; font-size: 12pt; line-height: 115%;"> innovation related to creating and
adapting businesses, providing value in the form of goods and services. </span><span lang="EN-CA" style="background: white; font-family: "arial" , sans-serif; font-size: 12pt; line-height: 115%;">Entrepreneurs tend to be creative problem
solvers who are driven and who recognize opportunities. They don’t always
succeed the first time, but they learn, adapt, and persist as they pursue their
goals. What I had not previously considered is how this mindset might
contribute to success outside of a business model, in the context of studies, work, and
life. </span><o:p></o:p></div>
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<span lang="EN-CA" style="background: white; font-family: "arial" , sans-serif; font-size: 12pt; line-height: 115%;">At the recent <a href="http://www.nisod.org/">NISOD</a> conference I had the opportunity to
attend a session presented by </span><span lang="EN-CA" style="font-family: "arial" , sans-serif; font-size: 12pt; line-height: 115%;">Bree Langemo,
President of the </span><span lang="EN-CA" style="font-family: "arial" , "sans-serif"; font-size: 12.0pt; line-height: 115%;"><a href="https://elimindset.com/"><span style="color: #1155cc;"><span style="white-space: pre-wrap;">Entrepreneurial Learning Initiative </span></span></a><span style="white-space: pre-wrap;">(ELI) and Rebecca Corbin, President & CEO of </span><a href="http://www.nacce.com/"><span style="color: #1155cc;"><span style="white-space: pre-wrap;">National Association of Community College Entrepreneurship </span></span></a><span style="white-space: pre-wrap;">(NACCE) entitled <i>An Entrepreneurial Mindset: Advancing Student Success in the Classroom and onCampus</i></span><i><span style="white-space: pre-wrap;">. </span></i>The
presenters compared the skills and characteristics of entrepreneurs with 21<sup>st</sup> century skills essential to
success in the workplace. Some of these
aptitudes include problem-solving, creativity, curiosity, persistence,
adaptability, and awareness. In our own consultation with employers, there is consistent
expression that these aptitudes are expected as graduates enter the
workplace.</span></div>
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<span lang="EN-CA" style="font-family: "arial" , sans-serif; font-size: 12pt; line-height: 115%;">The
experience that ELI has had in cultivating an entrepreneurial mindset has not
only prepared students for the workplace, but has increased student achievement
by instilling confidence, efficacy, and determination by providing tools for
problem solving to overcome challenges (Schoeniger & Langemo, 2016). I am particularly inspired by the potential
of empowering students to not only reach for their goals, but to actively
pursue them with confidence and determination.<o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "arial" , sans-serif; font-size: 12pt; line-height: 115%;">In
further researching an entrepreneurial mindset, I came across the term <i>motivated
tactician</i>. This term resonates with me as it implies action and describes an
engaged thinker who considers strategies and takes action based on goals,
motives, and needs (Haynie, Shepard, Mosakowski, & Early, 2010). Of course
this applies to the context of business, but in a broader sense applies to the
context of life. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "arial" , sans-serif; font-size: 12pt; line-height: 115%;">In the business context of entrepreneurship, we have all benefited from the value
that various entrepreneurs have provided through goods and services. Entrepreneurship has been around me, however I haven't always considered it as a part of me. As I now reflect on the
entrepreneurial mindset as a way of discovering opportunities with curiosity
and determination, while connecting with others, it is clearly a means to
contribute value to life and the lives around us. I am inspired to further explore the entrepreneurial
mindset and it’s potential to contribute to student success within college and beyond. Afterall, it's not just about business....it's about life.<o:p></o:p></span></div>
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<span style="font-size: x-small;"><span lang="EN-CA" style="font-family: "arial" , sans-serif; line-height: 115%;">References</span><span style="font-family: "arial" , sans-serif; line-height: 115%;"> </span></span></div>
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<span style="color: #333333; font-family: "arial" , "sans-serif"; font-size: x-small; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman";">Haynie,
J. M., Shepherd, D., Mosakowski, E., & Earley, P. C. (2010). A situated
metacognitive model of the entrepreneurial mindset<i>. Journal of Business Venturing, 25</i>(2), 217–229.
doi:10.1016/j.jbusvent.2008.10.001<o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif; line-height: 115%;"><span style="font-size: x-small;">Schoeniger, G, Langemo, B.(2016, May), An entrepreneurial mindset for
student success. <i>The NISOD Papers, 3,</i> 1-4.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
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lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com0tag:blogger.com,1999:blog-5447817854058515229.post-26808610775637054962015-09-08T18:21:00.000-07:002015-09-08T18:25:55.819-07:00Passion, Pride and Performance<div class="MsoNormal">
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">This past week was a busy one. Monday was my first real day back to work, my
son’s first day of grade eleven and my first day of LRNT503 – Program Planning. I changed hats numerous times each day, between
faculty, student, and mom. I recognize
that this will be the new norm. Although
it will be challenging at times, I know that I will manage, because these are
all roles that I am passionate about. It’s
also important to remember the other hats that we wear and, as per the wise
advice that Lori-Anne gave in a casual conversation “Don't<span style="color: #262626;"> </span>forget being a mom and friend and all that stuff.”
That other stuff to me includes daughter, sister, aunt, as well as making time
for self-care. I did manage to connect
with friends and family this week, whether by phone or in person. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">As I reflect on the readings about program
planning, and as I switch between hats, I am finding relationships not only
with program planning situations within our college but also with how some of
the concepts apply to scenarios beyond program planning, such as leadership, reaching
personal and organizational goals, and even our own students’ success. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">In “<i>Planning Programs for Adult Learners</i>,”
Caffarella (2010) cites Kouzes and Posner (2007), stating that part of a program planner’s job is to “create
an environment where people are passionate about what they’re doing and take
pride in what they’re doing. The end
result will always be performance” (p. 126).
She goes on to emphasize that planners need to enlist others to support
them. My thoughts when I first read this
paragraph about <b>passion, pride</b>, and <b>performance</b> went immediately to the first
year students that started in the Apparel Technology program a few days
ago. In our course introduction forum,
many of the new students expressed a passion for costumes, fashion, art,
etc. They are energetic and excited to
be starting the program. Ultimately, we want students to take pride in their
work and, and as with program planning, this combination of passion and pride,
should lead to performance. I also see
the importance of enlisting support and see myself and other faculty and staff as
having a key role in that, for students.
