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Ungrading: Pedagogical Possibilities for Going Beyond the Grade - Shared screen with speaker view
Cathie LeBlanc
01:38:09
My screen says we are recording now.
Robyn Foshee
01:42:11
Hi Todd!
Travis Martin
01:42:16
Hi Matt
Jess Chretien
01:42:18
H e l l o, I’m Jess and I just spun off on the highway and I am FRAZZLED but man am I pumped for some sweet, sweet UNGRADING. No car accident can dampen my enthusiasm, y’all.
hannah hounsell
01:42:37
I'm so glad you're ok, Jess!!
Jonathan Poritz
01:42:43
Hello from snowy Colorado...
Jim Miller
01:42:49
Hi Julie!
Karen Cangialosi
01:43:02
Cool hat!
Julie Moser
01:43:04
That’s a proper winter hat! :)
Emily Fisher
01:43:31
Hi! Emily from Baltimore, MD here
Reta Chaffee
01:44:57
Tip: If you want to chat with everyone, be sure to change the "To" line to: All panelists and attendees
Meghan Naxer
01:45:37
Hi everyone! We have a large group here from Oregon State University in Corvallis!
Karolyn Kinane
01:46:02
Excited to be here from the University of Virginia Contemplative Sciences Center!
Stacey Korson
01:46:12
Hi! Stacey from rainy Kentucky (and EKU)
Michael Wakefield
01:46:30
Got it, thanks! Mike Wakefield, Keene State College, NH
Laura Tilghman
01:46:36
Hey KK! Nice to see you virtually :)
Sarah Parrish
01:46:48
Sarah Parrish, PSU New Hampshire!
Fiona Coll
01:46:49
Hello, hello from SUNY Oswego!
hannah hounsell
01:46:53
So excited to see people from all over the country in this webinar! If you have questions for the panelists, definitely head over to the Q&A and submit your questions.
Elizabeth Reed
01:47:22
Greetings from Chittenden VT
Robin DeRosa
01:47:54
Good to see you all here!
Heather Miceli
01:48:14
Representing Roger Williams University in RI!
Robin DeRosa
01:49:57
Hashtag is #ungrading for those on Twitter
hannah hounsell
01:52:57
Things no one tell you when you go in to student teach for the first time... the agony of grading "objectively"
Robin DeRosa
01:55:14
When you chat, make sure you select all attendees if you want to share with everyone!
LynleyShimat Lys
01:55:46
Thanks! I love reading my students' papers & hate putting a numeric value on them.
Robin DeRosa
01:55:55
I am seeing a lot of stuff just addressed to panelists, and just want to make sure that’s what people mean to be doing. :)
hannah hounsell
01:57:03
Grades become even more complex and predatory when you think about the fact they are linked to GPA and financial aid. Good grades = more money to continue to go to school. Broken system.
Nathan Filbert
01:57:20
Are all of you familiar to Masschelein & Simons; Tyson Lewis', Gert Biesta, etc. work on "public" education? Such ammunition or gentle powerful fodder for addressing these issues at admin/uni/institute levelsscholia = leisure; study as play; public as unqualified (or identified) "all"; "schooling as protected (from politics, economics, culture, social pressures, family, etc) exploration and engagement with/of "world"
Svetlana Peshkova
01:57:29
I would love for my other co-conspirators to see this webinar - let us know if it is going to be posted somewhere - that I direct them too re education as a decolonize practice
Nathan Filbert
01:58:02
funny how even digital programming "grades" inputs - systemic problems
hannah hounsell
01:58:06
This webinar is being recorded and will be posted! All registrants will get that link in a few days!
Robin DeRosa
01:58:34
I love "The Unscholarly Use of Numbers in Our Assessment Practices: What Will Make Us Change? (2011) by Chris Rust. My favorite piece on that objectivity fallacy. #ungrading https://digitalcommons.georgiasouthern.edu/ij-sotl/vol5/iss1/4/
Svetlana Peshkova
01:58:44
Thank you! Excellent!
