Pages

Saturday, May 30, 2015

In Faculty Words: From Desire to Educated Ability to Promote Inclusivity

Simulation of Visual Challenges
Simulation of Visual Challenges
Faculty Development. A phrase I've long considered rather odd and incongruous. Maybe it's because I've been emotionally damaged by the words of one of my ID professors in grad school. He told me that faculty (in his world) hate the term "faculty development" because they are already developed. They don't need to develop anymore. They are possibly open to training, but not development. Another reputable ed psych and edtech professor who upon learning that I was going to tread the path of a practitioner (and not join the hallowed halls of academia) after finishing doctoral studies, wished me good luck in convincing faculty that someone could teach "better" than they did. So you see, I'm somewhat scarred. (Note: I still have faith in working with faculty, just that on some days I feel these words haunt me.)

But faith in the desire of faculty to want to improve their teaching surged when I read the following goals of some of our participants in the Institute on Inclusive Teaching 2015:

"I want to advance from the desire for inclusivity toward the educated ability to promote it, in any setting."

"I find that my own process of “de-colonizing” my mind and examining my various privileged identities has a direct bearing on my working relationship with students and faculty, through my increasing openness to and understanding of perspectives radically different from my own." 

Ultimately, I want to explore and expand upon my existing conceptualizations of diversity within my discipline so as to develop a more cohesive framework for integrating inclusivity across my instructional approaches, course content, and pedagogical content.

I witness failures from students who are struggling because they do not have the time to study. They have to work to pay tuition and they are too tired when they arrive in class to learn, let alone do their homework. In other words, those who succeed are those who have both the means and the will to study. Students also come from diverse school districts with more or less well developed language programs. Their ability to perform in my class depends also on their previous high school experience. Those who graduated from a demanding high school program passed my class with flying colors. I sympathize with my weaker students who have many odds stacked against them.

In my opinion, the diverse classroom should be accessible to everyone and anyone, but this is not the case. The greatest challenge in the XYZ courses has been 1) how to make our online content meaningfully accessible to visually impaired students, whether it is in the web-based workbook or the grammar exercises in our LMS, and 2) how to develop other types of comparable course content for them. Two out of the three visually impaired students I have taught have been unsuccessful in our courses due to these structural and curricular shortcomings.

As a public institution, it’s vital for VCU to maintain connections to its surrounding communities, especially disadvantaged ones. I think this starts with recruiting and supporting economically disadvantaged and historically underrepresented students. I don’t know how to do this on my own, but I want to do what I can to make it happen, and for me this begins in the classroom.

Amazing. Dedicated. Caring. Teachers who want to do better. Teachers who spent 5 days from 9 to 4 to learn how to improve their teaching. Not one or two. But 15 of them. Thank you for these unassuming courageous warriors in the educational arena.


Monday, May 25, 2015

Institute on Inclusive Teaching: Quick Notes

[Related blogposts: 2014 Reflections on the Institute on Inclusive Teaching;
There's a Place for Us; EdContexts full version]

Major Ideas from Institute that Resonated with Me.
Major Ideas from Institute that Resonated with Me.

Last year, it took me a couple of weeks to distill my thoughts into a blogpost. This image captures some of the ideas I'm mulling over.

Structural Poverty.


We meet again
Through veiled window glass frosted by body heat
Rain pelted outside and within
Wetting my white linen and polka-dotted leggings
My guilt and helplessness remained
What is going through Jolene's mind
Rain, like a windscreen-wiper, will it flick away the torrent of injustice 

The Richmond Hill experience remained a memorable experience for participants. Structural poverty brought about by policies or the lack of them, stares at one in the eye, in significant pockets of Richmond, Virginia (RVA).

I stumbled upon this tweet on President Rao's twitter stream which helps illustrate this concept of structural poverty in RVA:

"One's experience of traumatizing awareness should not paralyze us into inaction."

True. But what can we do?

"Change what you can change."