If we can support students and help them engage them with the learning,
they will hopefully maintain their passion and excitement and be motivated to
perform successfully. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">With my own learning, I recognize that I need
to be mindful of the process. It is easy
to get caught up in the task lists and focus on checking things off. Particularly when the fatigue sets in, it is
easy to lose sight of the passion and excitement. Sometimes it is worth slowing the pace just a
little and taking a step back to really enjoy the process. I am grateful for the support that I have as
a student: fellow classmates,
instructors, friends, family, and work colleagues. <b>Passion, pride and performance</b> may just
become a mantra as I begin this academic year as an instructor, student and
mom. <o:p></o:p></span></div>
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<span lang="FR-CA" style="font-family: Arial, sans-serif; line-height: 115%;"><span style="font-size: x-small;">Reference :<o:p></o:p></span></span></div>
<span lang="FR-CA" style="font-family: Arial, sans-serif; line-height: 115%;"><span style="font-size: x-small;">Caffarella, R. S.
& Daffron, S. R. (2013). </span></span><span lang="EN-CA" style="font-family: Arial, sans-serif; line-height: 115%;"><span style="font-size: x-small;"><span style="white-space: pre-wrap;">Planning programs for adult learners: A practical</span></span></span><br />
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<span lang="EN-CA" style="font-family: Arial, sans-serif; line-height: 115%;"><span style="font-size: x-small;"><span style="white-space: pre-wrap;">guide</span><span style="white-space: pre-wrap;"> (3rd ed.). San Francisco, CA:
Jossey-Bass.</span></span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
</div>
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lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com0tag:blogger.com,1999:blog-5447817854058515229.post-61224313346373139612015-08-13T21:48:00.003-07:002015-08-13T21:48:40.959-07:00<h1 style="background: white; margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial, sans-serif; font-size: 12pt;"><span style="color: #134f5c;"><span style="font-weight: normal;">My response to Sarah’s blog:</span> I THINK I MIGHT LEARN TO LIKE
YOU, RESEARCH!</span><span style="color: #404040;"><o:p></o:p></span></span></h1>
<div>
<span style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-bidi-font-weight: normal;"><br /></span></div>
<div>
<b><span style="color: #404040; font-family: Arial, sans-serif;">Sarah's original post:</span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"> </span></b></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><a href="https://reflectwemust.wordpress.com/2015/07/31/bring-it-on-research/">https://reflectwemust.wordpress.com/2015/07/31/bring-it-on-research/</a><o:p></o:p></span></div>
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<div class="MsoNormal">
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">At the time that you wrote this post, I don’t
think I was quite ready to make the same statement, but I am getting there. I actually really enjoyed working on the
article critique, which led me to reading a lot of different material as I was
looking for specific information or trying to cross-reference a concept. I didn’t end up using most of what I read,
but I enjoyed the research process. The
idea of a project the magnitude of a research paper or thesis still seems a
little daunting, but I am already much more comfortable with smaller projects
than I was 6 weeks ago. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<br />
<div class="MsoNormal">
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Thank you for reminding me of the “whose
shoulders are you standing on?” analogy and for sharing your incredible graphic
renditions!<o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Lori</span></div>
lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com0tag:blogger.com,1999:blog-5447817854058515229.post-42875822422760203462015-08-13T20:58:00.004-07:002015-08-13T21:48:58.729-07:00<div class="MsoNormal" style="background: white; margin-bottom: 5.25pt;">
<span style="font-family: Arial, sans-serif;"><span style="color: #134f5c; font-size: large;">My response to Jody’s
blog: <b>More on Reading</b></span><span style="color: #404040; font-size: 12pt;"><o:p></o:p></span></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><b>Jody's original post: </b> </span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">https://cjbarber.edublogs.org/2015/08/12/more-on-reading/<o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">I enjoyed reading your post about how reading
has changed for you. It’s true that a
mere 5 ½ weeks ago I too found the readings somewhat intimidating and although some
of the articles that I have recently come across are challenging to read, I am much
more comfortable and am reading much more in terms of volume. I have found that both the reading and writing that we
have done have contributed to an increase in my comfort level when
writing, too. I think that the reading
required for our last article critique has had a particular impact on my
learning to read deeper. I could see a transition from focusing on the
meaning of words to the meaning of each paragraph and the article as a
whole. Thank you for sharing your
thoughts on reading!<o:p></o:p></span><br />
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span>
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Lori</span></div>
lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com0tag:blogger.com,1999:blog-5447817854058515229.post-73869079944357619902015-08-13T20:37:00.000-07:002015-08-13T21:49:26.250-07:00<div class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 5.25pt;">
<span style="background-color: white; font-size: large;"><span style="color: #134f5c; font-family: Arial, sans-serif;">My response to
Mark’s blog: <b>My Role as An Educator in
the Digital Age</b></span><span style="color: #38761d; font-family: Arial, sans-serif; line-height: 115%;"> </span></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><b>Mark's original post:</b> </span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">https://edtechhacker.wordpress.com/2015/08/13/my-role-as-an-educator-in-the-digital-age/<o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">You make some very good points here,
Mark. I agree that many teachers feel the
challenge of keeping up with the skills to support students in learning
technologies, and the question of willingness is a good one.Some teachers feel so taxed with demands
already and are intimidated by the idea of having to do more, which is a common
perception when we are faced with doing things differently. We were exposed to these
perceptions in some of the conversations with some of the MAELM students during
residency. There are many teachers that are resistant to technology for one
reason or another. Maybe as advocates of
learning and technology we can inspire others to make the move, one manageable step
at a time. <o:p></o:p></span><br />
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span>
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Lori</span><br />
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span>
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">P.S. the visuals in your blog are great!</span></div>
lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com0tag:blogger.com,1999:blog-5447817854058515229.post-52848016910076308672015-08-13T19:54:00.002-07:002015-08-16T08:19:45.657-07:00<div class="MsoNormal">
<span lang="EN-CA" style="font-family: Arial, sans-serif; line-height: 115%;"><span style="color: #134f5c; font-size: large;">Open Minded and <s>Skeptical</s> Curious</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">I am not comfortable with the word
skeptical. I came across it recently as
I was reading articles about critical thinking, in preparation for writing my article
critique for LRNT502. I am not a skeptical person. In fact, I consider myself to be
optimistic and trusting. If someone
tells me something is true, I generally give them the benefit of the doubt. Don’t get me wrong - I’m not gullible, but I
generally believe people have the best of intentions. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">In <i>Becoming