Travis Martin
01:58:59
Anyone find that when approaching colleagues about ungrading they don't respond well to the notion that they are punishing or demoralizing students? I mean, I agree, but it sort of moralizes the issue in a way that results in an emotional response--defensiveness.
Beth Haas
01:59:20
Yes.
Sybil Priebe
01:59:30
my colleagues think I’m nuts
Liz Ahl
01:59:57
When I have approached MYSELF I have been defensive because it is not pleasant to think about how I have punished/demoralized students, even if I have not meant to.
Lisa
01:59:59
Travis, yes! I adjunct and tried to talk to FTF about this when I read Hacking Assessment. They felt like I was attacking them!
Travis Martin
02:00:54
Well, luckily there's an established and growing body of research to draw on :)
Lisa
02:01:01
So now I’m doing it secretly… I’m wondering what will happen when I’m found out…
Heather Miceli
02:01:06
Absolutely. Luckily, my dean is on the same page, so I let him take the moral high road in most situations. He can take the heat, I'm PT
Robin DeRosa
02:01:33
A recording of this webinar will be available soon after the end, and captions will be up as soon as we can get them edited!
Sybil Priebe
02:01:34
I was such a jerk to my students in the past with late policies, etc. This new way of trading has really caused me to rethink EVERYTHING I’ve done in the past. I feel badly for who I was but she didn’t know better.
Svetlana Peshkova
02:01:50
I love self-assessment - just need to make sure we include those whose English is not the first language (or the only one) and here I really appreciate a focus on visual reporting - like video, or painting etc.
Matthew Winslow
02:02:02
#metoo Sybil
Heather Miceli
02:02:03
Yes, Sybil. I had lists of policies.
Beth Haas
02:02:17
Same here, Sybil.
Robyn Foshee
02:02:43
@Robin DeRosa - are you planning to share the chat file? Would love to have access to some of these comments and shares.
Beth Haas
02:03:09
Trust is critical.
Robin DeRosa
02:03:15
@robyn Yes, I think the chat will be available with the Zoom recording!
Sybil Priebe
02:03:21
When Martha mentions feeling like she’s getting away with “doing less” I get that. Giving feedback is fun and not grueling like allotting points
Reta Chaffee
02:03:22
The chat files will be included in the recording
Robyn Foshee
02:03:28
Thanks!
Robin DeRosa
02:03:40
Thanks, Reta
Travis Martin
02:03:51
Ha! Serious evaluative feedback is quite the task, a rewarding one though
Michael Wakefield
02:04:00
Tough climb dealing with departmental policies, especially for adjuncts.
Svetlana Peshkova
02:04:29
Can we get this link to the practitioner discussed
Mel Young
02:04:41
http://peterelbow.com/
Svetlana Peshkova
02:04:43
The three grading trajectories
Heather Miceli
02:04:43
I do get a bit annoyed when people claim I'm doing less, when in fact I'm working a lot more.
Robin DeRosa
02:04:44
We will share resource doc at the end, and this chat will also be published.
Karen Cangialosi
02:04:44
Minimal grading is better, and yet our institution has just increased the number of grades by now having plus/minus for every letter grade. This is new for KSC
Svetlana Peshkova
02:04:48
Thank you!
Sybil Priebe
02:04:53
Martha brings up minimal grading & use that in addition to lowering the total amount of points things are worth. no more 100 pt papers
Jesse Stommel
02:05:02
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.567.4718&rep=rep1&type=pdf
Matt Cheney
02:05:07
In talking with people about my current practices, I always personalize it to my own story as a teacher struggling to become better and more effective. When I started as a teacher, I started very traditionally because that’s what I thought I had to do. Eventually, it was a science teacher who told me my grading system was an incomprehensible Rube Goldberg machine, and that was when I began to recognize objectivity theatre and pull back bit by bit. It was a process. It still is.
