Brookfield talks about "resistance" on page 232 of the 2nd edition. "Resistance is Normal", the subtitle states. It's important in my field, teaching the basics of computer literacy to those who otherwise wouldn't have had it, to put it on the table.
People are often unwilling to learn how things work, especially if they can call a hotline and yell at some poor soul until it's magically fixed. However, I know this can be hard. I've worked years in technical support, and I have the patience and tolerance, almost as good as my wife (she puts up with me every single day).
I can talk about my own resistance to learning. I hated math, and I hated it because of my teachers. Until I found one that really spoke to me, and taught me a non-stupid way of learning math, I had no interest in it and honestly believed I couldn't do it.
I want to bring up open conversation, and have people not hide who they are, or be afraid to ask questions. When it comes to learning a new language and set of skills that works both the brain and the hands, there aren't really any dumb questions.
For example, I've had students who didn't know how to plug in a USB device, or what it was used for. They had no idea they could back up files on a USB drive, or that a USB drive was actually a portable hard drive. They simply have been using basic word processing at work and driven so hard into it that they never actually learned how to use a computer. They knew about "turning it off and on again", but had no idea there was a 'reset' button, or a 'Restart' option in Windows or why it was there.
It's my goal to help people understand these basics, and to bring them up to speed so they don't waste any more time, effort, or stress. I want to help make technology less scary, and instill confidence in our average users.
Sunday 28 August 2016
Saturday 27 August 2016
Why PIDP 3260 is Right for Me (From Aug 21)
Sunday, 21 August 2016
Why PIDP 3260 is Right for Me
Why is PIDP 3260 relevant to me?
Well, I've had a formal background in learning the hard skills that I need to teach, and some soft skills in the development of courses, but no real training in receiving feedback or professionalism. Most of it has been self-taught through different positions I've held at non-profit organizations such as CJSF Radio, and big tech conglomerates (at the time) like BlackBerry.
I'll get to learn about effective instruction, types of assessment of evaluation, and ways to improve my professional practice. I feel like this will give me an upper hand when I finish the program. As nervous as I'll be when I get my first full classroom, this should help quell the symptoms of nerves and anxiety.
Well, I've had a formal background in learning the hard skills that I need to teach, and some soft skills in the development of courses, but no real training in receiving feedback or professionalism. Most of it has been self-taught through different positions I've held at non-profit organizations such as CJSF Radio, and big tech conglomerates (at the time) like BlackBerry.
I'll get to learn about effective instruction, types of assessment of evaluation, and ways to improve my professional practice. I feel like this will give me an upper hand when I finish the program. As nervous as I'll be when I get my first full classroom, this should help quell the symptoms of nerves and anxiety.
Authenticity as an Ally in Teaching (From Aug 21)
Sunday, 21 August 2016
Authenticity as an Ally in Teaching
As far as I can remember, I knew straight from high school that if I were to ever teach, I wouldn't be like 90% of the teachers I had then. Days felt like years, and their interest as an ally in my learning was as fictitious as their interest in keeping my daily beatings from bullies to a minimum.
That aside, Brooksfield writes in his chapter on 'What Students Value in Teachers' that teachers who are authentic "are perceived to be allies in learning who are trustworthy, open, and honest in their dealings with students." (p. 67)
While my classroom will most likely contain adults, and bullying less of a worry, there is still a considerable amount of stress and tension that can be enhanced or removed by my behaviour as an instructor.
I understand from years of working in technical support, user experience design, and training new employees that there are learning curves that are matched by some, and not by others. It's a nature of how our minds work, and I'm genuinely interested in helping each and every one of my students go from where they are, to where they want to be.
Walking students through basics of computer literacy is paramount. Brooksfield mentions a "congruence between words and actions" (p. 67), but I prefer to hold my students' hands (figuratively, of course) through their initial steps. Computer literacy contains the basic building blocks of communication and function in most occupations and daily life in today's society.
My goal is to make the process of learning and practicing these skills as effortless for them as possible. It can seem daunting, but when taught correctly (subjective for each student), it can be quite effortless; for some it may even be enjoyable.
That said, I intend to remain transparent as a person, and genuinely care for my students to shape their learning to meet their intentions as best I can. This includes walking them through steps, responding to inquiries and feedback, as well as being personable. I've been in fields from technical support to development, and I understand communication flaws on many points on the spectrum that can prevent people from understanding how to interact with technology.