a Critical Thinker</i>, Robert Todd (2004) states that “The most distinctive
features of the critical thinker’s attitude are open-mindedness and skepticism”
(p. 4). He points out that these can be
considered opposite to one another. “Sometimes what looks like open-mindedness
is simply gullibility and what looks like skepticism is really
closed-mindedness” (Todd, 2004, p.4).<o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">I do consider myself to be pretty open-minded
(not gullible), so I can live with being an open-minded critical thinker, but not
an open-minded skeptical thinker. This actually had me feeling somewhat
concerned as I embarked on the article critique, thinking I had to approach it through
a skeptical lens. Of course this wasn’t the only reading that I did on critical
thinking, and I was able to find many other articles and tips that resonated
better with me. Words such as evaluate,
reflect, analyze, assess and particularly CURIOSITY are words the rest well
with me. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">As I approached the article critique through
a lens of curiosity, I was pleasantly surprised that I did not find it as
difficult to evaluate as I had anticipated. As I read through the article
(again), I captured the essence of each paragraph in the margins. Focusing on summarizing each paragraph forced
me to consider what made sense and to question it when there was something that
I didn’t understand. My copy of the article became quite annotated. As I continued
to work through the article and compared it with other readings, I was reading
deeper and noticing details that I hadn’t noticed previously. </span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQnfSRho5VRSIXUnTq5RkgHwDAInPvL4VVRGQQmgi32C48Wj_GWiDReJDx774xfVaD0MPIeYN0onNRC1PMF1w3q7Mv0O8trsaKLLEXkCvAvTZjIoL-8zdTxpYX2cGPSnKdTfIwHDRLAwDP/s1600/critique.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQnfSRho5VRSIXUnTq5RkgHwDAInPvL4VVRGQQmgi32C48Wj_GWiDReJDx774xfVaD0MPIeYN0onNRC1PMF1w3q7Mv0O8trsaKLLEXkCvAvTZjIoL-8zdTxpYX2cGPSnKdTfIwHDRLAwDP/s320/critique.jpg" width="320" /></a></div>
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<div style="text-align: center;">
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: xx-small; line-height: 115%;">Photo by Lori Kemp</span></div>
</div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">I spent time reviewing the articles from the
author’s reference list, reading what the cited authors wrote and comparing it with
how the author presented the information in the article that I was working on. I was surprised and
a little miffed that the very first reference that I checked did not even
address the concept that my author had cited it for. I felt like the author had tried to pull the
wool over my eyes. It was hard to believe that could happen in a peer reviewed,
published article. By the time I was
finished evaluating the article I was actually gaining confidence in my own
research and writing abilities!<o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Writing the article critique was not as difficult
as I thought it might be. It was interesting to compare the perspectives of
different authors and even to observe how the subject had evolved through the
years of articles. This process has emphasized for me the importance of
gathering research from multiple sources and to consider the validity of the
sources and of the information. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Now that I reflect on skepticism versus curiosity,
skepticism suggests negativity, before even determining if there is a problem. It
seems to me that a skeptical thought is an opinion that something is wrong,
but with no substance to back it up. I agree with Todd's (2004) suggestion that it has the potential for being associated with being closed-minded.<o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Curiosity on the other hand, implies
questioning with a purpose, without bias. One question leads to another in the search for answers, with evidence
to back up the information that emerges. The idea of being open minded and curious feels not only comfortable,
but exciting and full of potential for discovery. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
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<div class="MsoNormal">
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%;">Reference<o:p></o:p></span></div>
<br />
<div class="MsoNormal">
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%;">Todd, R. (2004). <i>Becoming a critical thinker</i>, </span><span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">(pp.1-27). </span><span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%;">Retrieved fromhttp://www.skepdic.com/refuge/ctlessons/ch1.pdf<o:p></o:p></span></div>
</div>
lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com0tag:blogger.com,1999:blog-5447817854058515229.post-25955373282917828432015-08-11T21:35:00.001-07:002015-08-11T21:35:10.943-07:00What is this Space?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1z-qVW2_JXol_PD8hHOSYzmHR-VvnpgtxASi7Sk4JMHgziMTrHQyoXNkWMXTEFctN0XGQFbX-i37Yf7rcyOdWx_gim8KL5SbgdcF-VEAUxCrYtIGbFPDLi4mjt0mw7Fyk8CR3iRtC8_Vj/s1600/cloud-storage1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="210" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1z-qVW2_JXol_PD8hHOSYzmHR-VvnpgtxASi7Sk4JMHgziMTrHQyoXNkWMXTEFctN0XGQFbX-i37Yf7rcyOdWx_gim8KL5SbgdcF-VEAUxCrYtIGbFPDLi4mjt0mw7Fyk8CR3iRtC8_Vj/s320/cloud-storage1.jpg" width="320" /></a></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; line-height: 115%; mso-bidi-font-size: 12.0pt;"><span style="font-size: x-small;">Retrieved from http://usenetreviewz.com/wp-content/uploads/cloud-storage1.jpg</span><o:p></o:p></span></div>
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<div class="MsoNormal">
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">In this world of social technology that we live in, many of us have a
presence in multiple spaces. Personally, I have a Facebook page, an Instagram
page, a Linked In profile, a Twitter account, a Pinterest board and now my own
blog. Different parts of my identity are
revealed in different spaces. For example, my Facebook is personal and is shared
with family and friends. LinkedIn serves a professional purpose and my twitter
account is mostly professional, with some filtered aspects of my personal
thoughts and experiences. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">This blogging space is relatively new to me,
and I am still getting a feel for how it fits and what part of my identity is
comfortable here. It has the potential for serving as a journal, but it is open
to the public, so that makes me want to filter it and make it a little more
formal. I haven’t gone out of my way to publicize this blog. Right now I
imagine that my blog is guarded by the parameters of this course, although I
realize that this is not the case. Many people post links to their blogs on
twitter or Facebook, but for now, that is too far outside of my comfort zone. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">There are many different views on academic
blogging. Estes (2012) describes blogging as a space to think about things and
to invite informal conversation. Asselin (2011) identifies blogging as a way to
augment communications and effectively network.
I hadn’t previously considered blogging as a way to have a
conversation. I see it as a way to share
thoughts and information in a more transmissive way. People can comment on your
blog, but I had never thought of the process as a conversation, as the interaction
seems limited. I view it more as a series of one way conversations. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Although blog styles and purposes are as
unique as the people that write them, there are some critical views of
blogging. In the article <i>Blogging in the
Academy, </i>Nackerud and Scaletta (2008) share examples of critics, who
express frustration with the perceived poor quality of informal writing in some
blogs. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">I have enjoyed discovering other people’s
blog spaces, with entries relevant (and sometimes not) to our studies. Previously,
the blogs that I have sporadically followed have been predominantly from the
other side of my career. As you can imagine, there is a marked difference
between fashion blogs and academic blogs (although I find inspiration in both).