Sybil Priebe
02:05:27
Interesting, Matt
Geoffrey Cain
02:05:50
Peter Elbow: https://scholarworks.umass.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1011&context=eng_faculty_pubs
Heather Miceli
02:06:12
Even just dropping assignments from 10points to a scale of 4 has made a huge different.
Sybil Priebe
02:06:26
agreed, Heather
LynleyShimat Lys
02:06:29
I always make sure the total points possible in the class adds up to 100, so the grade is easy to calculate.
Heather Miceli
02:07:36
I've never used the points system because my schedule changes every semester depending on the topics my students choose - everything was always weighted
Travis Martin
02:07:49
Happy to see non-TT faculty in the chat. It's good your schools help you feel comfortable enough to try these approaches. Precarity can be quite an obstacle
Meghan Naxer
02:08:13
Specs grading: Linda Nilson
Toni Jaudon
02:08:17
Linda Nilson!
Toni Jaudon
02:08:24
Meghan, jinx!
Robin DeRosa
02:08:52
Yes, Travis. We have lots of non-TT folks in our learning community that works on Ungrading, and we’ve had lots of conversation about the privilege it takes to feel (or be) safe enough to take pedagogical risks.
Nathan Filbert
02:08:56
Inspiring text for me - is this contract? - https://pioneerworks.org/publishing/jesse-ball-notes-on-my-dunce-cap/
Kelsey Donnelly
02:09:17
Thanks Martha!
Fiona Coll
02:09:30
Thank you so much, Martha!
Heather Miceli
02:09:46
Great intro - I'm looking forward to sharing these slides!
Karolyn Kinane
02:09:47
SURPRISES!! Yay! :)
LynleyShimat Lys
02:09:55
Thanks everyone for the names and links!
Sarah Warmker
02:10:08
I am so excited to implement this! To the extent that I can as an adjunct :)
Travis Martin
02:11:24
Anyone doing this with Blackboard?
Robin DeRosa
02:11:27
Blog from Cathie about the cool “Tackling a Wicked Problem” course: https://cathieleblanc.com/2019/05/10/what-is-tackling-a-wicked-problem/
Martha Burtis
02:11:28
Yes! Linda Nilson. Thank you. Can’t believe I blanked. :-|
Martha Burtis
02:11:39
Yes! Linda Nilson. Thank you. Can’t believe I blanked. :-|
Robin DeRosa
02:12:06
PSU folks will talk about Moodle. That’s our Learning Management System. You may have a different LMS (Blackboard, Canvas, etc).
Sybil Priebe
02:12:06
I’m trying to use Bb... with Google items embedded
Beth Haas
02:12:07
Travis, Blackboard can do complete/incomplete per assignment.
Beth Haas
02:13:39
I’ve used Blackboard and set all ungraded assignments as having 0 points with grade display as complete/incomplete. When complete, set student’s grade as 0/0 and the grade book displays a checkmark.
Travis Martin
02:14:21
@Beth I am using zeroes and ones because I wanted a stop/go approach. I couldn't do that with only checkmarks.
Clarissa Sorensen-Unruh
02:14:36
@OnlineCrsLady uses ungrading in Canvas, Jennifer, and has blogged fairly extensively about it
Travis Martin
02:14:56
Couldn't add comments on null fields
Sybil Priebe
02:15:02
@Travis - ditto. I allow redos, so I set up assignments for unlimited submissions
Kelsey Donnelly
02:15:11
Thanks Cathie!!
Karen Cangialosi
02:16:47
I am wondering more and more about the idea of self assessment, and the idea that "students gave themselves the grade I would have given them anyway if I wasn't ungrading". I wonder if we aren't orchestrating more than we think sometimes...
Clarissa Sorensen-Unruh
02:17:18
hmmm…can you unpack that more, Karen?
Julie Moser
02:17:21
I’m reminded of the classic Lisa Simpson episode when she panics and needs to be graded! :) https://www.youtube.com/watch?v=6h4GD2feZ8Q
Mel Young
02:17:59
Thank you Robin!
