The Ed non-Tech (EnT) Podcast

Matt's Notes Welcome, one and most, to the final regular episode for this THIRD season of the EnT! Academic year 2024/25 has been one for the books... and not just geopolitically, either! This episode sees us talking about marking... and a whole host of associated issues! Please check it out, as per your preferences! https://youtu.be/WT-0cTBQsG4 I guess it (the end of the term) hasn't really hit us yet! #ednontech 77 episodes in, and we're just getting started! #ednontech https://www.youtube.com/watch?v=TGSD-jWq6_s And that is it! Time, gentlemen! Gentlewomen! Gentlefolk! It's time. Exams are over! Classes, too! Piles were created, eliminated, recreated, shifted into numerical and alphabeticized data formats... from rich to flat... from multimodal to binary! We've been given our orders, and boy did we march! I'm doing my best to stay general here! After the marking done, what else is there? For this itinerant educator fella... a repositioning, of sorts! From one rich, significant context to another! Severance will ease the transition! My point remains: it is better to be an educator in Canada than anywhere else in the world! It's my dumb luck to be of this place! And especially the Maritime place(s)! What's to stop anyone with a desire to self-improve to take that 10,000 hours and turn it into a thing for life... beyond the commercial applications! Writing, for me, is life stuff. It's DNA stuff. It's what I think about, and it's how I think! It's well prior to the educational endeavor chronologically, mentally, and spiritually! Teaching is a thing of the spirit. So is music. So is writing. I'd like to think we try to give that creative spirit, writ large, some space and some exploration through this show and our various and sundry and associated and non-mutually-exclusive other endeavors! This is all to say: education is freedom! We are pursuing this with commitment and conviction! And we are grateful to you, or anyone, who takes an interest in this for any reason whatsoever! We'll see you again in the fall! Doug's Notes Marking Out of the discussion of the last fifteen years we find one point of absolute agreement, namely, that we should overhaul thoroughly the methods by which we measure the outcome of instruction in the public schools.  Rugg, H. O. (1918). Teachers' marks and the reconstruction of the marking system. The Elementary School Journal, 18(9), 701-719. Secondary school teachers reported an average workload of 47.6 hours per week, made up of: 20 hours of face-to-face teaching; 11–12 hours of marking, planning and preparing; and 7 hours of administration  A number of teachers highlighted the cyclical nature of their marking workload, confirming that the hours spent on marking increased at certain peak points during the school year such as assessment, examination and reporting periods. As one teacher remarked, ‘These times change throughout the year. During musical time, reporting periods, senior marking, these hours double if not triple’ Manuel, J., Carter, D., & Dutton, J. (2018). 'As much as I love being in the classroom...': Understanding secondary English teachers' workload. English in Australia, 53(3), 5-22. Without considering the 21st Century teaching and learning activities, there are factors that are often left out in teaching workload calculation. Among of those factors are:  (i) courses regularly and repeatedly taught over time,  (ii) the evaluation types,  (iii) pedagogical methods employed,  (iv) the amount of assistance available from a teaching assistant(s)/ laboratory demo assistant,  (v) the coordination of industrial training and final year projects course,  (vi) practicum, especially for counseling and nursing course,  (vii) the course coordinator load,  (viii) individual private lesson, i.e. music lesson. … the assessment of student learning was the single most ...

Matt's Notes Hey there, hither and yon! We are most def gratitudinal (sic) to see you here and now! In this episode, Doug went way in the way back machine and brought out a topic and possibly the start of his part of these notes back in fall of 2023! We're always trying to fully use what we create on the way to these notes, and it's always great to be able to go back and rescue topics and ideas that had perhaps fallen to the side! Folks, we are talking loss & grief in education... and it does get heavy! https://youtu.be/quYUPX2M-Rw We are committed to these discussions! And we are excruciatingly handsome! #ednontech Unsurprisingly, we have some exceedingly handsome audio hereabouts as well! #ednontech https://www.youtube.com/watch?v=4tuV4drxVXc&t=1s Listen, I'd be remiss here not to observe the following that have been shaping my viewpoint on certain aspects of how communication works in our new Trumpian, post-social media shitshow that is passing for culture! The Pope died on Easter Sunday the day after meeting a senior executive from one of the most chaotic, problematic US administrations in modern history. This same Easter weekend has also coincided with the normal 4/20 stoner fest to celebrate legal weed. As far as significant rock things go, we are also this same weekend with Easter, the death of the Pope, and 4/20... today, as I write this, Easter Monday of 2025... is the fifth anniversary of the passing of Prince, the legendary genius generational musician and cultural icon... and, at bottom, basketball-loving Minneapolis homebody! They're a type, actually! It's also Iggy Pop's birthday today, cause why the fuck not? In the times of MAGA and the complete annihilation of economic, cultural, and political norms... people are feeling stressed, angry, exhausted! I know this because I've made an intentional effort to reach an American audience for podcasts and other media offerings vis-à-vis the "adding friend" feature on FB! Here are the points that I made this afternoon when somebody reached out! It seems best to share these verbatim! Honestly, I think this says it all! I have a PhD in a thing called educational technology! I teach English at a college here in Alberta! I've been doing somewhat of a multifaceted social media experiment. I'm using 5 different social media platforms with pretty specific purposes in order to amplify content that I produce related to: an education podcast, a music podcast, a literary interview series, plus bespoke indie media production. As of 6 weeks ago, I had around 115 followers... a normal, selective amount for a middle-aged separated educator guy. Then, after your president fucked over the world economy, I decided to start poking back through very specific and disruptive techniques equating to spam, but with advanced cultural and technological messaging behind it. Cause you know, 4 university degrees, temporary English contract, away from my kids, single, basic bored sober dude. I'm trying to be as transparent as possible to anyone who asks. I have a very legitimate 20 year practice as PhD level educator in the language, learning technology, training and development spaces. I have seen MAGA use very basic features and approaches through Meta tools, largely FB and IG but also Whatsapp. The Democrats are utterly fucked at running counter messaging. I am a basic overeducated Canadian dude whose Grandfather fought in Korea alongside American troops in the first conflict against Soviet-Russian backed forces following WWII. I take this bullshit from your fucked up bigoted dictator personally. I am using very basic counter propaganda techniques to put out messaging which is educationally and cultural valid, while also causing the other side to scramble with my advanced writing skills and my basic ability to use media creation tools and web marketing techniques to disrupt some very bogus and lazy...