From our own cohort blogs I have found
inspiration, comfort and humour.<o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">I still don’t know exactly what this space
will become for me. I do intend to continue using it throughout the MALAT
program. In our discussions during residency, we talked about journaling as an
effective way to track our thinking, especially in regards to research. I don’t
think that my blog will be the place where I capture all those thoughts, but I
can see sharing versions of my journal entries along the way. Who knows?
- maybe as I continue to gain confidence as a budding academic, I will be apt to publicize my blog more widely. For now, I am happy to be sharing
with my residency cohort. <o:p></o:p></span></div>
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<div style="background: white; line-height: 17.25pt;">
<span style="color: #333333; font-family: "Arial","sans-serif";">References<o:p></o:p></span></div>
<div style="background: white; line-height: 17.25pt;">
<span style="color: #333333; font-family: "Arial","sans-serif";"><br /></span></div>
<div style="background: white; line-height: 17.25pt;">
<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #363948; font-family: Arial, sans-serif;">Aselin, K. (2011). </span><span style="font-family: Arial, sans-serif;"><i>Blogging: The remediation
of academic and business communications. </i> Ann Arbor, Michigan:ProQuest, UMI Dissertations Publishing. </span></div>
<div style="background: white; line-height: 17.25pt;">
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<span style="color: #333333; font-family: "Arial","sans-serif";">Estes, H. (2012). Blogging and academic identity. <em>Literature Compass, 9(</em><em><span style="font-style: normal;">12), 974-982. doi:10.1111/lic3.12017</span></em></span></div>
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<span style="color: #333333; font-family: Arial, sans-serif; line-height: 17.25pt;">Nackerud,
S., & Scaletta, K. (2008). Blogging in the academy. </span><em style="color: #333333; font-family: Arial, sans-serif; line-height: 17.25pt;">New Directions for Student Services</em><span style="color: #333333; font-family: Arial, sans-serif; line-height: 17.25pt;"> </span><em style="box-sizing: border-box; color: #333333; font-family: Arial, sans-serif; line-height: 17.25pt;">(124)</em><span style="color: #333333; font-family: Arial, sans-serif; line-height: 17.25pt;">,
71-87. doi:10.1002/</span><span class="skimlinks-unlinked" style="color: #333333; font-family: Arial, sans-serif; line-height: 17.25pt;"><span style="box-sizing: border-box;">ss.296</span></span></div>
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lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com2tag:blogger.com,1999:blog-5447817854058515229.post-62164042780140697272015-08-10T07:53:00.000-07:002015-08-10T20:44:46.030-07:00My name is Lori and I am an Experiential Cognitivist<div align="center" class="MsoNormal" style="margin: 12pt 0in; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifhmPzTqaJazcyZ7m-N3RQuci7jrDN-CtGbKrG8PIPYv_phCinIr3CNXCrzMxzt3eA-GCpsyV7y0frjzW-Tis_3B3hBwUkY-kBziRs2KlI6DoUodyPR-u7jCc27mQjweJHOLtB9WseQt5V/s1600/cognitivism.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifhmPzTqaJazcyZ7m-N3RQuci7jrDN-CtGbKrG8PIPYv_phCinIr3CNXCrzMxzt3eA-GCpsyV7y0frjzW-Tis_3B3hBwUkY-kBziRs2KlI6DoUodyPR-u7jCc27mQjweJHOLtB9WseQt5V/s200/cognitivism.jpg" width="200" /></a></div>
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<span style="font-size: xx-small;"><span lang="EN-CA" style="font-family: Arial, sans-serif;">Retrieved from </span><span style="font-family: Arial, sans-serif;">http://theawakenedstate.tumblr.com/post/49441933014/can-we-control-our-thoughts-why-do-thoughts-pop</span></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">In our Learning Theories class, we
have explored the meaning of education, perspectives on knowledge and
perspectives on learning. We have had in
depth discussions around epistemologies (which
I can now pronounce), learning theories as well as learning strategies and styles. A recurring theme throughout these discussions
has been that our epistemologies, or views on knowing, are at the core of how
we learn, teach and with how we approach research.<o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">In my final paper for Learning
Theories, I have described myself as an experiential cognitivist. Now I know what some of you might be thinking…you
might be thinking that experiential belongs with constructivism, not
cognitivism. According to many theorists
and researchers, you are right….experiential learning is often discussed in
conjunction to constructivism. Linda Harasim (2012) described experiential learning
in the context of constructivism as learning through experience and
interactions with others. However, my personal
identification with experiential learning has a cognitivist twist. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">In both cognitivism and
constructivism, the learner is active.
In cognitivism however, knowledge is <b>acquired</b> and built on a foundation through <b>individual</b> reflection and evaluation of experiences, as opposed to
being <b>created</b> through social <b>interaction</b>, as per constructivist
learning. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">As I have reflected on my assumptions
about knowledge, learning and teaching and connected it with readings on those
subjects, I have come to recognize some of my personal values regarding
knowledge. I value individual reflection
and find that I require the time to think about things and make connections
internally, before I feel like I can effectively engage with others on a
subject. I value process, structure and
organization. To deepen my comprehension on a subject, I need to experience it in
some way. This may entail making
connections through trial and error (and reflecting on the experience),
organizing information, which often involves color coding, or creating a visual
doodles that can help me connect with my prior knowledge. <o:p></o:p></span></div>
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<span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">My position as an experiential
cognitivist truly is at the core of how I work and learn. It also influences how I teach, however,
there is a time and place for everything and I recognize that different
subjects and different students require different approaches. My tendency as a teacher is to shift along
the cognitivist-constructivist spectrum, towards constructivism. I encourage interaction and collaboration in
the classroom between me and the students and amongst the students
themselves. As students progress in the
program, my teaching objectives evolve from strategies for students to acquire
foundational knowledge, to applying and creating new knowledge.</span><span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-no-proof: yes;"> </span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-no-proof: yes;"><o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-no-proof: yes;">“As</span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span lang="EN-CA">an
experiential cognitivist, I understand knowledge as a series of internal
connections that are made through experience” (Kemp, 2015, p.8 ). I can relate my way of knowing to previous
and current experiences of learning and of teaching. Through this research and reflection I have
also developed an understanding of various other epistemologies, learning
theories and strategies and have had stimulating discussions with my cohort about
where some of these concepts fit and how they are related with one
another. <o:p></o:p></span></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"><span lang="EN-CA"><br /></span></span></div>
<div style="margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 12.0pt;">
<span lang="EN-CA" style="font-family: "Arial","sans-serif";">Harasim, L.