And so we push on, for the third year now, to raise awareness and reach out to faculty about various issues of inclusivity in VCU. Our definition of inclusivity is:

Moving towards inclusivity includes an intention of reflecting on ideas and assumptions, and becoming aware of differences in order to gain insight and transform our practices.

We hope that participants will begin the journey of transforming their teaching practices with the ideas they have gathered from this week's learning.

Inclusive teaching can thus be viewed as encompassing issues of access to educational opportunities; student involvement in academic work as well as personal and professional growth; student retention and success; and classroom and institutional climate.

Punitive Justice vs. Unitive Justice (Restorative Justice). 


Fodder for most lawyers. Not for Sylvia Clute, who calls herself a "recovering attorney." Why? In her own words:

Being able to distinguish between punitive and unitive justice clears up a lot of the confusion. When we understand this distinction, our world of greed, violence and war in the midst of breathtaking acts of love, kindness and generosity makes perfect sense.  When we analyze the two systems, we discover that punitive justice reflects a dualistic way of thinking that makes the "us versus them" dichotomy seem reasonable. Unitive justice recognizes the interconnectedness of all that is - that what we do to others, we do to ourselves.  
Sylvia Clute works with schools and organizations in Richmond to facilitate restorative circles and teach conflict mediation classes. She has published a few books, one of which is Beyond vengeance, beyond duality: A call for a compassionate revolution. Ready for a paradigm shift? It's time.

Dignity of Risk.


One of the most beautiful phrases I've heard the entire week. Supposedly, this phrase was coined in the 1970s regarding the subject of care for people with disabilities. I could see this applied in educational contexts. Allow students the liberty to try things for themselves, first. Don't try to coddle them. Of course, we don't like to see them get hurt and that's where the discernment of the teacher is welcomed. I see this as an area of struggle for teachers as we move towards open pedagogy. We are fearful. We are anxious. We worry that they might get bullied, hurt, write or say the wrong things that backfire and brand them for life; leaving digital footprints that might ruin their future prospects. Remember, we are the guide on the side, and we are there for them, consistently.


Food Shock. 


It has been some 15 years for me since I first set foot in America. I don't recall if I had any food shock. It was more of a loss to not be able to taste our delicate and fine Singapore cuisine again. After all, we are a Food Paradise. The portion sizes, American Chinese food and different smells and tastes made me crave Singapore food intensely. After 15 years, I still miss the fine dining outlets in Singapore and the ability to meet friends and dine late into the night with them.  The international students who visited us at the Institute shared many significant vignettes from their perspectives. I could identify with most of them. Many participants were struck by a point raised by an international graduate student. That we should not confuse "competence" with "confidence." Boldness (maybe loudness?) in speaking up should not be confused with greater competence. It seemed revelatory to many of the non-international participants. This is good. Let the shift begin.



Monday, May 11, 2015

This is How I Tweet and Chirp

I use Twitter as part of my work and for professional development. I created an account in 2007 but wasn't actively participating in the web until ALT Lab came along. I have ways to go but there are several things I've learned from using Twitter actively since October 2014. I've summarized and illustrated them as 7 big ideas thus far.


But the biggest takeaway for me is that Twitter is all about participation. The more you participate in activities and connect with others, the more you will get out of it and the more you want to be in a position to give back to others for being so giving to you. So participate, connect, share and give back. Be authentic and courageous. Loosen up a bit and have fun!

1. I get the latest information from my Tweeps/Twends? (Twitter People/Twitter Friends)

For example, I'm interested in Reggio-inspired Visible Thinking and what Project Zero (at Harvard) is up to. I want to know the latest professional development opportunities and conferences they offer.

I didn't think I'd see this show up on Twitter but it did - Thinking Routines!

Slowly as more thought leaders sign up on Twitter, I am able to get the latest information about their recent presentations and writings via Twitter. As a boundary crosser, my interests span education, instructional design, visible thinking, inclusive learning design, arts, French, leadership and creativity. Having been a teacher for many years of my life, at heart, I still see myself very much as a teacher. I participate in Twitter chats like the #satchatwc, #UDLchat, and any that I sometimes stumble across that interests me.

