Tuesday, September 22, 2009

Michael Boyce, Coordinator, Digital Literacy Centre
Born/e Digital. The social production of digital literacy. A play of forms and formulations.
Video Podcast [.mov]

Over the last 20 years new media production has evolved within such frameworks as accessibility, credibility and possibility. Developments in these areas have been variously attended to by interests that are social, political, economic, aesthetic, and pedagogical in nature, with a great deal of contentious understanding about what any of it is/ means, and how it all should be managed. More recently, some of these interests have become further guided by the apprehension of a shift in human consciousness and the state of being that is born (birthed) out of or borne (transported) by exposure to the Digital World. Regardless of the context of engagement whether it be through work or leisure, or whether as producer, manager or user the theory holds that doing so makes one vulnerable to this transformation. Literacy, with regard to this mutation, is conceived of as an organic evolution, and the language (code) that is comprehended written & read (encoded/decoded) as a hybrid emergent property of the communicative relationship between humans and data. Is the digital, then, a thing in itself? Is it alive? Some thoughts to entertain.

Wednesday, October 21, 2009

Peter Seixas, Professor & Canada Research Chair, Department of Curriculum and Pedagogy
Benchmarks of Historical Thinking: A dialogue between the school classroom and research

In 2006, the “Benchmarks of Historical Thinking” was launched as a research-based project to put teachers, educators, ministry officials and textbook publishers in a position to make historical thinking central in social studies curricula, assessments, professional development and classroom materials.  After considerable apparent success, we are now poised to conduct a series of studies on the impact.  The seminar will discuss the key ideas behind the project and trace its course as an exemplar of knowledge mobilization.

Tuesday, November 17, 2009 ** Session Cancelled **

Susan Grossman, Associate Director UBC-Community Learning Initiative
Community Service Learning: A High Impact Practice

Community service learning (CSL) and community based research (CBR) are two pedagogical practices that encourage students to test their course-based competencies outside the classroom and in the realm of community. Each brings students into learning environments where qualities and skills such as a tolerance for ambiguity, a capacity for critical thinking and creative problem solving, and the ability to work across cultures are fostered. These approaches to learning are congruent with National Survey of Student Engagement (NSSE) research that delineates CSL as one of the high-impact practices that improve the quality of the student learning experience.

Tuesday, January 19, 2010

Kim Schonert-Reichl, Associate Professor, Educational & Counseling Psychology & Special Education

Tuesday, March 23, 2010

Susan Gerofsky, Assistant Professor, Department of Curriculum and Pedagogy
Julia Ostertag, M.A. Student, Curriculum and Pedagogy

Tuesday, April 20, 2010

Gaalen Erickson, Professor, Department of Curriculum and Pedagogy