ETUG Spring 2024
Multiple means of connection: A decolonial approach to UDL
Multiple means of connection: A decolonial approach to UDL
Why I liked it
This session explored the decolonial approach to Universal Design for Learning (UDL) undertaken at Royal Roads University. If UDL emphasizes multiple ways of knowing, a decolonial approach requires incorporating Indigenous Ways of Knowing. The speakers presented their research and practical examples of how they incorporate multiple means of connection into their work.
Why it's useful
This presentation was a useful reminder to not silo initiatives. To operate as if UDL, EDI, Indigenization, accessibility and others are discrete initiatives that exist in a vacuum does a disservice to each.
How I will use it
I will begin with a careful consideration of how to practically incorporate Indigenization into all of my work. Focusing on Indigenization is better than ignoring the important work, but segregating Indigenization to separate effort is not effective or inclusive. This is ongoing work requiring a flexible mindset and willingness to retool my workflow.
Developing Connected Writing Using Obsidian
Developing Connected Writing Using Obsidian
Why I liked it
While I had heard of Obsidian, I had not seen it used. Loosely akin to Notion, Obsidian is a note-taking app that allows for nearly unlimited formats, concept mapping, and database creation. This session was a useful introduction to Obsidian in a practical education context. This demonstration showed how to add items to Obsidian, how to link topics, and different ways to view material added to Obsidian. I was very intrigued.
Why it's useful
Obsidian could be used to catalogue and archive student artifacts. The ability to link notes and create wiki-style content could make large numbers of items easily manageable, searchable, and findable. Such a tool could be used as an eportfolio (or at least the source material for an eportfolio) of student learning.
How I will use it
Twist! I will not use it. Even as someone who works with technology and is keenly interested in new opportunities to use technology in learning, I found the steep learning curve and complexity of Obsidian to be too significant. While some students may find it useful, most will be overwhelmed by Obsidian. When recommending a specific tool, I often consider that even in relevant fields (computer science, technology), a similar but different tool (e.g. Notion) may be used. There would be no harm in using Obsidian, but I would not recommend it as a required tool.
However, what I learned from this presentation is that technology is exciting and powerful, but not always the answer. Just because you can, doesn't mean you should.
Creating Engaging Educational Content on Social Media
Creating Engaging Educational Content on Social Media
Why I liked it
Trefor Bazett is a mathematics professor and a YouTuber. This presentation outlined Trefor's experience as both and how using social media to reach students (his and those around the world) has been an effective method to enhance engagement.
Why it's useful
The constant effort to keep students engaged requires continuous rethinking and non-traditional thinking. Trefor's YouTube math channel is wildly successful and an excellent example of using non-traditional media to reach students.
How I will use it
It would be interesting to be the personality type that can captivate an asynchronous audience wanting to learn maths. However, that is unfathomable to me. That said, this presentation reminded me that it may be best to meet your audience where they are at. If that's online, educators should make an effort to embrace that.