Our very own ALT Lab #TJC15 (Twitter Journal Club, run by @googleguacamole) chat is one I very much enjoy. Although I don't do research as much as I used to, I miss reading about the latest research in education. Twitter chats meet my need for shared community and online engagement beyond the posting of solitary tweets.

I even got the chance to contribute to a radio play and read a few lines. Talk about fun!

There are opportunities to write articles. I was honored to be invited to write a blogpost by a Twitter friend, Maha Bali who runs EdConteXts with a group of colleagues.

Tweets that show me being invited to blog for an webzine.
Tweets that show me being invited to blog for an webzine. 

Sometimes, professional development ideas for and with faculty arise out of unplanned spontaneous tweets. I recall posting a tweet about my training at Sabot and included the hashtag for my summer course. Suddenly, a conversation developed about crafting a faculty version of the course. 

Tweets that show a conversation developing around an idea for professional development
Tweets that show a conversation developing around an idea for professional development


2. My Twends tutor me when I need some help. 

I struggle to learn French at my grand old age, but I have a couple of Twends (Nadia, and Tania Sheko) who will jump in to help me. (I do curate a vast amount of resources but nothing beats a live tutor.)

Tweets that show a Twitter friend helping me with my French
Tweets that show a Twitter friend helping me with my French

There are too many people to mention who have taught me and tutored me (see blogpost on Hypothes.is which was introduced to me by Greg McVerry). Pardon me if I fail to mention all of you in this blogpost. All my Twends from #rhizo15, #et4online, #satchatwc, #udlchat, folks from #a11y where I've been lurking... Thank you from the depths of my heart!

3. I reflect and wonder out loud on Twitter. 

Sometimes, someone will pick up my idea, join me in an extended conversation and provide fresh perspectives and resources on the idea.

Even when I couldn't present at a conference, I received some feedback about my presentation via Twitter.

Tweets that show feedback for a presentation I was unable to be present in person
Tweets that show feedback for a presentation I was unable to be present in person

4. Let's not forget the social aspect. Many of my Twends are warm and helpful. 

After all, Twitter is part of social media.

Tweets that show casual conversations with Twitter friends
Tweets that show casual conversations with Twitter friends

You get to connect with new and old friends.

Tweets that show I met a fellow alumnus from Syracuse University
Tweets that show I met a fellow alumnus from Syracuse University

5. It's not all serious stuff for me. Twitter brightens up a dull day with its jokes and funny tweets....


6. And clever ideas abound. 


7. I don't just wonder out loud. I reflect and share my written thoughts on Twitter. 

I blog and share reflections of my work on Twitter. This doesn't get me much feedback but I see that sometimes, some tweeted blogposts get more hits than blogposts that I don't disseminate via Twitter.

I can ramble on. This is my first draft and I'll likely revise it a bit. It's amazing how much I have learned from Twitter and am learning to give back to my Twends. Merci all!

This is How I Work

My Office View 1
My Office View 

[Questions: LifeHacker]


Current Gig: 

Learning Innovation Design Specialist at VCU ALT Lab. 

One word that best describes how you work:

INTENSE.

Current mobile device: 

Samsung Galaxy S6 for most of my on-the-go stuff, blue-tooth streaming of playlists, long-distance communication on Whatsapp, spontaneous photo capture of special moments. Samsung Galaxy Tab 4 (8 inch) for reading Kindle books, and other web resources. I had an old MacBook Pro for consulting with clients but have recently upgraded to a Dell XPS 13 Touch which is much lighter and syncs with my Android devices. I had an old iPad 2 which I've set aside since acquiring the Samsung Tab 4. It's much lighter and more portable than the iPad.