That aside, Brooksfield writes in his chapter on 'What Students Value in Teachers' that teachers who are authentic "are perceived to be allies in learning who are trustworthy, open, and honest in their dealings with students." (p. 67)
While my classroom will most likely contain adults, and bullying less of a worry, there is still a considerable amount of stress and tension that can be enhanced or removed by my behaviour as an instructor.
I understand from years of working in technical support, user experience design, and training new employees that there are learning curves that are matched by some, and not by others. It's a nature of how our minds work, and I'm genuinely interested in helping each and every one of my students go from where they are, to where they want to be.
Walking students through basics of computer literacy is paramount. Brooksfield mentions a "congruence between words and actions" (p. 67), but I prefer to hold my students' hands (figuratively, of course) through their initial steps. Computer literacy contains the basic building blocks of communication and function in most occupations and daily life in today's society.
My goal is to make the process of learning and practicing these skills as effortless for them as possible. It can seem daunting, but when taught correctly (subjective for each student), it can be quite effortless; for some it may even be enjoyable.
That said, I intend to remain transparent as a person, and genuinely care for my students to shape their learning to meet their intentions as best I can. This includes walking them through steps, responding to inquiries and feedback, as well as being personable. I've been in fields from technical support to development, and I understand communication flaws on many points on the spectrum that can prevent people from understanding how to interact with technology.
Teaching as White Water Rafting (From Aug 15)
Monday, 15 August 2016
Teaching as White Water Rafting (Brooksfield Chapter 1, 2nd Edition)
Well, I've never been good on water but I can say that white water rafting can undoubtedly work as a metaphor to teaching. While others may see it as a job with many uncontrollable variables and decisions to make in little time, all while tumbling downstream with rocks and obstacles in the way, I see it as organized chaos.
Sure, you have your obstacles, people to work with and decisions to make. Time management is crucial, both in the water but also as a teacher. Brooksfield writes "teachers are struggling gladiators of ambiguity" (p. 9). We make structured knowledge out of information clouds, and (more or less) successfully communicate retained knowledge to learners through some chosen medium.
All I can say is, to the untrained mind the idea of teaching can seem treacherous. That said, to someone who's never had the experience of or the yearn to whitewater raft, the same can be said about that. I'm terrified of rapids, seeing as I'm not a strong swimmer. I can only imagine how people must feel teaching white water rafting.
Sure, you have your obstacles, people to work with and decisions to make. Time management is crucial, both in the water but also as a teacher. Brooksfield writes "teachers are struggling gladiators of ambiguity" (p. 9). We make structured knowledge out of information clouds, and (more or less) successfully communicate retained knowledge to learners through some chosen medium.
All I can say is, to the untrained mind the idea of teaching can seem treacherous. That said, to someone who's never had the experience of or the yearn to whitewater raft, the same can be said about that. I'm terrified of rapids, seeing as I'm not a strong swimmer. I can only imagine how people must feel teaching white water rafting.
The Muddiest Point (From Aug 15)
Monday, 15 August 2016
The Muddiest Point
Seeing as I'll be teaching some form of computer literacy, "The Muddiest Point" (Brooksfield, p. 38) allows students to write down (or maybe in the case of my class, anonymously instant message) the most unclear portion of the class for that day, and send it to the instructor.
For example, if I'm going to be teaching the basics of structuring and formatting a résumé in Microsoft Word, there may be an 'muddy point' involving the appearance of text headings. This way, it may be something as simple as re-visiting step-by-step instructions for a particular sub-topic. However, it could also be someone reaching a state of built up anxiety and needing to take a step back in the course to recover and regroup.
Either way, this exercise can help learners address any confusion or 'muddiness' that may be in the classroom. I will try this with my next students that I tutor, and see how it goes!
For example, if I'm going to be teaching the basics of structuring and formatting a résumé in Microsoft Word, there may be an 'muddy point' involving the appearance of text headings. This way, it may be something as simple as re-visiting step-by-step instructions for a particular sub-topic. However, it could also be someone reaching a state of built up anxiety and needing to take a step back in the course to recover and regroup.
Either way, this exercise can help learners address any confusion or 'muddiness' that may be in the classroom. I will try this with my next students that I tutor, and see how it goes!