Matt's Notes Hey there! Welcome one and most to this uh... dual-purpose episode of the EnT, falling as the recording session did... on both Easter Sunday and also 4/20! To get full stunt production value out of this convergence, we are releasing two different but in some ways thematically overlapping issues within a short timespan! First up is our chat on repossessing education from the throes of bad jargon and the accompanying lack of attendant conceptual clarity! https://youtu.be/Vdq3vxGVMQc Video capable, if you've gumption enough! #ednontech We've got your (semantic) back, Jack! #ednontech https://www.youtube.com/watch?v=3nPEM5d-MtQ To my mind, any conversation that I get to have with Dr. Doug Reid is pure gold! Let's be really real here for a moment! Due to the incessant deluge of chaos from certain significant geopolitical entities, it's hard to believe how much things have changed in many of our lives since the beginning of 2025! I've said for months now that mental health and wellness are vital! You have to be proactive, in my opinion! Those who have observed my recent pivot in terms of my very specific and intentional uses of Meta apps, particularly Facebook, may have some questions at what some of the actions there signify on a wider scale! Let me say first that anyone who has asked directly has received a proper explanation! These parties include my mom, my dad, my students at Keyano, my kids, my best friend, and my podcasting partners! In full transparency, I am engaged in a valid form of peaceful protest of what I perceive as propagandistic tactics and approaches by various state and non-state entities by emulating social media's algorithmic content sharing practices and exponential reach through a highly porous and ad hoc social networking "outer layer". This porous outer layer of social interactions is actually a small subset of how Meta makes money off secondary and tertiary marketing of aggregated heaps of mega-data to various other commercial and noncommercial enterprises and entities and actors. As such... I'm essentially using the features of Facebook to offer a critique of the platform and problems associated with rendering significant cultural issues down to clickbait in between highly problematic ads, with a user ecosystem rife with malicious, dishonest user accounts... and a great, great many bots! At some point, a wider and deeper explanation of the mindset that led to this, the practices, and lessons learned may be warranted! At the moment it is simply interesting to discover new areas of practice within the ed tech endeavor which I have been participating in for nearly twenty years! Thanks as ever to Doug for a compelling topic and a great conversation! https://www.youtube.com/watch?v=5hDtHjksVNw For my educational non-dollar, I'd strongly recommend this interview with one of the greatest actors of his, or any, generation! Doug's Notes “Repossessing the jargon” What is the youthful mind curious about - at least till we deaden it with our preposterous schools - but about these very marvels of creation which we do our best to spoil for him with our learned jargon and our grammar rules? Atkinson, W. (1872). Primary School Education. (2), 46-46. The use of jargon in education is a problem where it is not used consistently. This inconsistency limits how people within the profession communicate with each other and also how those professionals communicate with others. Hollingshead, S. L. P. (1994). The use of jargon in education, 1920-1990. University of Nevada, Las Vegas. This book is good reading when you have just a few flee moments and when you have had a conversation with a teacher and are not quite sure about the terminology mentioned. Bottom line: Essential. Jargon book is a terminology book through which preservice language teachers keep significant terms and methods that are related to language teaching. ...

Matt's Notes Thanks for joining us here at the EnT! We take a deep dive into personnel and/or personal factors associated with the educational endeavour, writ large! We hope you will be as stoked about this as we are! https://youtu.be/2J6aqFrINZo When we started all we had were our handsomeness, talent, and experience! Then we started to figure out what we're doing! #ednontech It's yours to keep, this audio, if you want! #ednontech https://www.youtube.com/watch?v=LPn0KFlbqX8 Here we are! In the past 28 or so hours since recording this episode, we've put 3 new episodes of the new Writers on Writing series of interviews associated with my role as an English prof! Plus putting together this here EnT! As such, I've precious, precious little to add here... as I'm teaching in a few hours and have a lecture still to prepare! I am grateful to Doug for this topic! Personality, personal integrity, accountability, and other considerations of the person as a whole are significant to the educational endeavour, generally! Looking back on it now, I see that the Community of Inquiry (CoI) model and particularly the construct of social presence--- which I studied as part of my University of Calgary Education Doctorate (Ed.D)--- informs my perspective on much of what we discussed today! And, further, the case study research method as well! Given these outstanding areas yet to be fully explored, I'm hopeful we'll be able to revisit this topic again before too long... and possibly further explorations may be warranted! My reading list at the moment is veering towards the texts I'm teaching for my classes this term, and also lately a collection of Nietzsche's essays On Truth and Untruth... I am finding this somewhat bracing, and even strengthening in the... uh... rather unique economic and political times we find ourselves entangled in! And of course, taking into account the effects these can have on a person's general sense of wellness and wellbeing! As such, my real last word for now is: take care of yourselves. Take care of each other. Make adjustments to your plans or activities as needed. Wellness first, in all things, pals! Much appreciation and respect to Doug for leading this stellar convo! Doug's Notes Personnel case studies in edtech Note that these posts are NOT meant to be deeply researched historical accounts, but how I saw and encountered developments in my personal life. https://www.tonybates.ca/2025/03/25/a-personal-history-29-strategic-planning-for-e-learning-a-personal-case-study/ Trying to develop a vision for teaching and learning make the case for e-learning, demonstrate examples from within and from outside SAIT of quality e-learning, get some idea of where instructors saw the future going in their respective disciplines get them to suggest a ‘vision’ for how they could teach with technology, and discuss the needs and concerns of the instructors. Bates, Tony. "Https://www.tonybates.ca/2025/03/25/a-personal-history-29-strategic-planning-for-e-learning-a-personal-case-study/." Online Learning and Distance Education Resources, edited by Tony Bates, Contact North, 25 Mar. 2025, www.tonybates.ca/2025/03/25/a-personal-history-29-strategic-planning-for-e-learning-a-personal-case-study/ Recently, theorists have argued for a cultural dimension in the design process and the need to provide culturally sensitive learning environments. McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. Australasian Journal of Educational Technology, 16(1). Edtech is also an area to which people come from other disciplines, so there is no shared set of concepts or history. This can be liberating but also infuriating. I’m sure I was not alone in emitting the occasional sigh when during the MOOC rush of 2012,

Matt's Notes Welcome to the EnT on disruption in education! This is the first time we've addressed this full-on, somehow! Please join us! https://youtu.be/yiqhiyFNyfk This video widget isn't going to click itself! Or is it? #ednontech Sound, meet radness! #Ednontech https://www.youtube.com/watch?v=8G-F7ZkVSbE These are the weeks where the sun is well and truly out! We are well and truly into the torrents of spring, despite all the grimness of *ahem* certain GEOPOLITICAL GOINGS-ON (Editor: Easy now, fella). I, myself, personally, and speaking only, solely, individually on my own behalf could stand somewhat LESS disruption across the board, generally! As much as the English teacher in me abhors using a negative statement to frame a point, it's perfectly true to say: I wish things would stop bumping the fuck around so much, generally! Societal disruption is, effectively, the new norm! These are the headwinds we are navigating as a society! This when the mental fortress Marcus writes of becomes paramount! You step into your calm place. You find your few simple doctrines. You find perfect calm. You return to the world. This is what Stoicism provides me, particularly through Marcus, but the other writers are all there too! https://www.youtube.com/watch?v=stmdmpXgYH0 My experience is that kindness, care, mindfulness, respect for students' lives as a whole all set the preconditions for successful learning. Ideally the class will be an island of calm, of sorts. The Stoics have a Greek word: εὐδαιμονία; Eudaimonia which I am always after and which I try as much as I can to encourage in others... in the Stoic sense, rather than the Greek colloquial, of perfect calm from being untroubled. Untroubledness (new word alert!) is something I've come to greatly value over the years and weeks and hours and decades, particularly in middle age! As such, I would like to propose that wellness, self-care, looking out for yourselves and those around you proactively... can all be considered disruptive acts! Inasmuch as the current public spaces are designed in format and messaging to flatten and trivialize anything with a whiff of nuance or emotional resonance! I could go on! I have! I will! But not here, and not now! Thanks as ever to Doug for being such a rad friend and collaborator! Thanks to you(s) for checking out this here EnT! Doug’s Notes Disruption: Tech’s impact on education Some countries have governmental problems in allowing the import of transistors or radios for use by the populace. Some characteristics and uses of radio identified in the review include: The ability to present students with events as they happen. Radio can be combined with visual elements to create an emotional impact which may heighten the effectiveness of instruction. Radio provides listeners with a sense of involvement and allows the listener to hear authorities or programs that are beyond the scope of the typical school system. Radio may be used jointly with other media such as television. Multiplexing offers the opportunity to use single-image facsimile transmission or the use of electrowriters. Radio is capable of copying almost all educational projection that television can do, and at substantial lower production and reception costs. Other services offered include; in-service teacher training, continuing professional education, community service, health and vocational education, etc. In fact, radio has been shown to be as effective as "conventional methods.” Grise Jr, P. J. (1974). Educational Radio: A Review of the Literature. I’m not sure we always notice: sometimes when mainstreaming happens we don’t recognise it. When did e-learning become part of the fabric of education? —Amber Thomas van Mourik Broekman, P., Hall, G., Byfield, T., Hides, S., & Worthington, S. (2014). Open education: A study in disruption. Rowman & Littlefield.

