education

An old talk: Arts ISIT workshop, “Multidimensional Learning through Digital Platforms” (September 2018)


In mid-September last year, four of us UBC faculty were invited to share our experiences with open learning platforms in a UBC Arts ISIT (Instructional Support and Information Technology) workshop. It was fun, and what we’re doing and have done might be useful for other people too. The workshop is archived here and you can watch our presentations here. Our organiser and chair was Meena Kahlon, and my co-presenters were Dr Katherine Bowers (CENES, European Studies, Science & Technology Studies, and one of this year’s Wall Scholars), Dr Tristan Grunow (History, East Asian Studies; and now at Yale), and Dr Jenny Peterson (Political Science, International Relations, and Vantage College). (more…)

31 August is Ken Campbell Day: diddling and doodling, seekers, and radical education as seeking learning outcomes


It is time for the annual pilgrimage.

Like last year’s pilgrimage post, this post is a “sticky” one for a whole academic term, all the way to its end and the end of the calendar year. It contains various kinds of “stickiness” played out in three four Acts: I. revisiting 2017, II. 2018 and III. Campbellian education in action, and IV. 2019 and learning outcomes.

I’ve also added a few Anarcoos because it seemed appropriate and, well, to quote my first PhD supervisor: “why not?”

IMG_9957ACT I: REVISITING 2017

Today is the anniversary of the death of Ken Campbell, anarchist polymath genius.

Reader of everything. Writer. Performer. Creator. Stand up comedian, speculative fictioneer, improviser, paranomasiac, marvelling revelling adventurer in existence.

Public outreach educator and life-long learning experimenter in ways beyond the wildest imaginings of Proper Professionals in these fields before they or these fields even existed. The next time you consider using words like “innovation,” “innovative,” “innovator”: have some respect. Think first. Check with reference to Ken. If philology provides a theoretical meaning, it is Ken who provides—incarnates—a reference-point for lived active practice. (more…)

Medievalising beginners’ French assignments & assessment: 2018 renovations & innovations (3), the next steps

This is the third of three posts on “innovative skill-based complex formative assessments.” The first post, two months ago, was about student projects, and how I’d changed them over the last year, learning from the students and from our work in the course. You could call this “interactive transformative learning.” The second post, from early June, was on the move from savoirs to savoir-faire to savoir-vivre, and student e-portfolios. This third one is in a drafty form; I’m posting it anyway. (I’m currently on annual leave and this post was delayed due to my being ill recently.)

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Medievalising beginners’ French assignments & assessment: 2018 renovations & innovations (2), savoir-vivre

(This and other medieval manuscript images punctuating this series of posts are via Emily Steiner (University of Pennsylvania), @PiersatPenn)

This is the second of three posts on “innovative skill-based complex formative assessments.” It is about individual savoir-vivre ePortfolios.  (more…)

interlude: World Otter Day

Man and Sea Otters. Susan Point (Musqueam), serigraph, 1981.

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