Heather Miceli
02:18:00
@Karen - I felt that so much this past semester. I'm now participating in early conversations about shifting our gen ed core to pass/fail.
Michael Wakefield
02:18:13
To start getting buy-in from administration, start making evidence-based connections between grading and retention.
Jesse Stommel
02:18:21
@Karen C — I try to not have a grade I would have given them anyway. It’s a hard leap to make in my brain, to really give that work over to them and only step in if they need me (and mostly only if they ask me to step in).
Karen Cangialosi
02:18:34
@Heather - pass/fail is definitely a better way to go
Sarah Parrish
02:18:44
My students are obsessed with Laura and her approach to grading. Listen up, everyone!
Sarah Warmker
02:18:49
As a GTA and adjunct I have used ungrading for quizzes (low stakes assignments) because those are the assessments I am allowed to design myself, but it has made a huge impact on student trust and risk taking in the class. They complete the assignment in small groups and are allowed to use books, internet, etc - this is a great way for me to try new types of lessons and teaching materials out as well
Svetlana Peshkova
02:19:01
Robin, do you have any summer institutes that some of us can attend - since we could use this time for “professional development”? On Open Ed and Ungrading and such?
Jesse Stommel
02:19:06
But I think you are right that we are having a huge influence, Karen. The key is to make sure we are pushing them but pushing them toward their own compass and not ours.
Svetlana Peshkova
02:19:11
I mean with you collective?
Robin DeRosa
02:19:26
Martha and I are teaching a track on Open Education at Digital Pedagogy Lab in Denver this Summer.
Svetlana Peshkova
02:19:57
Is the information on your website?
Cathie LeBlanc
02:20:00
Hi all--what I meant about "grade I would have given them anyway" is that I think many people think that students will all give themselves As if we let them self-assess. And that is not my experience. They are pretty honest with themselves and me about the work they're doing and their level of learning.
Robin DeRosa
02:20:01
DPL Info: https://www.digitalpedagogylab.com/dpl-2020/. It will be amazing! Our track will definitely cover ungrading.
Sarah Parrish
02:20:10
Laura, our mutual students mentioned that they love these reading worksheets
Heather Miceli
02:20:24
As I said above, I'm a really lucky adjunct because I teach in a gen ed program where we are explicitly encourages to take pedagogical risks - our dean and provosts are 100% on board with experimentation. But it did take time for me to feel absolutely comfortable in doing so.
Robin DeRosa
02:20:24
We will be providing more resources at the end of the webinar.
Clarissa Sorensen-Unruh
02:20:46
I agree with @Karen and @Jesse. And yes, grades have lots of negative connotations. But there’s something in selling the idea to medical and pharmacy schools that the students and teacher have collectively come to the grade...
Maria Sclafani
02:20:52
Every work situation is different, but when I was an adjunct, I turned most small assignments into completion-based ones (including drafts of papers), and I found it had a positive effect, as Sarah W. observed.
Clarissa Sorensen-Unruh
02:21:23
#Ungrading will be covered in our STEM-H track at the DPL too.
Karen Cangialosi
02:22:40
@Cathie - yes, I get that people have fears that students will give A's with self assess, and that is in fact, not the case. But I was wondering about the grades they do actually give themselves, and how we may subconsciously affect that somehow.
Robin DeRosa
02:23:10
Use the Q&A if you have questions for the panelists and we will do our best!
Karolyn Kinane
02:23:40
Thank you Laura!
Travis Martin
02:23:41
It's funny that we are reading pedagogical research, attending webinars, going out of our way to do our best work-- really basing our teaching methods on proven practices, yet there's still a kind of imposter syndrome present
Kelsey Donnelly
02:23:42
Thanks Laura!
