Adult Learning, Education 225

alesnick's picture

Introduction to Empowering Learners: Theory and Practice of Extra-Classroom Teaching

This student-authored handbook is the product of a Bryn Mawr College Education course entitled “Empowering Learners: Theory and Practice of Extra-Classroom Teaching” (Table of Contents), created by Alice Lesnick and Jody Cohen (with support from the Math Science Partnership of Greater Philadelphia) and taught by Alice Lesnick (www.brynmawr.edu/education). As a Praxis course (www.brynmawr.edu/praxis) at Bryn Mawr, the course included a substantial field component in which each student engaged in and reflected on a form of

rebeccamec's picture

Meet VoiceThread!

VoiceThread is a user-friendly way to share power point presentations, videos, photos, and other media. Students and professors can record video or audio responses, draw on the media to highlight certain points, and comment in text form. This site is useful for discussion outside of the classroom, allowing students to focus on the topic at hand and reflect in a collaborative way.

Want to Learn More?
Read how VoiceThread describes its capabilities.

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Capabilities

Through VoiceThread...

Professors can:

  • Upload power points
  • Upload question slides for comment
  • Comment on students’ writing in video, text, and visual formats

Students can:

rebeccamec's picture

What is MediaThread?

MediaThread, a project created by the Columbia Center for New Media Teaching and Learning through the Digital Bridges Initiative is a service that allows you to blend your thoughts with multimedia sources and share them with others. MediaThread supports video, images, metadata, and many content websites listed below. Most compatible with Firefox, MediaThread is currently being used by Columbia, MIT, Wellesley, Dartmouth, The American University in Cairo, and many other institutions of higher education.

Who can do what with MediaThread? Through MediaThread...

MediaThread's Introductory Video
nia.pike's picture

Fear of Feminist Indoctrination at All-Men's Colleges

            The phrase "feminism unbound" is strange to me. I thought at first I understood it, but when we began to discuss this phrase in class, I got even more confused. So I sat down to think about it on my own. I thought about the rigors of society, the boundaries have set for ourselves and others, the world we have been told should exist. As someone who has chosen to go to an all-women's college I know I follow certain boundaries within the walls of Bryn Mawr College, regulations the college sets for me. I began to think of similar institutions. A friend of mine also goes to a single-sex institution, Wabash College, an all-men's college in Indiana. Wabash sets regulations for its students as well. A potential new regulation is a gender studies graduation requirement. This debate struck a chord with me, especially when I discovered the contorted view of gender studies some members of the institution had created around this issue . . .

            "[The] wimpy, neutralized guys that gender feminists are trying to create:  men who are not committed to constructive struggle and conflict and fighting for a cause and coming out the winner." (Michaloski and Allman) This statement was made by Dr. David P. Kubiak, a Classics professor at Wabash College in relation to the debate at Wabash over the proposition of a gender studies graduation requirement.

Silentp's picture

Ptolemyrulz Minecraft Diary

This experience has been both frustrating and illuminating.  My expectations of how intensely frustrated I might get during the first few attempts at Minecraft have been exceeded.  I almost quit… several times.  Thanks to Youtube, last night I had a breakthrough.

Salopez's picture

Course so far

One thing that I have learned from the course so far are the different kinds of technology that are present in the classrooms as well as their implications. I have always looked down on technology since I find it to be a distraction rather than a aid in learning. Our outlook on technology in the classroom is forever changing and we definitely take technologies (both old and new) for granted. My rose would be the encouragement to "think outside the box" and participate in different ways that differ from my math education. My thorn would be that because my computer is broken, it really discourages me from doing my readings online and participating in the types of technologies we're learning about.

aamer's picture

Ed, Tech and Society: Unit 1

I felt like this unit was a good introduction and laid down the foundation for the class: defining the terms and posing the big questions to contemplate over the course of the semester. It has encouraged me personally to engage with and explore technology that I have been reluctant to experiment with in the past, including prezi and instagram, and I am excited to continue to learn. We have also established initial contact with our pen pals in Ghana and while we are uncertain about the development of that relationship at this point, I am excited about the possibilities. The prospect of an undeveloped structure to this part of the course is exciting but at the same time, a bit anxiety provoking, and so I hope we can help future participants by laying down some sort of structure for them.

alesnick's picture

Reimagining the Disrupted Classroom

Reimagining the Disrupted Classroom, by Katie McCormick, Bryn Mawr College, 2013

Introduction and Description of Context

This proposal was inspired by my work this semester at El Centro de la familia.  I spent Tuesday mornings working with a group of mothers whose children attend a preschool program at the center.  The mothers, all of whom are recent immigrants to the U.S., participate in informal English language classes while their children attend preschool in another part of the building.  The reason for this setup is three-fold.  First, it helps enrich the educational experience for the preschoolers because it gives parents the tools they need to support their children’s learning and academic success.  Second, it benefits parents by helping them develop their English proficiency, addresses parenting and  work-related skills, and focuses on computer literacy.  Third, it removes the legal barrier of running a preschool without certified teachers by keeping parents onsite during school hours. 

Nan's picture

Half the Sky

Hey everybody, I don't really know if this has any place in this Ecological Imaginings class, but maybe if we can imagine the preservation of women to be a form of ecology, not unlike the preservation of all plant life, animal life.

I just wanted to call everyone's attention to this excellent documentary currently being shown on PBS on Mon & Tues nights at 9:00 PM.  I imagine you guys have lots of time to watch films, yeah!  But this is an amazing series.

"Half the Sky" about gender based violence.

Here's the link to the first & second segment:

http://video.pbs.org/video/2283557115   

http://video.pbs.org/video/2283558278

Briana Bellamy's picture

The Teaching & Learning Initiative: Nepali Style

Hello beautiful Serendip world! 

My name is Briana Bellamy, I'm a BMC alum '11.  Recently, I returned from an incredible year of living in Nepal, working on a project funded by the Davis Projects for Peace grant. The project was called Sharing Knowledge for Peace, and its basic structure and philosophy grew from something that may be very familiar to some of you: the Teaching and Learning Initiative (TLI). As a sophomore at Bryn Mawr, I became involved with the staff-student branch of the TLI as a student mentor with a wonderful man from transportation services. It completely transformed my experience at Bryn Mawr, and became a huge part of both my sense of community and personal development. The relationships I built through the reciprocal model of the TLI and the deep learning I experienced both in these relationships and in the reflection meeting had a deep impact on me. I went on to become a coordinator for the program, and even wrote my thesis about it, exploring the inner workings of friendship, community, and shared spaces. I knew there was something powerful about the dynamics at play, and I was curious as to how the model of intentional reciprocal teaching and learning relationships could be valuable in other settings. 

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