Matt's Notes Hey there all y'all! We've located, mixed-and-matched, calibrated, curated and brought to the fore... this here EnT on universal education! In multiple formats, as is the custom of these here times! https://youtu.be/4fLGIDKHGIM Where this video has been depends your deets, pardner(s)! #ednontech This radio works fine! It's just recontextualized! #ednontech https://www.youtube.com/watch?v=QKchiTASERg So it turns out, I'm writing these notes on the first day of spring! It wasn't intended thus, but here we are! I could... I have... I will... say that about a lot of things lately! And indeed, you can visit my Substack, or any of my social media, for much of that! In the true spirit of this here WordPress, and the EnT... I'll say that given the times we're in, I'm grateful to be in the role of English and social studies-adjacent professor at an awesome publicly-funded college in an awesome community in a really cool part of a dynamic, surprising province* *For now! (Editor: oh come on) https://www.youtube.com/watch?v=h-cyErtxTJI Anyway, there will be a time when I catch my breath and speak in a somewhat linear, comprehensive way to the tech interventions and approaches and whatnot for the past semester and, indeed, the entire preceding academic year. At the moment, my purposes are more immediate! To wit... getting this EnT out the door before the weekend and, presumably, recording EnT 73... but... as far as timelines and the topics and so forth... that all falls squarely within Dr. Doug's purview! In my opinion, this episode jumps not leastly cause of Doug's significant travel anecdotes of his significant travels to Egypt a few weeks back! It was Doug's first time visiting the MENA region, which I called home for 6.5 years a good long time ago back in the Qatar days of my career! Once you visit the Middle East, you're a different person... beyond in merely obvious ways! And so... a brief scan of the preceding confirms that indeed we have enough *premium educational content* hereabouts for me to hit publish on this for the day! Here's hoping that the spring blasts forth with radness in all the right ways for you despite the uh... WIDESPREAD MAGA FUCKERY (Editor: this is your only warning, bruh). Doug's Notes Universal Education - Comenius (1592-1670) & Technology Universal Declaration of Human Rights (UDHR), established in 1948 Universal education in the modern meaning of the term has been closely bound up with three great movements in social evolution. The first of these was the Protestant Reformation. Luther and Melanchthon laid great stress upon universal literacy as a prime essential if everyone were to read and interpret the Bible for himself. The second great force in the development of the universal school was the first Industrial Revolution. Power-driven machinery, the growth of urban populations, and the evolution of the factory system combined to make the demand for universal literacy far more compelling than were the religious sanctions of an earlier time. The third great movement in favor of the universal school was undergoing a marked development, namely, political democracy, with its gradual extension of the suffrage and the consequent demand for an electorate of trained and informed intelligence. ------ The universal school and universal literacy, however, are very recent exemplars of social progress. Bagley, W. C. (1937). A century of the universal school. According to the understanding of the process of education, Comenius considered that the school should be in the function of the well-being of the people, and that all knowledge and all scientific achievements belong to all people and all nations. ------ With his reformist views on the process of upbringing and education, recognizing the need for egalitarianism and the development of education based on the knowledge of the characteristics of children...

Matt's Notes Here it is again! We're burning up the interwebs! We're burning up the time! Please check the medias below for all the whizzing and banging we're capable of within the rule of law! https://youtu.be/h8x7z2dwvc8 Video for all your #ednontech purposes! & Then some! Smoke from your ears will signify success! #ednontech https://www.youtube.com/watch?v=PcFUSxKhITk Though it's been just a week since recording, I'm feeling remarkably separate from this topic! So, in terms of what's been whizzing! and banging! in my current milieu, I'm feeling extremely hopeful around my recent forays into Substack! The 506 Report is going to be lit, but if it were merely a blogging platform I'd have little else to say! In fact, I'm saying that with fewer than five days on the platform, I'd be 100% fine stepping away from Facebook, Instagram, and LinkedIn! There are lots of reasons for this, but the biggest is that as the newsletter is the basis for the wider format, it favors long-form writing, while also providing a feed-like scroll wherein following, liking, and retweeting of "notes" can happen easily... it has a social media ecosystem which is focussed on readers and readership, while also maintaining robust video and audio posting tools. In fact, many of the notes which are cropping up in my feed are to the effect of saying permanently goodbye to Instagram, Facebook, and/or the-platform-that-shall-not-be-named! I can see it! So... if I disappear from all things Meta one of these months... you will know that I'm easily found! Further to all this, I've started some early, but to my mind highly lit, experiments in using generative AI voice clones for the more efficient rendering of poetry and other writing from text-to-voice, then overlaid with (or is that grafted upon?) openly-licensed rhythm, melody, and visual elements... to effectively create a kind of trap music with corresponding bespoke video content! Phew! Call the firefolk to put out that hot mess! This is all to say that we'll have more tangible and developed (and tangibly developed) examples and experiments to speak to when next we are out in these parts! Thanks as ever to Doug for being such a great pal and partner on these here e-adventures! Doug's Notes Whiz bang in Ed Tech Whizbang (noun) A type of firework that made a whiz before exploding. A small artillery shell. Someone or something that holds an explosive amount of success, skill or effectiveness. There are two major issues: Where are we going? How are we going to get there?  Gilbert, W. (1996, September). Supporting 50 classrooms full of whiz-bang technology. In Proceedings of the 24th annual ACM SIGUCCS conference on User services (pp. 65-66). Chicago The projector, the operating system, and the educational software affect effective use of large-screen systems for whole-class instruction. Even when all of these factors are aligned, instructional benefits can only be realized when teaching methods are designed to take advantage of the new capabilities.  Aspects of teaching that have been affected in classrooms observed include: Planning and Preparation Lesson Organization and Sequencing Teacher Actions  Bull, G., & Garofalo, J. (2006). The 20-Foot View. Learning & Leading with Technology, 33(5), 36-37. Chicago Two computer-based technologies are becoming increasingly prevalent in the delivery of on-campus instruction:  (1) online course management systems and specialized collaborative environments that permit electronic communication of classroom instruction materials to students, among students and between student and instructor; and (2) wireless network systems that allow faculty and students with mobile computers to communicate with their campus networks. --- Teaching in the wireless classroom Wireless projection Wireless Internet access Online quizzing