Clarissa Sorensen-Unruh
02:25:21
Summer institutes BTW sound like a rollicking good time, @Robin…
Laura Tilghman
02:25:41
Alanna Gillis has written about self-evaluated participation and reframing participation as skill building. Link to the article here: https://journals.sagepub.com/doi/abs/10.1177/0092055X18798006?journalCode=tsoa
Clarissa Sorensen-Unruh
02:25:44
#Ungrading will be covered in our STEM-H track at the DPL too.
Sarah Warmker
02:25:45
I LOVE “reducing anxiety for students” as a goal of pedagogy
Karen Cangialosi
02:26:14
Contract grading seems like it could increase the obsession with grades. maybe?
Robin DeRosa
02:26:41
Makes me wonder if there is a difference between anxiety and obsession.
Sarah Warmker
02:27:11
I had a professor that actually had us fill out our own contract in checklist form and turn it in for our final grade, basically calculating our own grade and signing it
Travis Martin
02:28:12
I've yet to try the grading contract, my hesitation is that students will minimax it--seems to distract from the goal of intrinsic motivation. At the same time, my students crave more structure.
Sybil Priebe
02:28:15
@Karen - that was what I noticed when I used contract grading
Clarissa Sorensen-Unruh
02:28:18
Susan Blum’s #Ungrading book will be coming out soon too…Jesse and I both have chapters…When it comes out, it’ll be here: https://wvupressonline.com/node/571
Erin Whitteck
02:28:30
Just saw a webinar on bandwidth, I can see how reducing that anxiety and increasing transparency allows students to spend their cognitive resources on what we actually want them to be doing, in other words increases their available bandwidth
Kelsey Donnelly
02:29:06
Thank you Matt!
Robin DeRosa
02:30:30
Poke around in syllabi from Matt and Martha in our Interdisciplinary Studies program: https://colab.plymouthcreate.net/ids/ids-classes/
Karen Cangialosi
02:31:51
@Robin - I think very fine line between obsession and anxiety.
Liz Ahl
02:31:53
I am interested in the bandwidth notion! Makes good sense.
Sybil Priebe
02:32:21
Agreed, Matt - I’m getting better at catching Ss earlier with late stuff or incomplete work. I hope this doesn’t end up with a massive pile of stuff during finals week. thus far, it’s only a few who I’m worried about
Matt Cheney
02:33:06
Jess is a hero!
Karen Cangialosi
02:33:14
Yikes Jess!
hannah hounsell
02:33:16
<3 Jess!!
Kristin Stelmok
02:33:33
Asao Inoue has a couple of (open!) books on “labor-based grading” (closely related to contract grading) that he developed as an antiracist way of assessing writing. His books are available here: https://wac.colostate.edu/books/perspectives/inoue/ AND here: https://wac.colostate.edu/books/perspectives/labor/ Hoping to read them this summer!
Martha Burtis
02:35:01
Thanks for that share, Kristen!! We will add to our resource list.
LynleyShimat Lys
02:35:08
Love Asao Inoue books!
Robin DeRosa
02:35:12
Poke around in our learning community’s emergent syllabus here: https://colab.plymouthcreate.net/cplc-season-1/cplc-syllabus-one/
Jesse Stommel
02:37:23
I think this “not caring” but “caring” is an important way of describing this. She cares enough about her own learning to not care about grades.
Sybil Priebe
02:37:29
love your spunky attitude about being graded by teachers, Jess
Jesse Stommel
02:37:44
Jess is totally inspiring to me.
Clarissa Sorensen-Unruh
02:37:59
#MeToo Jesse
Sarah Parrish
02:38:00
Good question, Jess. Have students internalized our professor’s expectations for them?
Sarah Parrish
02:38:06
their*
Erin Whitteck
02:38:17
What a gift! I wish I would have been imparted this view of learning and grades at that point in my career. Thanks for sharing Jess!
Karen Cangialosi
02:38:38
YES and yes. Talking to students. What a revolutionary idea!
Erin Whitteck
02:38:50
Yay Rissa!
Heather Miceli
02:38:52
Right Karen? Who knew?