Current computer: 

At work, I have an iMac and an Apple Thunderbolt display monitor. My home machine is a Dell XPS 8300 desktop which runs on Windows 7 Pro. It was easier for me to use a Windows PC when I was doing intensive research data analysis and most research software are compatible with a PC, like Access. I also used to create Adobe Captivate tutorials which previously only ran on a PC.

2 Monitors
2 Monitors

What apps, software, and tools can’t you live without?

Whatsapp connects me to family and childhood friends that go way back, people who have known me since I was 6 and know what I'm truly capable of achieving, ;-). It also connects me to many new international friends and ex-students. Kindle app, without which my life would be dull. Google products like Gmail, Docs, Drive, Calendar and Play for music streaming with my portable bluetooth speaker, Soundfreaq Sound Kick.

Two Adobe products I use regularly are Photoshop and Acrobat. Coming in close, for quick image editing, is PicMonkey, which replaced Picnik when it got bought over.

For work and professional development, Twitter, Diigo and Blogger (for personal reflections) are major spaces I participate in. I'm increasing my use of Rampages, our VCU hosting of WordPress sites for courses and eportfolios. And also of hypothes.is as I am getting more fascinated by annotations for learning interactions with authors.

What’s your workspace setup like?

I like to surround myself with beautiful things -- beauty as defined by me, myself -- artwork, books, and interesting artifacts, quotations, memories of life and people. The computers and mobile devices are there unavoidably, but I like to make my workspace look more human and home-like. I believe the environment is the third teacher and that walls speak of life experiences I've been through. So I decorate my workspace with stimulating ideas and color.

My Office View 2
My Office View 2

What’s your fave time-saving shortcut?

Are there true short-cuts in life? I'm not sure, although I've digitized a lot of stuff in my life, I still like to draw and paint by hand. Nothing replaces a pencil, pen or brush, to me. For work, I appreciate being able to import or export data from one app to another, and being able to store files in the cloud that are accessible wherever I go.

What’s your fave to-do list manager?

I don't have any that's digital. I write stuff on a notebook I carry around with me, to jot down ideas and to doodle. I use Evernote sometimes, but not in a huge way.


Besides your phone and computer, what gadget can’t you live without and why?

No gadget is indispensable. I like to practice to a greater extent the philosophy of minimalism.

What do you listen to while you work?

Vocal quality and lyricism are important elements in music I listen to. I can listen to background music that is soothing and meditative if I'm doing something that requires some cognitive load. Otherwise, for heavyweight cognitive stuff, absolutely no music or sound when I'm writing and synthesizing elements to craft something new, like a dissertation, proposal, article or blog post. I get irritated and distracted when I'm overloaded with adrenalin.

When I'm drawing or painting, I can tolerate more lively music, but still nothing loud or jarring. I listen to Broadway, R & B, folk, instrumental and foreign language music. French and Italian songs are very lyrical to me, Mandarin and Cantonese songs connect me to my cultural roots.

What are you currently reading?

Too many books that I read in chunks and try to finish when I have some time. I'll list the top 3. Metaphors We Live By by George Lakoff and Mark Johnson. I'm a fan of metaphorical thinking and writing, so I'm inspired by Lakoff and Johnson. Everyone Communicates but Few Connect by John Maxwell is another book I'm reading for tips on how to truly connect and not just communicate with a lot of noise signifying nothing. Creativity Inc by Edwin Catmull is intriguing for me, as with any book on creativity, which I'd once wanted to explore as a dissertation topic. I read mostly non-fiction books these days, unfortunately.

Are you more of an introvert or an extrovert? 

I want to say I'm more of an introvert but I'm finding this to be a cultural and contextual perception because in Singapore, I'm perceived to be more extroverted and "louder" to most people than in the USA. Many of us are familiar with Susan Cain's book Quiet: The Power of Introverts in a World That Can't Stop Talking, and I feel with her that there's some common association of quietness and introversion with pathology in American culture. I very much appreciate and admire individuals with a quiet confidence and gentle humility. Maybe I'm familiar with being in a Deaf community and am used to people not talking but gesturing.

How do you recharge?