(2012). <i>Learning theory and online technologies. </i>New York, NY: Routledge.</span></div>
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<span class="MsoHyperlink"><span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Kemp, L.
(2015). <i>My personal epistemological position.
</i>Royal Roads LRNT501</span></span><span lang="EN-CA" style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"><o:p></o:p></span></div>
lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com0tag:blogger.com,1999:blog-5447817854058515229.post-23530775975668930722015-08-08T22:07:00.003-07:002015-08-08T22:11:57.353-07:00Trust the Process<div class="MsoNormal">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgRnj82DDDbhMZLbSIL54YTsGqm0hAMwr1tvWq6riwZlXFYHf-6ZKs9Iutm6L0OJGClrsa1E4WXPBVD6B5PnNbPECcv8D1eJvlWWLjKMABSDSy-FTSc-GRay5FGhKHXaWfWUy8sjPs12Y0/s1600/Trust-the-Process1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="282" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgRnj82DDDbhMZLbSIL54YTsGqm0hAMwr1tvWq6riwZlXFYHf-6ZKs9Iutm6L0OJGClrsa1E4WXPBVD6B5PnNbPECcv8D1eJvlWWLjKMABSDSy-FTSc-GRay5FGhKHXaWfWUy8sjPs12Y0/s320/Trust-the-Process1.jpg" width="320" /></a></div>
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<span style="font-family: Arial, sans-serif; line-height: 115%;"><span style="font-size: xx-small;">Retrieved from: <a href="https://www.pinterest.com/croleyeyecare/vision-quotes/">https://www.pinterest.com/croleyeyecare/vision-quotes/</a></span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Last week, while we were in our residency bubble, I sent
a message to a colleague who had gone through the MAELM program a few years
ago and had been in residency at RRU twice. I told
her that as I was experiencing residency, I was thinking about her. I also mentioned that I thought my brain
might explode…. Her response was reassuring
as she remarked on the intensity, but also on how amazing and awesome the
experience was. She wished me luck,
encouraged me to “hang in there,” and left me with “trust the process.” <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Trust the process...<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">I am grateful for her words, as I have thought about them
often, since then. There have been a
number of new concepts that we have been exposed to that I have found difficult to comprehend. To add to the challenge, we usually had to
apply the concepts to an assignment right away. How was I going to complete an assignment when I didn’t completely understand
the idea behind what I was to do?<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">There are a few examples of this from the past few weeks. One example was in Introduction to Learning Theories when we were asked to start the writing process
for a paper, outlining our own epistemological assumptions. At that point I was barely able to pronounce
the word "EPISTEMOLOGY" and was only beginning to understand the meaning (after
reading and writing and re-reading multiple definitions). I only had a slight grasp on the general idea,
let alone what my own epistemology was. Through
reflection and further readings, I gained some clarity and, through a windy road,
found my way to be able to articulate my epistemology. <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Trust the process…<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Our last assignment while we were in residency was a team
project that entailed summarizing scholarly communities of journal articles,
including cultures of inquiry and theoretical frameworks. - Scholarly communities? - Theoretical
frameworks? Theoretical framework, in
particular was difficult for me to comprehend.
In his you tube video Francois Desjardin defines theoretical framework as “a logically structured representation of the concepts, variables and
relationships involved in a scientific study with the purpose of clearly identifying
what will be explored, examined, measured or described.” We discussed it in class and I continued to
look for more information, but it still seemed abstract to me. Regardless,
I needed to do the readings and start working on the assignment. As I looked for meaning and key words, I
began to see some patterns and clues. As
I continued to research and we worked together as a team, it started to make
sense and I remembered to trust the process. I feel like there is a lot left to understand about theoretical frameworks
and scholarly communities, but then again, we are only 5 weeks into our program.<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Trust the process…<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">I’m working on our last assignment for Introduction to
Research. It involves writing an
annotated bibliography, an article summary and an article critique, all of
which are new to me. I have some
questions, I have found some answers and then there are some more questions. I will continue to work on it and, as with
the other assignments, I will trust the process and by the time I am finished,
the picture will be much more clear than when I began. <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Desjardins, F (2010). <i>Theoretical
Framework</i>. Retrieved from <a href="https://www.youtube.com/watch?v=EcnufgQzMjc&spfreload=10">https://www.youtube.com/watch?v=EcnufgQzMjc&spfreload=10</a><o:p></o:p></span></div>
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lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com4tag:blogger.com,1999:blog-5447817854058515229.post-83356633485452458742015-08-06T22:40:00.000-07:002015-08-06T22:42:30.165-07:00A Research Topic Area Already?<div class="MsoNormal">
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">What? - I’m
supposed to be thinking about my final research paper already? But isn’t that over a year away? I thought I had lots of time to figure that
out. <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Prior to our discussions about thesis vs research paper,
I was already leaning towards the research paper. For one thing, the extra courses that are
part of the research paper route appear interesting. Secondly, the research paper seems to be more
structured and less daunting.<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">The only other previous assumption that I had was that my
research question will be related to my work and will benefit the Fashion
Institute in one way or another. This
assumption still rings true and will require conversations with various
stakeholders. </span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">I realize that a consideration that is probably more
significant than being practical to my workplace is that it needs to be
something that I am deeply interested in.</span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">The investment of time and energy required for this project will be
significant.</span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">If I choose a subject that
I am less than passionate about, it will be difficult to maintain motivation
and to give myself to the project to the degree that will be needed to ensure a
success.</span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"> </span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">I’m sure that my ideas will expand, and I expect to eventually
have a wall of sticky note ideas, but as I consider where my interests and
curiosities are presently, I have been thinking about how many characteristics
of today’s student have changes from
previous years (this is making me sound old).