Sarah Warmker
02:39:03
Yay bell hooks!!!!!
hannah hounsell
02:39:44
Hi Sean! Do you want to submit your question in the Q&A at the bottom of the screen? Panelists will be able to see and answer these questions easier than trackinig the chat!
Jesse Stommel
02:40:02
The piece she quoted from: https://www.aaup.org/article/human-work-higher-education-pedagogy#.Xjy2SS2ZN24
Jesse Stommel
02:40:09
Thanks, Rissa :)
Maria Sclafani
02:40:55
wow
hannah hounsell
02:40:55
No problem! I just didn't want it to disappear into the chat ether :)
Sarah Warmker
02:41:10
I have had med students drop my class mid semester because they had an 89% and couldn’t stand the thought of having a B
Robin DeRosa
02:41:12
And here’s great complement to Rissa, Karen Cangialosi’s “You Can’t Do That in a STEM Course”: https://hybridpedagogy.org/do-in-a-stem-course/
Michael Wakefield
02:41:47
Sorry, forgot attendees: @Karen Last night in my ITW. For a half hour. More offline.
Heather Miceli
02:43:08
Another STEM voice here - I was drawn to it to reduce science anxiety in my gen ed course. So many worries about low grades by excellent students
Karen Cangialosi
02:43:46
Thanks for the plug Robin. :-)
Beth Haas
02:44:00
My limited ungrading experience (also in Chem) totally echoes what Clarissa said: it wasn’t active learning that really made it clear that I cared about my students, it was ungrading!
Robin DeRosa
02:44:11
The blog post Jesse is reading from: https://www.jessestommel.com/ungrading-an-faq/
Clarissa Sorensen-Unruh
02:44:31
YEAH @Beth! Love that you had a similar experience…
Clarissa Sorensen-Unruh
02:46:02
My best summary ungrading blog so far: https://www.chemedx.org/blog/ungrading-what-it-and-why-should-we-use-it
Karen Cangialosi
02:46:41
If all students said "I don't care what grade you give me" and that is replicated outside of school, -THAT would really shift things.
Travis Martin
02:48:04
Welcome to the revolution.
Maria Sclafani
02:48:06
absolutely!
Clarissa Sorensen-Unruh
02:48:09
That would be awesome, @Karen. Because that would mean that students have learned to assess their own learning in a powerful way…
Sybil Priebe
02:48:28
YES TRAVIS
Clarissa Sorensen-Unruh
02:48:33
Like @Jess…
Lisa
02:49:10
As an adjunct, I have freedom to create rubrics, number of assignments, etc. So why not the freedom to ungrade? That’s what I asked myself this semester, so I jumped into the deep end without telling anyone. I’ve been building my research and background in case I’m asked, but I have yet to talk openly about it.
Karen Cangialosi
02:49:11
@Travis - yay revolution!
Heather Miceli
02:49:13
Just experienced this today - in a conversation about going to pass/fail in gen ed, a full time faculty member wrote *facepalm* - he does not teach the course.
hannah hounsell
02:51:09
There's still time to submit questions for the Q&A!
Heather Miceli
02:51:50
Laura Gibbs @OnlineCrsLady on twitter writes about ungrading a lot
Matthew Winslow
02:51:57
I ungraded my online course and I thought asking students to keep a learning journal was helpful because it allowed for informal conversation.
Nathan Filbert
02:52:01
I think the thing that pricks at me is the wonder of (and I'm - it feels - inherently FOR it) - what is the ideology or standpoint or biased perspective that PREFERS ungrading?
Reta Chaffee
02:52:43
You can create meaningful relationships with students online. Discussions can actually unfold with more depth when students have the opportunity to all contribute.
Karen Cangialosi
02:52:48
@Nathan- can you clarify your question please?
Nathan Filbert
02:53:15
what values / beliefs / social perspectives / politics underly the position of "ungrading"? And in what ways are promoting it... encroaching on other possibilities?
