teaching and learning

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?”


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…)

Sneak preview: #RMST221B – “Animal Reading” course design work in progress


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.)


Learning environments: a review of some university classrooms

Hieronymus Bosch. The Garden of Earthly Delights. Madrid, Museo del Prado. Detail via @boschbot.

I have now been teaching at UBC for ten years. I’ve taught in 43 classrooms; some of them for more than one course, and some of them for courses that were in a different room for every class in a week. Another two will be added to the list in the coming academic year. It is time for some reviewing. (more…)

(notes from a dream on the eve of the June full—Strawberry—moon)

You know how sometimes you have very vivid dreams shortly before waking? (more…)