<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Recently, our work team hosted a national conference for fashion
educators. One of the sessions was entitled
‘What is up with the New Generation,’ presented by Maureen Towns http://maureentowns.com/. Maureen asked us to call out words to
describe the generation, as she captured them on a flip chart. It actually felt quite judgmental. Some of the recorded words were:
irresponsible, unaccountable, poor work ethic, non-committal, unable to
prioritize, tech savy. After Maureen
finished collecting input, she invited her niece to come to the front. Her niece wasn’t being defensive, but she did
share her perspective. She was a university
student who was struggling to make both grades and make ends meet. Although I can’t recall all the details of
her day that she described, I was impacted by how much she had on her
plate. She explained that sometimes she
had to miss a class, not because she wanted to, but because she need to take a
shift at work to pay her bills so she could stay in school. She then had to try to catch up on her own
and was often caught in this cycle that might appear as though she wasn’t being
responsible, but in actuality she was making decisions based on immediate
priorities. I could see some of our own
students in this young lady and it made me wonder if there was a way we could
help them differently. <o:p></o:p></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcm5GFZ-6ta2Ihx5FbyqBpBwojEVCOaFDk-O1eRLpQtX4ReMJCK99AdOUGxt3tnHgFF7ceHa-_y8s14834qbJ7yQsCiXrnickM2IF1AD38rLpRPbSGLEXNzmuX8v7lQ2pHptTmirlrfeOh/s640/blogger-image-1813204236.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="233" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcm5GFZ-6ta2Ihx5FbyqBpBwojEVCOaFDk-O1eRLpQtX4ReMJCK99AdOUGxt3tnHgFF7ceHa-_y8s14834qbJ7yQsCiXrnickM2IF1AD38rLpRPbSGLEXNzmuX8v7lQ2pHptTmirlrfeOh/s320/blogger-image-1813204236.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Photo by Lori Kemp</td></tr>
</tbody></table>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">It seems to me that young people have different complexities
in their lives. For that matter, I think
society in general has different complexities and responsibilities. All of this has made me think about the potential
of FLEXIBLE learning in our apparel technology program. Years ago, my reaction
to such a consideration would have been that it wasn’t possible to teach our
skill based courses in any kind of an online environment, but today I am
intrigued and curious about a flexible program model that would support
student success in apparel technology. <o:p></o:p></span></div>
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lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com0tag:blogger.com,1999:blog-5447817854058515229.post-35639274625022522072015-08-02T07:47:00.001-07:002015-08-02T08:06:52.923-07:00Our Own Lens<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIzAH5J9wYHTZE2fefPAncDlvz3zcfq0Y8nlSYlcOCKnTSa0WBojr1JWHM0smcL8SSayq26xCzdai3CD4oMj3bFwvunAafbN9f8d8EWCAEdSlorywYBgmuLTGbBJnnVcDehRBYLd6jj4jN/s1600/Anais-Nin-quote.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIzAH5J9wYHTZE2fefPAncDlvz3zcfq0Y8nlSYlcOCKnTSa0WBojr1JWHM0smcL8SSayq26xCzdai3CD4oMj3bFwvunAafbN9f8d8EWCAEdSlorywYBgmuLTGbBJnnVcDehRBYLd6jj4jN/s320/Anais-Nin-quote.jpg" width="320" /></a></div>
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<span style="font-family: Arial; font-size: 14.6666669845581px; line-height: 20.2399997711182px; white-space: pre-wrap;">"We don't see things the way that they are; we see them as we are," is a quote that caught my attention about 7 years ago, at an exhibit at the Telus Spark Centre. Interestingly enough, shortly after seeing that quote, I came across a school project that I had done when I was about 11 years old that included that same quote. I realized it was something that resonated with me not just in that moment, but at my core. </span><br />
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As we have reflected on our epistemological positions, this thought has resurfaced again. I hope that as I grow as a researcher, I will be able to see things objectively, as they are. That being said, as we have discussed in our MALAT courses, who we are and how we think does influence how we see things. Understanding how we validate knowledge leads us to research that is complimented by our epistemological positions. For example, someone that has an objectivist epistemology will likely be more drawn to research that studies quantitative data, whereas someone that views knowledge from a constructivist or cognitive view may prefer research that is grounded in qualitative data or mixed methods. Also, being aware of our epistemological position also allows us to consider our own biases. Being aware of our biases may lead us to approach the research in a way that will balance out our biases. Recognizing that we all view things differently, also allows us to be open to other perspectives and consider them as valid knowledge.</span></div>
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<span style="font-family: Arial; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">In research, we may not actually see things the way we are, but the way we see things is influenced by who we are and needs to be balanced with providing evidence. The fundamental question of “how do we know that?” needs to be answered. It is relevant,however, in the sense that we see things through our own lens, which is based on who we are and how we view knowledge. </span>lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com0tag:blogger.com,1999:blog-5447817854058515229.post-9929891766099392772015-07-30T08:12:00.000-07:002015-07-30T08:12:29.823-07:00Critical Friend(s) and Editors<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">I’m sure that I went over my finished project 100 times,
checking and double checking that it made sense, testing out the links from
different browsers and devices. I could
see nothing else that needed to be changed, so I pressed “submit” – done. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I opened my project a number of times after that. On a few occasions I referred to information
from it. At one point we shared our
project with a classmate. It must have
been about the 10<sup>th</sup> time that I looked at it, post submission, that
it jumped out at me: that BLATANT, SILLY
ERROR that I had missed, missed, and missed again jumped off the screen at me. I could not believe it! How could I have missed something like that
after reviewing it so many times?!<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Sometimes we use the term “looking over” something. I looked over my project so many times, that I
overlooked my error. It couldn’t see the
details anymore. <o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This experience has reminded me of the importance of
reaching out for support through this journey. There are multiple roles within that support structure,
and an editor is a key role. When an
editor reviews our work, they are doing so with fresh eyes and are looking for
corrections that need to be made, the organization of the project, and flow of
our work. They are the critical eye that focuses on grammar and structure. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">We talked last week about the importance of having the
support of critical friend. Similarly to an editor, a critical
friend also provides feedback, but with a focus on "where are you coming from and what is your idea?" as opposed to the structure. A critical friend and is someone that can bring a different perspective,
encouraging you to consider alternate angles. Their job is to review with a critical eye and question what you are
doing, in order to push you to broaden your consideration. Sometimes a critical friend may be needed to simply
bounce some ideas off of. This relationship requires some of the same
characteristics as other important relationships in our life: honesty, trust, communication and
patience. On this side of that relationship, it requires
openness to receive and consider criticism graciously. <o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">There are other types of support that I know I will need
throughout this masters journey, such as encouragement and patience from friends,
family and colleagues….and someone to clean the house :-). I foresee leaning on various critical friends
and editors in my life, and I hope that I can be a valuable critical friend to
some of my RRU colleagues. I know that
my friends and family are behind me, and for that I am grateful. <o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This is a complex journey and I recognize that we will
benefit from supporting others and from receiving what others have to offer along
the way. </span><o:p></o:p></div>
lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com0tag:blogger.com,1999:blog-5447817854058515229.post-84369784105603746102015-07-22T22:59:00.003-07:002015-07-23T07:01:24.188-07:00Team Work - Today (Literally)<div class="MsoNormal">
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">I think that most of us would agree that team work doesn’t
<b>always</b> look like this:<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhD7-nLtyP1OcyrqApfuNqEyN-E7ymUBlqAc7sKVfzlM3bSJanktz3diBl9TOXYcufgOzKXPOhSmOTEX-cTCwYA9hi5B0lmZQkF86N6hYk3JW4jGvNkd62zSB7bT2dQ1FleFflJfFfnun_O/s1600/team+work.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Times, Times New Roman, serif;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhD7-nLtyP1OcyrqApfuNqEyN-E7ymUBlqAc7sKVfzlM3bSJanktz3diBl9TOXYcufgOzKXPOhSmOTEX-cTCwYA9hi5B0lmZQkF86N6hYk3JW4jGvNkd62zSB7bT2dQ1FleFflJfFfnun_O/s200/team+work.jpg" width="200" /></span></a></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">The experience of working on a team can be an inspiring, productive,
satisfying experience. It can also be uncertain,
especially when working with people that you have not previously worked with.