Julie Moser
02:53:21
Have to scoot but this has been fabulous. Thank you all! :)
Reta Chaffee
02:53:59
It's not the system that requires you to grade...it's those who administer the system.
Jonathan Poritz
02:54:00
@Robin -- you mentioned not talking about politics, which made me think about the Dunning-Kruger-in-Chief ... which makes me wonder if Dunning-Kruger plays a role in the versions of ungrading that have a self- or peer-assessment component. Any thoughts?
Clarissa Sorensen-Unruh
02:54:21
<cough @Jesse> BlackBoard Learn (tying learning to grades)
Karen Cangialosi
02:54:32
@Nathan- such a great question! I think that there may be different answers for many of us. I wrote a bit about this in my post, for me. That is has to do with taking down caste systems. https://karencang.net/teaching/a-special-kind-of-hell/
Robin DeRosa
02:54:34
Martha has antennae coming out of her head.
Robyn Foshee
02:54:56
But they’re lovely!
Laura Tilghman
02:54:58
I like Martha's colorful light crown :)
Karolyn Kinane
02:55:02
RD you read my mind :) <3
Karen Cangialosi
02:55:02
@Nathan - but others probably bring other values and reasons for why they do ungrading.
Clarissa Sorensen-Unruh
02:55:24
<Robin making me laugh> The antennae match the bang…
Clarissa Sorensen-Unruh
02:55:28
bangs
Nathan Filbert
02:55:42
@Karen. Thank you. I find myself mostly curious constantly about what is it that feeds my ideas (or ANY ideas) of what is "public good"
Martha Burtis
02:55:48
LOL. I didn’t even notice my crown. :-)
Matthew Winslow
02:55:50
Lean into it, Martha!
Mark Long
02:56:23
LMS: “Learning is Management.” Block that metaphor
Nathan Filbert
02:56:31
@Karen - (mostly assuming I might be blind to those instigations / experiencings)
Svetlana Peshkova
02:56:57
What is learning systems for those of us who are not familiar with such a vocabulary?
Maria Sclafani
02:57:27
Blackboard, Desire2Learn, Moodle, Canvas are all learning management systems.
Reta Chaffee
02:57:50
Learning Management System (LMS)= Canvas, Blackboard, Moodle, etc.
Robin DeRosa
02:57:53
If you’re frustrated that we aren’t getting to your question, maybe use the Q&A instead of chat, since chat is moving really fast!
Svetlana Peshkova
02:57:55
Thank you! A glossary might be helpful for some of us
Travis Martin
02:58:52
I asked my students to "do me a solid" and hit the due dates this semester to help with my "grading" load. Some didn't make it and were surprised that I still wanted their work after the date passed. Yes, I still want you to learn!
Robin DeRosa
02:59:04
Panelists: question coming: My question is how do you do this - ungrading- in a multi-cultural and multilingual community? Any suggestions? Also, what if we are not digitally savvy?Best practices to do it face to face? Again, not a solutioin but suggestions! Finally, parents and enculturated expectations of grading and success - how do we do this? Again, just best practices and/or suggestions… Please
Michael Wakefield
02:59:21
+1 for glossary. I just learned tonight that I am "precarious" after 62+ semesters of adjunct teaching! #surprise
Karen Cangialosi
02:59:30
@Nathan- you are so right that it is important to consider what we mean by public good. I think it means the most good for the most people- what do you think?
Nathan Filbert
02:59:33
et. al. I doubt "solutions" or "resolutions" or that any deferent options don't em-power some idea or another. Nothing wrong with casting one's vote / beingness with a perspective-on-life... but claiming that is a different thing. De-construction - so intimately tied with 'construction' - is still construction of Something, some 'idea', of what 'learning' is for a human, what 'schooling' is... etc. How do we open this? How do we co-participate?
Nathan Filbert
03:00:50
"most good for most people" sounds suspiciously close to the 'democratic' (of the people, by the people, for the people' - power or rule-based idea) - I'm suspicious of "majority" perspectives.