Matt's Notes For our first episode of 2025, we've opened up our various variousnesses (sic) ahead of the winter semester proper to consider where we've been and where we hope to be in the early days of the new year! https://youtu.be/iKfOi01QIRs Y'all don't need a weatherfolk to know which way the wind blows! #ednontech If it's between your ears, feel free to share! #ednontech https://www.youtube.com/watch?v=QTZjzgbiALY Here I sit, in the waning days of 2024... very nearly down to the waning hours, if you want to know! I've made a commitment to myself to be better at wellness... and particularly to my future self! As we've gotten three episodes out in the past few days, I feel like I am finally getting ahead of something for a change! If I'm looking back at my 2024 personally and professionally I'm seeing a person in constant motion, having very little chance in the moment to process the significant changes... the severe motions afoot! We're talking hotel rooms, multiple cities, job interviews, cross-country travel, and some major peaks and valleys in key relationships and roles and you know, existentially! Phew, I'm saying! Doug let me know when we recorded the last episode yesterday that this would be a flotsam and/or jetsam and/or lagan and/or ballast... leaning into our digital clutter, perchance? I think I'm going to keep beating this Microsoft 365 subscription thing for awhile. Ostensibly, all the apps that I'm using have their equivalents outside a subscription model. You'd think perhaps I'd get enough of these at work! I'm here to tell you that this personal instance of 365 is showing me on my desktop in clear visuals how much time I have, and what I can achieve both in the work hours and outside out. My work 365 is, from a usage standpoint, a sub-instance within my larger personal education infrastructure (PEI). My educational practice is focused at my job, but also transcends those boundaries. My PEI consists of the 365 instance; it also includes the WordPress sites for this podcast and other media efforts; and what elements of Google I've found preferable to any alternatives; notably YouTube and Drive! It would also include my social media presences which include Instagram and Facebook, with content from those being shared by default to a Threads profile. Perhaps ironically, the platform where I have the most "clout"... i.e., LinkedIn, another Microsoft product, is the one I engage with the least frequently! All of this is meant to be used more mindfully and intentionally than I've done in the past. Much of that comes from new habits of mind and life and movement. The more time I spend away from my kids, the better an example I want to be for them... so that in the limited times we get to see each other, and when they are away from me for months at a time, that I can be a reasonable, kind, low-key kind of person. That's what I'm aspiring for! At the end of the day, being a Dad is the most important aspect of who I am. So I'm trying to use that as my guiding principle... to wit, does any given behavior align with that goal? Does the same behavior move my ability to be an outstanding father forward? Those are the two questions I've been asking myself in just about any situation I've encountered lately. It's a positive way of deciding what's important, I think! Thanks to Doug for being such an amazing creative partner in this endeavor! Thanks to anybody who checks these notes, the video, the audio, or any other aspect of this show for any reason whatsoever! We are grateful in all ways for your interest in our #ednontech! Doug’s Notes New Years Wrapup: Derelict, Lagan, Jetsam, & Flotsam: Take 3 What we threw overboard, abandoned, noted to address, and addressed in 2024 Derelict - goods sank to the bottom and abandoned Lagan - goods sank to the bottom and tethered by a marker to be potentially recovered

Matt's Notes We managed to squeak in another episode before December 31, 2024! This one is all about a subject near and dear to my heart... and my LinkedIn profile!... namely, the somewhat nebulous art of instructional design! https://youtu.be/VcLNIPKjgwM The non-flora and non-fauna abounds! #ednontech The very last audio we're prepared to commit to in 2024! #ednontech https://www.youtube.com/watch?v=X85i0oQsqbs We're just about there! We're more than a week out from the winter solstice! According to science, from hereon out the days are getting longer until June! I nearly named this episode Map of the City as a nod to that fantastic song off the inimitable Royal Trux record... maybe their best, for my money... Thank You! Instructional design... or what I now recognize as instructional design... saved me during my first six months of teaching English in South Korea! Applying a somewhat constructivist approach through the design and delivery of educational media for use in face-to-face, small seminar style delivery... all of which I lacked the terminology to describe as such at the time... circa 2006-07... gave me the sense of self-efficacy that I needed to better carry out other functions of my role. Having those activities physically started in the form of worksheets and the like was a serious step into intentional, mindful approaches that I have since tried to develop and hone in that setting and in others ever since! These efforts culminated in an ID-focussed M.Ed 2008-10... and have, for better or worse, informed my overall approach as an educator in the various roles and contracts and other initiatives I've been involved in since the early/mid '10's! As the beginning of the new semester gets closer with each day, I'm looking at ID as my first line of planning! When I say there were lessons learned about engagement, evaluation, project management, and classroom delivery... you know I mean a lot of all of those! And so, I'm finding a paid subscription to a personal instance of Microsoft 365, with particular use for Word, One Drive, and Outlook... ESPECIALLY Outlook... is helpful! I'm bricking in my classes and office time and prep time... but, more importantly, I'm bricking in my wellness time with specific activities associated with each block... for example, Cinema Saturdays! As I move further into my two-year contract as an English instructor here in Fort Mac, I'm hopeful these investments in personal education infrastructure (PEI) will help me best contribute to this role to the full extent of my abilities within a bounded time-set! That is, Outlook to the rescue! It's a matter of wanting to keep this job as long as I can to be sure, but it's also about making the wisest use of what remaining time I have! Forty-six is still laughably early in middle age! But malaise can be real! Genetics and circumstances can work against you in an eye-blink! Wellness is my watchword going into 2025. Without it, what does any one of us have? And how can we be of any good to anyone else whatsoever, never mind ourselves! 2024 going out like it came in! Nose down, eyes forward... both with this here #ednontech and in other areas! Here's hoping what's ahead is rad for you and yours! Doug's Notes Instructional Design & Instructional Technology Despite these indications of vitality and growth, an undertone of criticism depicts instructional systems design as: concerned primarily with the use of hardware, concerned primarily with the production of materials, not really a field, but a simple step-by-step method that almost anybody can teach and anybody can learn in a short period of time, blind to any solutions other than training, a rigid, mechanistic, linear, and/or antihumanistic approach to educational planning, a synonym for behaviorism. Anglin, G. J. (1995). Instructional technology. Past, present, and future, 15.Chicago

Matt's Notes Another we sure did a ways back! A two-parter on innovation... as it turns out, we find this to be a muchly-abused word! I'm almost positive that is so! https://youtu.be/DcO_lAZstx4 Coming at you asynchronously from the other side of the Supercollider #ednontech We can't live under... for too much longer! Or can we? Tune in to find out! #ednontech https://www.youtube.com/watch?v=bchXeGZdvP4 OK, so I'll add a bit more here! This episode and the previous were recorded at the same time! It was from within personal circumstances that have subsequently changed, and in the midst of a college semester that is now more than a week over! As such, I'll say that to my past self: Past Self, for all the strain you may be experiencing or feeling... in a few weeks, it's all gonna be fine! More than fine, honestly! You're going to have a low-key, dry holiday in Fort Mac! You're going to miss your kids! You're going to send many esoteric Instagram DM's, many to individuals and/or entities you've only ever known through social media apps and, in some cases, the Righteous Power of Punk RockTM ! And... as to the newly refurbished only slightly worn and torn personal education infrastructure (aka PEI)? I have two words that are going to revolutionize the way you look at your personal time to professional time ratio (PT/PT-RTM): Microsoft. Outlook. Except for personal usage! Your mind is blown, right? I can tell, sitting here in my apartment in Fort McMurray, northern Alberta, Canada... that your mind is blown! More on this radical experiment in the next post! Doug's Notes Innovation failure in Ed Tech Too often the assumption is made that student-teachers and teachers need to know how to use computer technology without first asking why they need to know and importantly, what they need to know… Wild, M. (1996). Technology refusal: Rationalising the failure of student and beginning teachers to use computers. British Journal of Educational Technology, 27(2), 134-143. Chicago Education is the area of enterprise that suffers the most from the baby and bath-water syndrome.  (adapted from John Dewey, 1920)  Electronic (E) Learning (L), Management (M), Needs (N)  E before the L/M/N:  Technology is the answer; what is the question?  N Before E/L/M:  Is your project really necessary?  M Before E/L/N:   It’s not what you do, but the way you do it—that’s what gets results.  L Before M, N, or E:  Students + Teachers + Materials = Knowledge Sharing and Skills Mastery Romiszowski, A. J. (2004). How's the e-learning baby? Factors leading to success or failure of an educational technology innovation. Educational technology, 44(1), 5-27. Long before the Covid-19 pandemic, critical researchers have noted the discrepancy between promises and improvements brought by education technology. The catchphrase and an utopia has been over decades, if not for centuries, that technology will somehow ‘disrupt’ or revolutionize education.Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 education and education technology ‘solutionism’: A seller’s market. Postdigital Science and Education, 2(3), 863-878. Chicago Ultimately, how teachers respond to externally generated content and how teacher beliefs and practices influence technology integration in the classroom will determine the extent to which the cognitive and non-cognitive outcomes expected from ICT-led initiatives are realized. Chand, V. S., Deshmukh, K. S., & Shukla, A. (2020). Why does technology integration fail? Teacher beliefs and content developer assumptions in an Indian initiative. Educational Technology Research and Development, 68(5), 2753-2774. … we contend that an overly-narrow framing of digital technology is a crucial element in the persistent failure of the majority of these Ed-Tech initiatives.