There are the questions of who will take on which role? Will the team be focused? Will the team work efficiently? Will we
communicate well? Will everyone contribute?
<o:p></o:p></span><br />
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">This afternoon we were presented with our first team
assignment as part of the Introduction to Research course in MALAT at RRU. We were tasked with creating a presentation to
explain how we would use different research traditions to address our topic. There were three or four people assigned to
each team. The timeline was tight, as the
presentations are to be made in the morning, not to mention we have a lot of
other course work to address as well. <o:p></o:p></span><br />
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">We listened to each other, we shared ideas, we considered
one another and we worked collaboratively.
We got the job done efficiently and all three of us were happy with the
experience (at least that’s what the other two told me) and with the work that
resulted from it.<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Yesterday, the subject of one of our group sessions was about
working in teams. One of the team work
concepts that we discussed was Tuckman’s model of group development. In our experience today, we pleasantly
skipped over the storming stage, spent a brief time in the norming stage and
moved promptly into performing. <o:p></o:p></span><br />
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<div style="text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Tuckman's Model of Group Development</span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: 8.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><a href="http://ola-aleksandra.blogspot.ca/2011/05/teamworking.html">http://ola-aleksandra.blogspot.ca/2011/05/teamworking.html</a><o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">When I reflect on what attributed to our success today I
can identify the following</span><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Arial, sans-serif;">:</span></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">1) Respectful Communication<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">We listened patiently<o:p></o:p></span></div>
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</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">We spoke in turn<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">2) Common Goal<o:p></o:p></span></div>
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</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Consideration for the best interests of each
individual within the team <o:p></o:p></span></div>
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</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">We returned to the question of “what do we
need to accomplish” throughout the process<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">3) Collaboration<o:p></o:p></span></div>
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</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">We were able to build on each other’s
thoughts and ideas, rather than getting tied to our individual thoughts<o:p></o:p></span></div>
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</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">We each took sections to look up and we did
some of our work in a shared document<o:p></o:p></span></div>
</div>
<ul><ul>
</ul>
</ul>
<span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">One thing that we did not set out at the very beginning
was identifying our individual roles on the team.</span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">We did not spend time identifying our
strengths, but rather started right in on the conversation of where our interests
were, regarding a topic.</span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">Because it was
a small group, the role division may not have been as crucial.</span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">The overall effort was very
collaborative.</span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;"> </span><br />
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<span style="font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">Maybe being a part of a new team can be seen
as an opportunity, starting off without biases of how the experience will
be. It is valuable to reflect on what worked well and to consider
how those attributes can carry forward to other team experiences. </span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
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lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com0tag:blogger.com,1999:blog-5447817854058515229.post-87833151976195689782015-07-19T14:01:00.000-07:002015-08-06T22:44:32.501-07:00Cultures of Inquiry and Me<div class="MsoNormal" style="background: white; margin-bottom: 0.0001pt;">
<span style="font-family: inherit;">Over the last two weeks,
as part of the Introduction to Research course, I have been orienting myself
with the cultures of inquiry as explained in <i>Mindful Inquiry in Social
Research</i>. The process of creating the required infographic allowed me to
begin to understand the distinct epistemological assumptions of the various
cultures of inquiry and how they can complement each other, offering different
aspects on which to build meaning. <o:p></o:p></span></div>
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<span style="font-family: inherit;"><br /></span></div>
<span style="background-color: white; font-family: inherit;">As I initially read
through <i>Mindful Inquiry in Social Research</i>, I created a table for each culture
of inquiry, making notes regarding the types of concerns that each inquiry addressed,
the epistemological assumptions, and the relationship between the researcher
and the research. I </span><span lang="EN-CA" style="background-color: white; font-family: inherit;">colour</span><span style="background-color: white; font-family: inherit;"> coded my information and then proceeded to deconstruct it and
reorganize it, identifying patterns and aspects that resonated with me.
