Dr. Gary Ackerman
@garyackermanphd.bsky.social
Teaching. Learning. Technology.
https://hackscience.education
Political science
40%
Sociology
22%
Until folks at the top are inconvenienced, problems will not be solved.
I’m looking back at slides I created 15 years ago. I know now why bad presentation design bothers me. I used to be it’s king!
Faculty don’t need a textbook as much as they need the ancillary resources, esp. test questions for the publisher.
One thing I learned during 30 years in the classroom: Taking a break to tell a story, laugh, or have students look out the window at something interesting is a great way to get them to understand a complex idea.
Rules are set for well-known situations. We dealing with the unknown, you can design from principles, but rules are useless.
I read the advertisement for a tutor to work at a local high school. It referenced being able to work with students who have different “learning styles.” 🤦♂️
A certain department CCs requests for help all the way up the chain… deans, VPs, etc. all see of their requests. On occasion, I will “reply all” just to annoy ‘em.
Rules are great when things go as expected, but they rarely do.
The genre of video in which folks explain things when driving is just plain silly.
Including my student years, I’ve been in schools since 1972. Some teachers have “the face” to make students know they are serious. Others just look like fools when they to make that face.
Here is your regular reminder: If someone else controls it, don’t make it your goal.
I work in #edtech, I have guidelines for making presentations accessible. I sit in the back of the meetings where small text in pastel colors are displayed on the screen biting my tongue.
I’m always leery of leaders who seek input on meeting agenda and say, “I want these to be your meetings.” If you can’t fill a meeting with a meaningful agenda, maybe you don’t have it.
It’s strange that faculty can claim both “I never use AI” and “I can spot AI generated text a mile away.”
I work in #edtech. I spend much of my time telling people we have the thing they say we need.
I work in #edtech. Much of my time is spent fixing the problems introduced when my advice was ignored.
“Let’s do a survey.”
“Or we could use these reliable instruments validated by researchers.”
“Survey it is!”
“Or we could use these reliable instruments validated by researchers.”
“Survey it is!”
It’s that time of year again when meetings are getting scheduled, but no agendas ever appear.
Learning requires effort. So does teaching.
It is an unfortunate reality that many learners are delusional about “what works” for them as learners.
Interesting and relevant problems are the foundation of effective lessons, not learning outcomes.
Give me a good question over a good learning outcome everyday.
“This makes learning fun and easy.”
Yeah, don’t fall for that.
Yeah, don’t fall for that.
When interviewing candidates, their answers should begin with “it depends….” If they don’t, you are talking with the wrong applicants or you are asking the wrong questions.
I reviewed an article and sent back feedback. About a month later, I was asked to review the same paper, but the text was exactly the same. 🤦
There is nothing worse than a boss who sits in their office and asks for updates. My immediate assumption is that they don’t care enough about what I’m doing to actually engage with me and my clients.
One reason we should admire science is practitioners try really hard to be wrong. They start from the hypothesis that their results are just random.
One thing I learned during 35 years in education: Doing nothing is sometimes a good strategy.
Just because you are “in charge” does not mean your ideas are worth following.
Interaction in Online Classrooms
166 Interaction in Online Classrooms | RSS.com There are many models of having students interact in online classrooms. Each has its own unique characteristics and purposes These models include: Blo…
www.hackscience.education
A blog post on interaction in onoine classrooms, now with audio:
www.hackscience.education/interaction-...
www.hackscience.education/interaction-...