Matt's Notes This one goes all the way back to November! It's about the history of innovation! We have a great many of no doubt great things to say! https://youtu.be/IDFOsgeMITU The one about of men and minions! #ednontech If it's audio, you know we're all about it! #ednontech https://www.youtube.com/watch?v=ubRhnnQUyfM It would take more time than is reasonable to get into the how's, why's, what's, and wherefores of the past few months, and especially the latter half! A few months that felt certainly like much longer! In the midst of a few days that are what we call in the biz "stunt production" of 5 podcast episodes that have somehow accumulated over the past while, a few things have become apparent! The biggest thing I can think of after more than a week away from submitting my first batch of final grades in the better part of ten years, is that for all the changes over the past decade WELLNESS is more important than ever. It's a cliché' at the present, maybe! But I'll be saying it loudly and at length from now until the end of my career, at least! To that end, I'm reupping and recharging and rejuvenating my online platforms! My personal education infrastructure (PEI), you know, is undergoing significant changes to accommodate... and hopefully to enhance... the facts on the ground! As the ground has literally shifted from under me at least twice in the past three years! More on this later? To be continued? You betcha! Doug's Notes History of Innovation List of educational innovations in India after the British got there Early association of education with mIssionary enterprise Desultory attempts at education Recognition of the claims of the masses to education Education for the masses revived Education for the masses still neglected in Bengal Female education Before coming to the regular parts of the educational machinery, it is necessary to show what is the present condition in each province of the indigenous schools, i. E. the purely native schools not improved up to the government standard. Educational machinery or schools Indigenous Lower Middle High Normal and special, including Schools of Art Howell, A. P. (1872). Education in British India, Prior to 1854, and in 1870-71. Office of the Superintendent of Government Printing. We are often given to the idea that attention to industrial arts in the common or public schools is a late development. There is often more or less of a hesitancy upon our part to introduce work of the kind into the curriculum, fearing that it is too much of an innovation, too radical a departure from the established traditions.  Aldrich, F. R. (1913). Industrial Education in the Early Nineteenth Century. The Elementary School Teacher, 13(10), 478-485. Formative periods of adult education in the Netherlands Protestant Reformation - sixteenth century A stimulus for the development of educational activities in this period was the development of printing, the translation of the Bible into the vernacular and the achievement of high levels of literacy. Organized adult education - late eighteenth century There are frequent references to the activities of societies, associations and clubs established for the purposes of advancing and diffusing knowledge, encouraging the rational improvement of commerce, manufactures and agriculture, the stimulation of literature, poetry and drama, and the organization of lectures and scientific demonstrations. Leveraging research - 1890 to 1930 stands out as a period which has been the subject of considerable research. Major studies have examined the development of adult education in the women's, socialist and trade union movements; while others have examined the role of philanthropic and humanitarian movements in the development of university settlements in the form of folkhouses; the folk universities,

Matt's Notes As per Dr. Doug, our first AI-related episode was nearly two full years ago! That makes me stoked that we continue to roll forward as we have! Two years, and we're just getting started! I'm also stoked that we're spending time on a topic that has occupied a lot of my time... A LOT... lately! Namely: language and technology, and specifically AI! Please check it out below! https://youtu.be/wP0GtsbPaNk Video goes where audio fears to tread! #ednontech The audio that gets along just fine on its own, thanks! #ednontech https://www.youtube.com/watch?v=5TysUE_M9Ws https://youtu.be/T4h6EmY_Sxw?si=bYhrxKBVxpSqr8H7 We had a lot to say this time! That 76-minute runtime is pretty telling in and of itself, methinks! I've had some pretty significant work experience with this topic! My whole outlook on generative AI has been pretty shook over the past few months. One takeaway from all of this is that I'm more convinced than ever of the power of the "positive" or "correct" academic uses of these applications! Over the long term, I'd like to see more of these positive aspects and practices framing the discourse around these applications! The "student using Chat GPT to improperly create text for an assignment" phenomena is, effectively, a trope! It's a recurring narrative that maybe has been given too much power in our current collective view of how these tools fit within higher education, generally! At the end of the day, I see the university English class as an opportunity to test narratives, as well as to teach them! Replacing weaker, less robust narratives with those that are stronger, and more multifaceted is key to what a critical perspective can bring to the situation! And so, in my strong desire to get these two most recent episodes out the door, I will end that right here! This episode brought out a lot in me that I guess I've been needing to express for at least the past month! I wish you all the very best in what remains of this reading week! Doug's Notes Language and Technology (AI) Made with the assistance of a digital writing system. "Episode 1: Fit the First." HItchhikers Guide to the Galaxy, BBC Radio Show, 8 Mar. 1978. , archive.org/details/hitchhikers-guide-to-the-galaxy-bbcr4/26+Mostly+Harmless+part4.mp3 However, the recent enthusiasm for technology in language teaching witnessed, for example, by the large numbers of presentations at national conferences on this topic brings a sense of deja vu. Three decades ago, language programs were also enchanted by promises of magic through technology. That technology the audiobased language laboratory brought disappointing results (and, indeed, it is the audiobased labs which are often being replaced by computer labs today). Thus, before looking at the use of technology in language teaching today, it is worthwhile to take a brief historical look at technology in the language classroom. Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL quarterly, 36(3), 453-475. Since learning and teaching of English has never lost its high demand, new effective ways to teach English are being explored. An integration of technology in English teaching is one of the most common practices. Trakulkasemsuk, W. (2015, July). Book Review: How to teach English with technology. rEFLections, 20, 71-73. Language and technology have been deeply intertwined ever since the invention of writing some 5,000 years ago. By making language visible and preservable, writing enabled people to communicate across distance and time. “Our writing instruments contribute to our thoughts.”  Friedrich Nietzsche Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64-80. AI has the potential to significantly impact language teachers’ practices.