I am a very visual learner, so this process was effective and I was excited to
discover the connections and how I could relate to some inquiries more than
others.</span><span style="background-color: white; font-family: inherit;"> </span><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img alt="" border="0" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6UmlluAxDUVeVQOcKYtvMV1tm70fD6FXVBGhkIrYhW9shnuFFQpD-iJxn09_t2jtQJ-SoZ6vnKdhJVTsapCatsTod1ebntUvOzedpB56oKFibuSTey0wiqZqYRFvA05u6r0LaEXZQ_Iql/s320/inquiryprocess.jpg" style="margin-left: auto; margin-right: auto;" title="photo by Lori Kemp (Lori's kitchen)" width="320" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Phot by Lori Kemp (Lori's kitchen)</td></tr>
</tbody></table>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6UmlluAxDUVeVQOcKYtvMV1tm70fD6FXVBGhkIrYhW9shnuFFQpD-iJxn09_t2jtQJ-SoZ6vnKdhJVTsapCatsTod1ebntUvOzedpB56oKFibuSTey0wiqZqYRFvA05u6r0LaEXZQ_Iql/s1600/inquiryprocess.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"></span></a></div>
<span style="font-family: inherit;">There were four
inquiries that I was initially drawn to: hermeneutic inquiry, phenomenological
inquiry, comparative-historical inquiry, and ethnographic inquiry. Each
of these cultures demands a degree of empathy from the researcher, with varying
degrees of engagement with the subject. I also could see how the nature
of these inquiries could move in and out of one another, at times providing a
foundation of knowledge from which to build upon, and other times potentially
revealing a different perspective to meaning. For example, hermeneutic inquiry
involves the interpretation of textual and non-textual information. It is
often essential to interpret information, before moving deeper into another
culture of inquiry. Hermeneutic inquiry has the potential for supporting
many of the other cultures of inquiry. Ethnographic
inquiry involves the study of people and cultures. In order to understand
the lives of another culture, it may be beneficial to spend some time in
comparative-historical inquiry, identifying patterns that may contribute to the
ethnographic research. </span></div>
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<span style="font-family: inherit;">Bentz and Shapiro (1998)
described the concept of using several cultures of inquiry within a particular
project as triangulated research design, where researchers use different
methods, traditions and techniques at different levels. Comparatively,
they also described the spiral of mindful inquiry as a motion of knowledge, progressing
around a spiral and through different cultures of inquiry, while expanding and
moving forward. In both of these concepts, the researcher is at the
centre of the research. <o:p></o:p></span></div>
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<span style="font-family: inherit;">I was inspired to see
the correlation between the various cultures of inquiry and although my
reflection focused specifically on the four inquiries of hermeneutics, phenomenology,
comparative-historical inquiry and ethnographics, I look forward to further
exploration, reflection and discovery.<o:p></o:p></span><br />
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<a href="https://docs.google.com/presentation/d/1mVjoiLrqSkVCSHbtgylzPnCv1t-0b1xCayL2BCjUGR0/edit#slide=id.p"><img border="0" height="182" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSyEy7l-Dn02qQZzrwsQz1S9WH8ga-sZc9D0L2qL-0Vvg7kmMqfrcTpIvHZk6heoCtGX9J2WwVfwMkiPv-boBxouI6dXo_GzlmLpNCrU0CTSv178khFo5BwouhumOY8q5_92p_rYe3Uzva/s320/CulturesInquiryInfographicKemp.jpg" width="320" /></a></div>
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<i>Infographic - Cultures of Inquiry Reflection - Lori Kemp</i></div>
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Reference:<br />
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #222222; line-height: 115%;"><span style="font-family: inherit;">Bent,V.M., & Shapiro,
J. J. (1998).<span class="apple-converted-space"> </span><i>Mindful Inquiry
in Social Research</i>. Thousand Oaks, California: Sage.</span></span><o:p></o:p></div>
</div>
lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com1tag:blogger.com,1999:blog-5447817854058515229.post-25396686953394211252015-07-12T14:04:00.000-07:002015-08-06T22:45:34.790-07:00Welcome to Reflecting in Mindful Inquiry<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitvBSx7B0y2NFOezOryVOXFsZb5_9CwAiLxzcH73WZA4cY07cCV_ZznScQr_9AXiBuOAA0cmRi-lNVqIQGQoWdujKzTsVXGUK0hKYP-jUcyyaatK2mdyupmDktmg9Hgs6HxeWjdYY4jdac/s1600/IMG_0565b.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitvBSx7B0y2NFOezOryVOXFsZb5_9CwAiLxzcH73WZA4cY07cCV_ZznScQr_9AXiBuOAA0cmRi-lNVqIQGQoWdujKzTsVXGUK0hKYP-jUcyyaatK2mdyupmDktmg9Hgs6HxeWjdYY4jdac/s320/IMG_0565b.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Lower Lake, Kananaskis - photo by Lori Kemp</td></tr>
</tbody></table>
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<span style="font-family: inherit;">Welcome to this space, <b>Reflecting
in Mindful Inquiry</b>. This blog is a
part of my journey in the MA in Learning and Technology program, specifically
as part of the Introduction to Research course.
I hope to use this practice as a reflection on the learning, which based
on the first week, I anticipate being vast.<o:p></o:p></span></div>
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<span style="font-family: inherit;">The text book for this course, <i>Mindful Inquiry in Social
Research</i>, introduced me to many new terms and concepts in research, including cultures
of inquiry, research methods, research traditions and epistemological
frameworks. I realize that these
concepts are large and deep and that in one week I have only scratched the
surface.<o:p></o:p></span></div>
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<span style="font-family: inherit;">I appreciate that the authors have taken a somewhat holistic
approach to the introduction of research.
The idea of Mindful Inquiry resonates with me, particularly mindfulness in
the sense of being aware and working with focus and attention, concepts which the
authors describe as being an inherent part of Buddhism. Mindfulness
extends beyond the notion of taking responsibility for one’s own actions,
thoughts and experiences, and calls one to be considerate of how those actions,
thoughts and experiences affect
others. From a research perspective, this requires
thoughtful consideration in all aspects of the cycle, from identifying the
purpose and articulating the question, to determining the appropriate cultures
of inquiry and the research methods, and evaluating and communicating the knowledge. <o:p></o:p></span></div>
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<span style="font-family: inherit;">These initial thoughts on Mindful Inquiry have brought me to
this blog page as “Reflecting in Mindful Inquiry.” I considered a few variations of this idea
such as "A Reflection of Mindful Inquiry" or "Reflecting on Mindful Inquiry." I have
settled on my chosen title in hopes that it will ground me in this space, as I consider
my connections to the learning from <b>within</b>
a place of mindfulness and awareness. The
image that comes to mind when I consider </span>this<span style="font-family: inherit;"> idea is a place of centeredness, connecting
with and moving through the considerable surrounding activity (I think I feel a
second blog post brewing!).</span><span style="font-family: inherit;"> </span></div>
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<span style="font-family: inherit;">From my perspective, reflection will be key in working, living
and inquiring from a place of mindfulness.
It is in my nature to reflect upon things. I prefer to be able to step away from a problem to
consider it more deeply, and to look at it from different perspectives. I can think of several situations when I have
left a meeting or discussion and after further reflecting on the details for
sometimes only a few minutes, coming up with alternate contributions that would
have been preferable to the “on the spot” contributions. Reflection can take time. I must say that I have found it challenging
to reflect (to the extent that I would prefer) on the ideas and concepts that
we have been exposed to in the first week of our program, within the short time
that we have. The learning curve has
been quite steep, and my mind is just getting warmed up. That being said, I am seeing that the activities
that we have been asked to do (such as this blog) are activities of reflection
themselves. I am looking forward to this
journey that has only just begun. <o:p></o:p></span></div>
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Reference:<br />
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<span style="font-family: inherit;"><span style="background: white; color: #222222; line-height: 115%;">Bent,V.M., & Shapiro,
J. J. (1998).<span class="apple-converted-space"> </span></span><i>Mindful Inquiry in Social Research</i>.
Thousand Oaks, California: Sage.</span><o:p></o:p></div>
lkemphttp://www.blogger.com/profile/01265073468448095434noreply@blogger.com1