Autobiography (From Monday, Aug 15)
I accidentally created a new URL "pidp3260.blogspot.ca" on my Blogger Account. I'm swapping all the posts here to my main blog! Crohn's meds will do a number to anyone.
Monday, 15 August 2016
Autobiography
This should have been up yesterday, but Crohn's sometimes keeps me in the washroom on long overnighters. I guess that's the best introduction I can give myself! My name is Adam Dewji, and recently I've come to understand that Crohn's is just the bottom of the pyramid of "pain-in-the-butt" (no pun intended) digestive issues that affect me.
Outside of that, I'm and introverted extrovert with a BA in Interactive Arts and Technology from SFU. I'm very raw and to-the-point, because I'd rather not sugarcoat a situation. However, I do know when a situation warrants it (and will when appropriate). I was involved with CJSF 90.1FM as a host, on-air trainer, and executive from 2007 to 2012. This doesn't mean I have a great radio voice, but I have experience voice acting; I can pretend to have a decent radio voice.
I found my passion for teaching while at CJSF Radio. Training new volunteers how to become a full fledged radio DJ was a challenge that I enjoyed so much, that I re-designed the entire training curriculum which is still in use today. The feeling of communicating knowledge, and having someone reciprocate it back to you with a smile on their face is one of most accomplished feelings I've experienced.
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Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
Outside of that, I'm and introverted extrovert with a BA in Interactive Arts and Technology from SFU. I'm very raw and to-the-point, because I'd rather not sugarcoat a situation. However, I do know when a situation warrants it (and will when appropriate). I was involved with CJSF 90.1FM as a host, on-air trainer, and executive from 2007 to 2012. This doesn't mean I have a great radio voice, but I have experience voice acting; I can pretend to have a decent radio voice.
I found my passion for teaching while at CJSF Radio. Training new volunteers how to become a full fledged radio DJ was a challenge that I enjoyed so much, that I re-designed the entire training curriculum which is still in use today. The feeling of communicating knowledge, and having someone reciprocate it back to you with a smile on their face is one of most accomplished feelings I've experienced.
----
Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
Monday 1 August 2016
Onward to Professional Practice
It's not often you'd get a chance in life to drop everything in a moment and pursue your passion. That's what I've done. I have been halfway through this PIDP program for some time now, and I can't wait any longer. I quit my day job, sick of the corporate shenanigans and penny-pinched teams stressing over every little detail. I'm already dealing with Crohn's and a multitude of other illnesses--I can't possibly fathom the energy to pick up other people's messes while having more work shoved down my throat.
That said, I'm back!--a little grey and rougher around the edges. I feel I've grown, and this will change the way I approach the next three courses and my Capstone project. PIDP 3260 is my next course, followed by enrollment in 3240 later this month.
I'm hoping 3220 will be offered in September at Camosun (yes, I know it's in Victoria) so I can start my Capstone in October. I've already developed a curriculum for self-designed courses I want to teach! I haven't felt this eager and driven...knowing what I want and how to get there. It's refreshing.
With my time off, I'm focusing on my health, self-improvement, and managing my Crohn's + other symptoms (it's honestly a second FT job). I'm lucky enough to have my fiancee and family by my side.
Anyways, I'd better stop writing all this personal stuff and focus on my work. If you'd like to chat about anything Crohn's / illness-related, or craft beer, cider, whiskey, hockey, etc., I'm here! But I'm a Canucks fan, so be prepared.
Cheers!
That said, I'm back!--a little grey and rougher around the edges. I feel I've grown, and this will change the way I approach the next three courses and my Capstone project. PIDP 3260 is my next course, followed by enrollment in 3240 later this month.
I'm hoping 3220 will be offered in September at Camosun (yes, I know it's in Victoria) so I can start my Capstone in October. I've already developed a curriculum for self-designed courses I want to teach! I haven't felt this eager and driven...knowing what I want and how to get there. It's refreshing.
With my time off, I'm focusing on my health, self-improvement, and managing my Crohn's + other symptoms (it's honestly a second FT job). I'm lucky enough to have my fiancee and family by my side.
Anyways, I'd better stop writing all this personal stuff and focus on my work. If you'd like to chat about anything Crohn's / illness-related, or craft beer, cider, whiskey, hockey, etc., I'm here! But I'm a Canucks fan, so be prepared.
Cheers!
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