Matt's Notes Thanks for joining us on the latest EnT! We are grateful that we've been able to spend two years at this, and would you believe we're just getting started? Big questions! Significant questions! And so, please check out this conversation about mentorship and how it can enhance--- or sink!--- the educational endeavor writ large! https://youtu.be/MdYhGY2LJuk It's the techno-pirate life for us! #ednontech This audio was found in Davey Jones' locker! #ednontech Somehow this episode from a few weeks back ended up going from mentorship to pirates! I will lay this squarely at the feet of San Diego, California writer Jim Ruland! Jim is notably the author of novels, short stories, and biography... of California punk legends Bad Religion, Keith Morris (Black Flag, Circle Jerks, Off!) and SST Records! I will go further: as per Doug, the impetus for the show resulted from his viewing of our interview with Jim for this show back in July and August! Around a month ago I used some of the interview in my English lectures, speaking to to authors, authorship, and the creative effort in general! In that discussion, Jim gives significant credit to a college English teacher many years back as giving him feedback and encouragement that led him to his path of journalist and multiformat writer across genres and decades! Time really is a flat circle! I think it is telling that Doug and I both talk about how we have both lacked mentors over the years! All of which contributes to the piratey (sic) vibe of these notes! I would like to have a mentor! At two decades in with this educator deal, I'm still looking! Scanning the seas, as it were! Ever hopeful of spotting land, but settling for another ship to plunder! The metaphorical potential really is infinite here, yes? And so, with that I will bid you adieu! Yo-ho-ho and a bottle of low calorie beverage of your choice! Doug's Notes The importance of that one person to a mentee …My professor was like oh well this is different so I think because I was just writing things that were a little bit more interesting to read he gave me a lot of attention and a lot of feedback with which I was absolutely craving without realizing it but I was just dying for someone to to notice me in a positive way and so after that I really latched on to this idea maybe writing being something I was good at … Stranach, M., & Ruland, J. (2024, August 24). The Ed non-Tech Convo 16: Jim Ruland. The Ed non-Tech Podcast. https://analogue-trope.ca/podcast/ed-non-tech-conversations/conversation-16-generator/ To select well among old things is almost equal to inventing new ones - Trublet Ayres, A. (1894). The mentor: A little book for the guidance of such men and boys as would appear to advantage in the society of persons of the better sort. Funk & Wagnalls. To my mind, the mentor system is a wonderful social idea, giving both students and staff a chance to meet in a relaxed non-academic atmosphere. Any other benefits which accrue from this meeting will depend only on the personalities of the people involved.  Happy New Year, and don't get too stoned at your mentor's!  Wexler, R. H., Harding, P. G., & Donald, R. (1968). The Mentor System, Staff Comments on the Mentor System. University of Western Ontario Medical Journal, 38(3), 88-90. Mentoring as we know it today is loosely modeled on the historical craftsman/apprentice relationship, where young people learned a trade by shadowing the master artisan. In the mid-70s, corporate America redefined mentoring as a career development strategy. Metros, S. E., & Yang, C. (2006). The importance of mentors. Cultivating Careers. Overall and consistent with social influence and mentoring theories, our study indicated that mentors act as socializing agents, drawing underrepresented protégés into STEM careers through the quality of the mentoring (i.e.,

In this Ed non-Tech Convo, I had an epic chat with multidisciplinary Kamloops author, musician, and artist Chris Bose! While we've talked before about his musical endeavours, and do so here as well, we are properly focused on the literary efforts for this go-round! Please join us as per your preferences! https://youtu.be/TRoyQmvHlTA Changing the world with radness and rad attitude! #ednontech The sounds of awesomeness are not hard to find around here! #ednontech Notes and Resources It's always a privilege for me to chat with Chris, "in person" as it were! We are in pretty regular Instagram contact, where we throw memes at each other with great abandon! When I think of independent artists who are making a serious go of a career in the Canadian cultural industries, Chris is exactly the kind of person who comes to mind! Incorporating a wild, vivid imagination that expresses itself across multiple genres and formats with a sense of humor, wisdom, humility, and generosity of spirit, it's easy to see from our chat why I was eager to speak to his writing efforts within the context of this podcast and ENGL 104 which I teach at Keyano College in Fort McMurray, Alberta! As mentioned in the recordings, Chris is eager to engage with his public through his website! https://www.chrisboseland.com/contact He is also active across Instagram and his artist page on Facebook! It is difficult to separate literary from music to visual endeavors! We agreed that these are all very much part of the same cloth! Therefore, we encourage you to explore Chris' music and art and other means of engaging with the world! From Secwepemcúl’ecw to you and yours! We are immensely grateful to Chris for joining us for this chat! Thanks to yourselves as well! https://www.youtube.com/watch?v=N8i5NLyXZdc No I won't back downYou could stand me up at the gates of HellBut I won't back down #ednontech

Matt's Notes Hey there, folks! We are continuing our dive into pan-and-or-interdisciplinarity! As might be ascertained, we have opinions! And then some! https://youtu.be/bDfJesong4E We have silos where angels fear to tread! #ednontech If you can't handle the video, the audio is another exit from bedlam! #ednontech https://www.youtube.com/watch?v=Wyq2ZUHsi-g As with my previous comments, written relatively concurrently to these... the best thing for all involved is simply to get this thing out the (bedlam) door! I have much affinity for the aesthetic framing I was quickly able to assemble behind the scenes for this episode! I am such a huge, huge fan of the UK punk band Leatherface, as well as all associated acts and particularly the writing of Frankie Norman Warsaw Stubbs! It is the work of another podcast and time to speak to the depths of debt to Frankie... simply from the standpoint of being a fan of an artist who I have listened to more than nearly any other, and whose words and singing voice move me in ways I'm challenged to describe whether speaking aloud to the thing, or the writing... as the case may be! The ongoing discussion of interdisciplinarity and/or challenges associated with these kinds of approaches is Doug, through and through (and through)! I am grateful to the ways he continues to push the boundaries of what this show seeks to address! And so, in the interests of scale and efficiency, I will leave that there! Much gratitude and respect to anyone checking out our show and/or these notes for any reason whatsoever! Doug's Notes Academic disciplines and silos The ideal situation is one in which the teacher of every science leads the student to see the larger relations of the subject, especially with the disciplines that are closely akin. The relations of physics, chemistry, astronomy, biology, and psychology ought to be suggested by the specialists in those fields. Dodson, G. R. (1908). The function of philosophy as an academic discipline. The Journal of Philosophy, Psychology and Scientific Methods, 5(17), 454-458. Disciplinary classifications originated in the early 19th century to categorize different fields of seemingly discrete knowledge within the European academy, becoming refined and deepened in the West in the 20th century. Stichweh, R. (2001). History of scientific disciplines. International encyclopedia of the social and behavioral sciences, 13727-13731. The new interdisciplinarians sometimes point at the problem that academic work generally happens within narrow and possibly arbitrary or artificial disciplinary boundaries, which sometimes prevents academics seeing the close connections of different phenomena and also of the different disciplines.  Krishnan, A. (2009). What are academic disciplines. Some observations on the disciplinarity vs. interdisciplinarity debate, 1-59. Despite the significant social processes that underline the division of labor between the modern disciplines, disciplines are fundamentally founded cognitive structures of shared sets of concepts, questions, references and methods  This is also the basis of disciplines’ cognitive territories. Tellmann, S. M. (2022). The societal territory of academic disciplines: How disciplines matter to society. Minerva, 60(2), 159-179. A silo mentality is defined as follows:  An attitude found in some organizations that occurs when several departments or groups do not want to share information or knowledge with other individuals in the same company. A silo mentality reduces efficiency … Friedman, H. H. (2018). How the creation of too many academic departments stifles creativity, encourages a silo mentality, and increases administrative bloat. Encourages a Silo Mentality, and Increases Administrative Bloat (January 2, 2018). Word of the Podcast Silo Question of the Podcast How can we reduce the cognitive territories that limit know...