Karen Cangialosi
03:01:59
@Nathan- I hope you write a post or article about all of that! There is so much in what you wrote there.
Nathan Filbert
03:02:22
"public" - etymologically indicates - "available to general observation" - anyone who is present is part (egalitarianly)… "democratic" is a "majority" view - like 'scientific fact" - collective agreement - this is NOT egalitarian
Karen Cangialosi
03:04:09
@Nathan- also, I am suspicious of majority perspectives also. So maybe all good for ALL people? is that too utopian? In any case, we need to make sure we are including especially marginalized voices
Karen Cangialosi
03:04:43
YES Jesse! need to transform power relations
Nathan Filbert
03:04:58
@Karen - how might we know when we are imposing ideas when we're co-equal species (it seems to me regardless of experience)?
Travis Martin
03:05:23
Derrida told everyone they started with an A. Then he told them he was in the wrong class.
Svetlana Peshkova
03:05:34
OMG, who is Derrida?
Nathan Filbert
03:05:41
@Travis - sigh.
Clarissa Sorensen-Unruh
03:05:52
@Travis - argh!
Nathan Filbert
03:06:12
We're always in the wrong class | where we simply (Heidegger) be-long
Karen Cangialosi
03:06:29
@Nathan- sigh. to be continued... this is a hard format to have this discussion
Emily Fisher
03:06:42
Thanks everyone!
Nathan Filbert
03:06:52
@Karen, thank you for discussing
Stacey Korson
03:06:57
I had a doctoral professor who also told us we all had an A on the first day—then said let’s get to the business of learning! This is where my thoughts began shifting to how do I do this with undergraduates.
Svetlana Peshkova
03:06:59
Decolonial approach to education might be helpful for some of us. Thank you for this fantastic time@
Maria Sclafani
03:07:01
@Svetlana https://plato.stanford.edu/entries/derrida/
Nathan Filbert
03:07:17
:) @Maria
Erin Whitteck
03:07:44
This was awesome! Thank you!!!!
Maria Sclafani
03:07:49
Thank you to all the panelists!
Robyn Foshee
03:07:50
Thank you all so much!
Sarah Warmker
03:07:51
I could cry with joy for these goodies
Kristin Stelmok
03:07:54
Thank you all so much!
Toni Jaudon
03:07:55
Thank you thank you!!
Jesse Stommel
03:07:59
Totally agree re: Decolonial approaches. I feel like they’re connected. Someone asked me the question (which shows up in my FAQ): is ungrading a decolonial practice. My answer is a tentative “yes” but it’s only a 3 paragraph answer so it doesn’t do the question any kind of justice.
Liz Ahl
03:08:00
Thanks all!
Tracy Orr
03:08:00
thanks so much!
Mel Young
03:08:00
Thank you for the inspiration :)
Robyn Foshee
03:08:01
*claps*
Gillian Benedetti
03:08:02
Thank you!
Heather Miceli
03:08:02
Thank you all so much!
Travis Martin
03:08:02
Thanks everyone! Cool stuff.
Jesse Stommel
03:08:08
[waves]
Sarah Warmker
03:08:09
Its even snowy in Oklahoma!
LynleyShimat Lys
03:08:09
Thanks everyone!
Jonathan Poritz
03:08:10
Thanks, wonderful!
hannah hounsell
03:08:12
Robin's email is rderosa@plymouth.edu
Meghan Naxer
03:08:15
Thank you!!!!!!!
Matt Cheney
03:08:19
The question we didn’t have time to get to about how to do this if you’re less digitally inclined is important because we can easily fall into a certain tech-centric focus. But the practices and ideas of ungrading long predate the digital world. It’s about respecting students as human beings, wanting to change the power dynamics of education, thinking about how to be human.
Kelsey Donnelly
03:08:21
Thank you!!!!
Michael Wakefield
03:08:23
Thanks, from a very old dog who loves new tricks
Fiona Coll
03:08:25
Goodnight, everyone!