Matt's Notes Welcome everyone to our second episode of the third season! New frontiers and such! And while this STEM-based episode has taken a bit to incubate, we're sure you will find the results well worth the wait! https://youtu.be/7_rjiV2hLzs Get your STEM on! We are here for it! #ednontech Exercise the STEMs leading from your earholes to your brainparts! #ednontech I think my best contribution to these notes will be simply to get them done! This episode has been sitting here for nearly a month! Which speaks to the tempo of an academic term, at my end... but also, simply because these areas we're exploring lately, STEM and as you'll see in the next episode(s) going forward, we have a significant connection through this show which bears further investigation! And so, I will do everyone the immense solid of getting out of my own way... on the way to getting this episode out the door! A final thought from my educational practice and wider personal situation as late: you can never spend too much time thinking about your own wellness. The importance of eating properly, detaching from the screens, sleeping well, exercising, and staying in touch with people is significant... that last one maybe especially so! And as we start moving into the long, dark period of the year it's worth reminding ourselves: it's OK to feel unwell! And the best thing to do is remain in touch with the people around you! Manifest the life on the (Martian) planet you want to envision... or something! Much gratitude and respect to Doug for his patience, as ever, and for being a rad creative partner on this wider endeavor! Doug's Notes STEM (SMET) Science, Technology, Engineering, and Mathematics STEM education, “Science, Technology, Engineering, and Mathematics education programs are defined as those primarily intended to provide support for, or to strengthen, science, technology, engineering, or mathematics (STEM) education at the elementary and secondary through postgraduate levels, including adult education” U.S. Department of Education. (2007). Report of the academic competitiveness council. Washington, D.C. The very nature of STEM education means researchers must be continually looking at research from outside their specific discipline (Science, Technology, Engineering, or Mathematics). Brown, J. (2012). The current status of STEM education research. Journal of STEM Education: Innovations and Research, 13(5). Initially the acronym was SMET but after negative feedback… The notion of STEM was conceived in the US in the late 1990s, stemming from concerns regarding a projected shortage of college graduates who could fulfil the needs of 21st-century industry for high-tech jobs. Blackley, S., & Howell, J. (2015). A STEM narrative: 15 years in the making. Australian Journal of Teacher Education, 40(7), 8. There has been a global turn to STEM that is clearly evident in government efforts worldwide to elaborate STEM policy governing school science and mathematics, and tertiary level education and research in the STEM disciplines.  Recognition of the growing imperative for foundational scientific literacy, STEM skills and research and development (R&D) capacity has seen the establishment of legislation and policy governing STEM, science and technology, industry innovation and commercialization. Freeman, B., Marginson, S., & Tytler, R. (2019). An international view of STEM education. In STEM Education 2.0 (pp. 350-363). Brill. Analysis of data indicates that 421 authors contributed 150 published documents (Table 2). 407 authors published only one document, and 11 authors published two documents. While two authors published three documents and one author has published four documents. Table 2 Bibliometrics statistics for the "Quality and STEM education" data set DynamicsStructureTimespan1993:2020Authors421Sources (Journals, Books, etc.

Matt's Notes Gabba-Gabba-Hey, my dudes! It's that time of year again! The fall of times, that is! And the EnT is back like a heart attack! To wit: we are pulling up awkwardly but undeterredly with this here dissemination [sic] on starting points for a new school year! So pitter-patter, let's get at 'er! https://youtu.be/iNuhp53ijbg The educational future will be Youtubed, amiright? #ednontech For those audiophiles among you educators... we salute you! #ednontech Teaching On the Way, M'Kay? We're jumping into the year with both feet! How could we not be? Listen, in the spirit of keeping things easy for us early in the term... I'll save the content-heavier parts of what I would normally say here... for later! I've been telling my awesome, brilliant, dynamic students about my background in uh... e-learning, curriculum, instructional design, faculty development... and ed non-tech! I'm somehow in this genius... that is to say singular opportunity to spend at least the next two years talking and thinking and sharing and scheming all about various aspects of English literature! And all the attendant spin-offs, fandoms, cultures, side industries, and every other media offshoot you'd want to uh... posit! We're spending time with Kurt Vonnegut, Mary Shelley, Drawn & Quarterly publications... and a whole raft of authors suggested by students for novels, poetry, short stories, non-fiction, and various other genres and formats... Beginning next week, we're spending time on Indigenous narratives, and ways of knowing and being! I am stoked beyond belief to have the opportunity to explore Indigenous stories and culture within the context of the English lit class! I am excited to see what the students bring to the weeks through their assignments... and what they take away from it going into the rest of our course! Our chat during the recording about work-life balance really landed for me... as I think I said, due largely to the close association between balance and wellness! In my experience, wellness has to come first! There were occasions in my past where I still had to learn how to prioritize my well-being... as necessary to everything I was involved in. And to that end, I'll close out these here (rockin'!) notes! We are looking to get back to a weekly-ish schedule with this here EnT season three, so that is something we hope you might look forward to! Doug's Notes Starting points for a new school year Teachers are faced with a central contradiction in their work, a contradiction that makes it incumbent upon each one of them to develop a style that is individual and personal... The cognitive mission demands a repertoire of skills in moving a group and making sure that knowledge builds, extends and is learned. The affective mission requires that teachers somehow make friends with their students, motivate them, arouse their interest and engage them on a personal level. Lieberman, A., & Miller, L. (1978). The social realities of teaching. Teachers College Record, 80(1), 1-11. When a teacher contract is signed, a dual commitment is made. What the teacher pledges is explicitly stated in the contract. Implicit is the principal’s pledge to assist the teacher to grow as a Christian person and an educator.Egan, K. (1981). Beginnings: The Orientation of New Teachers. It appeared that the beginning teachers’ key issues focused on: managing student behaviour and creating a work-life balance, in which resilience strategies needed to be part of the preservice teacher development. Hudson, P. (2012). How can schools support beginning teachers?: A call for timely induction and mentoring for effective teaching. Australian Journal of Teacher Education (Online), 37(7), 71-84. It’s a great feeling to look around your classroom and realize that everyone is learning. Thompson, J. G. (2013). The first-year teacher's survival guide: Ready-to-use strate...

One day and one month ago I had the immense privilege of conversing with San Diego, California writer Jim Ruland... AKA... LA Times Bestselling Author, journalist, and a writer across multiple formats, platforms, and genres! His latest book Make it Stop is a work of dystopian wildness which interrogates American healthcare... and is required (summer) reading in (dystopian) times such as these! Much gratitude and respect to Jim for joining a stranger through the Instagram DM's for this chat! As one enthusiast to another, that is punk as fuck!* *As per colloquial usage common to punk and associated subculture(s) https://youtu.be/1mgsHVLKwmo California versus British Columbia = radness, no matter how you slice it! #ednontech #bogmonstermusic Demolishing the system! One audio-file at a time! #ednontech #bogmonstermusic https://www.youtube.com/watch?v=12kcpP-8jfM https://www.youtube.com/watch?v=sDwcHUeG6Nc https://www.youtube.com/watch?v=Fsbvo5GVK10 Matt's Notes I will cop to sitting on this interview for one month and one day... which may be longer than it took to arrange our chat in the first place! The in's-and-out's of my summer have demanded attention to relocation, long unseen children, new geographical and professional environs... and so while it's been just a month, it's been in dogs years! I have been a serious fan of Jim's since reading his fascinating and passionate collaboration with Bad Religion, Do What You Want: The Story of Bad Religion. This is a case where the writing adds significantly to the story being told! It's what all of us who have written about punk music over the years in various ways and formats aspire to! That wild, collaborative spirit is part and parcel of his book with legendary Black Flag, Circle Jerks, and Off frontman Keith Morris My Damage: The Story of a Punk Rock Survivor. The third book in this loose trilogy (as Jim put it) is about legendary and storied LA hardcore label SST Records Corporate Rock Sucks: The Rise and Fall of SST Records and it is essential reading for anybody who wants to understand the how's and why's and what's and who's of one of LA's most daring music and cultural experiments of the past fifty years! Furthermore, Jim is a longtime writer at Razorcake zine... and many other outlets in California, the US, and internationally! He has published short stories and a previous novel Forest of Fortune prior to last year's excellently thoughtful and hilarious and by turns emotionally moving Make it Stop... all of which (and more!) are available through Jim's website! He also has a Substack newsletter Message from the Underground which is highly radical and definitely worth subscribing! This is all to say, Jim is a writer's writer! As we discussed during the recording, a college writing course was significant in putting Jim on the path that he's currently on... namely, a decades-long practice as a writer across a multitude of subjects, formats, and platforms! Throughout my life, I've had various literary outputs... poetry, short stories, longer fiction... along with whatever you'd call these podcasts! To that extent, I totally got to fanboy out hearing about Jim's process and experiences as a legit, busy, working, published novelist, journalist, and "other"... particularly as deeply into the culture of guitar-based music as he is! When you recognize a fellow lifer for this music, it goes a long way to establishing dialogue on the quick... and I think the same can be said of the writing endeavor as well! Finally, as an English teacher setting foot back in the college classroom for the first time in nearly ten years... hearing about Jim's formative times as a college writer really landed for me... as a writing teacher who aspires to inspire! I'd be doing a disservice to the episode to speak further here, I think... particularly after such a long gap between recording and publishing the episode and these notes!

Colleagues, friends, and passerby... The level of this here humble (meek!) podcasting endeavour has just gone up! Significantly! The reason for this is, be assured, this absolutely first-rate convo between myself and Dr. Moeketsi Letseka, UNESCO Chair on Open Distance Learning (ODL), and Professor of Philosophy of Education and African Philosophy at the University of South Africa (UNISA)! UNISA is among the leading providers of online and distance education on the African continent... and globally, as well! https://youtu.be/F0DLT-oBkeA Continents apart... but for the affordances of contemporary online technologies! #ednontech If you're even half-awake, this audio should get you moving! #ednontech Matt's Notes It's difficult to describe what goes through your mind when somebody of Dr. Letseka's significant stature is speaking... eloquently and passionately and with facts and information at the ready... He's been contributing significant research to South Africa's education system through his numerous roles... It should be noted that UNISA is a world-leading MEGA-university... with total enrollment exceeding 400,000 students across all programs and affiliates... whereas University of Toronto... Canada's largest PSI has fewer than 62,000... UNISA's enrollment being more than 6.5 times that of U-of-T... When considering such scale... the challenges associated with delivery of any kind of learning outside traditional lectures become vitally important! Dr. Letseka and his international networks of colleagues have decades in of systematically building a body of research, practice, and literature to elevate educational outcomes across all sectors of contemporary South Africa's economy, and across the wider society generally! I will also disclose that of Dr. Letseka's many ongoing projects: I've just concluded a delightful skype interview with Dr Matt Stranach... on the work of the UNESCO Chair on Open Distance Learning (ODL), as well as ongoing ODeL research projects and projects that are in the pipeline, notably the Artificial Intelligence (AI) in Education Project, which is being developed jointly with the consortium comprising the Institute of Distance Education, Eswatini University; The Centre for Teaching and Learning, National University of Lesotho (NUL), and the SADC Centre for Distance Learning, Botswana Open University (BOU). Dr. Moeketsi Letseka, UNESCO Chair on Open Distance Learning via Facebook ...I find myself compelled by all of it! For many reasons! I will also admit significant interest to the narrative series (multiple series) which are being written as we speak... including a work of memoir! I will also add that, as discussed in the recording, the global COVID 19 pandemic occurred in the midst of Dr. Letseka's first term as UNESCO Chair on Open Distance Learning! As such, I strongly recommend this video from fall 2020 to better contextualize the post-COVID learning environment(s)! His book from last year Mediating Open Distance e-Learning in the Advent of Global Crises is available as an OER (CC by 4.0) through UNISA Press! We sincerely hope that Dr. Letseka will consider joining us again to talk about these and his many other research projects sooner than later! Dr. Letseka, it's been an honor to have you join us! We are also grateful to anyone else! https://www.youtube.com/watch?v=3NcSA8T9thQ My mind's made up, my mind's made upI'm gonna come clean tomorrowMy mind's made up, my mind's made upI'm gonna fly straight as an arrow #ednontech

Matt's Notes Hey there! We're pleased you've joined us for a positively Foucaultian dive into leveraging structures of education... regardless of whether you identify as structuralist, post-structuralist, or "other" for sure you should check the video and/or audio! https://youtu.be/7Xm6RO-zOGw We're all kinds of post-modern! And 60's psychedelia vis-à-vis 80's hardcore! #ednontech We're the beagles of death metal... er... overlords of #ednontech... uh... But Seriously It's been a week among weeks... my timeline for migrating west has moved from the weeks to the days basically overnight! In terms of e-learning commentary... It's been an absolute thrill being able to expand the scope of this show with interviews! The sheer diversity... the range... of endeavor is absolutely outside anything I would have expected when we began this enterprise in September '22! One thing that's helped with all this is leveraging LinkedIn and Instagram... these small, tenuous connections to strangers can lead to immediate acceptance of a podcast request... or ringing, limitless silence! And, to the extent that this endeavour overlaps significantly with the music show... we've had writers, e-learning experts, musicians, social workers, college administrators... It's been a gosh-danged cavalcade of radness! So... as we gear up to take a week off for aforementioned relocating purposes... I'll say... I went down from over 2000 Instagram posts down to 25... and furthermore, I won't let that number grow... I take one or two posts down for every I put up... it's all in keeping with my desire to reduce my physical and digital imprint! It's a summer downsizing and relocating vibe for me, for sure! I hope you are having a highly rad summer wherever you are! Doug's Notes Leveraging Structures of Education Philosophical and literary traditions on problems of individual - group relations trace at least as far back as Socrates’ choice between hemlock and exile. Walberg, H. J. (1967). Structural and affective aspects of classroom climate. Classroom and other learning environments have frequently been described in terms of the ways in which certain kinds of instructional demands, situational constraints, or psychosocial characteristics relate to various cognitive and affective outcomes in students.  However, there has been little systematic analysis of actual classroom structures examining how certain structures within the classroom can make different goals salient. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational psychology, 84(3), 261. School adjustment is likely to be influenced by a wide variety of factors. We estimated the importance of individual, class, and school factors for academic and psychosocial school adjustment in children  Van Den Oord, E. J., & Van Rossem, R. (2002). Differences in first graders' school adjustment: The role of classroom characteristics and social structure of the group. Journal of School Psychology, 40(5), 371-394. … three structural dimensions to describe teaching quality: (a) task, (b) authority, and (c) evaluation and recognition.   the four aspects of students' functioning: (1) motivation, (2) self-regulated learning, (3) academic achievement, and (4) social functioning.   Bergsmann, E. M., Lüftenegger, M., Jöstl, G., Schober, B., & Spiel, C. (2013). The role of classroom structure in fostering students' school functioning: A comprehensive and application-oriented approach. Learning and Individual Differences, 26, 131-138. … has resulted in ‘a lack of coherence in the field with respect to what [it] is, how it should be implemented, and what consequences it has for students’ Cui, R., & Teo, P. (2021). Dialogic education for classroom teaching: a critical review. Language and education, 35(3), 187-203. Word of the Podcast Structure