I retreat to some quiet place to be alone by myself, meditate, read, listen to music, go to a musical, go outdoors, write, draw, be close to the sea or some reasonably large pool of water. I have to be in touch with the spiritual dimension of my life.

What’s your sleep routine like?

I try to get to bed early but somehow end up sleeping late like at midnight or later, because I seem to have so many things to do before I lie down. Most of the time, that is when I call family in Singapore. I like to read and reflect a bit before I sleep. I get up about 6 to 7 AM for work, but really I need 8 hours of sleep to function well.

What’s the best advice you’ve ever received?

Not directly aimed at me but Bronnie Ware's blogpost on the Top 5 Regrets of the Dying resonated with me since I read it in 2012 (?). While struggling emotionally with dissertation writing, I read the blogpost and was able to move on to finish it, without obsessing more over it. I could have done this or that, but in the end, I wasn't going to bring my dissertation with me to the grave. And so I moved on and decided I had worked hard enough on it (Ware's #2 wish).

Is there anything interesting you’d like to add?

“I have looked in the mirror every morning and asked myself: ‘If today were the last day of my life, would I want to do what I am about to do today?’ And whenever the answer has been ‘No’ for too many days in a row, I know I need to change something.” Steve Jobs 
“You can only become truly accomplished at something you love. Don’t make money your goal. Instead pursue the things you love doing and then do them so well that people can’t take their eyes off of you.” Maya Angelou

Saturday, May 9, 2015

Group Learning

At work, there was substantial discussion around the terms collaborative work, cooperative work, team work and group work --- all focused on making the OLE (Online Learning Experience) a perfect experience for our participants. After a while, a colleague said he doesn't really care what words we use for these "more than one person" type of learning. Signs of burnout? In the end, I offered to use other words like group learning and team learning in place of collaborative learning. The most important thing is not which word we choose to use, though that is quite important, but what meaning we attach to it, because people will interpret words differently.

I picked up a couple of definitions of group learning from my last workshop at Sabot. Both individuals work with the Project Zero group at Harvard. What follows is Steve Seidel's poetic definition of group learning.

https://notegraphy.com/ywkreher/note/1728623
https://notegraphy.com/ywkreher/note/1728623


Benjamin Mardell's definition: 

https://notegraphy.com/ywkreher/note/1729734
https://notegraphy.com/ywkreher/note/1729734


https://notegraphy.com/ywkreher/note/1729764
https://notegraphy.com/ywkreher/note/1729764

For text equivalent of images: Word Document

Other blogposts I've written about group learning: Group Work, Magically Imperfect Group Work

Friday, May 8, 2015

There's a Place for Us

[I revised this piece quite a bit and it is published at EdContexts: http://edcontexts.org/diversity/theres-a-place-for-us/]

In late 1999, I relocated to the USA and have had much adventure navigating cross-cultural zones of change. As a Singaporean Chinese, I am often perceived as someone from the Republic of China, which is not a problem or a bad thing at all. It is when I am expected to exhibit behaviors that go along with that misperception that things get awkward and challenging. What follows are little snippets of the faux pas some people have committed in an attempt to relate to me. These illustrations highlight the fact that there is substantial work to be done in the area of education and awareness about dealing with difference.

*********************************************************
American White Male Prof: The opening ceremony of the Beijing Olympics was wonderful. Those Chinese girls didn't smile at all while performing. (Looks at Yin to explain why.)
Yin: *scratches head*

[Note: This is a faux pas that tends to happen because most people see me as Chinese, but I am a Singaporean. My grandparents migrated to Malaya and then to Singapore.]

********************************************************

American White Male: You speak such good English compared to other Chinese. How is that so?
Yin: ???

[Note: Again, this is a social blunder that happens because most people see me as a Chinese from China, but I am a Singaporean. And there is a presumption that Chinese internationals don’t speak or write good English. This is an overgeneralization. I’m always amused more than offended to see the shock on people’s faces when they read my writing or hear me speak.]

********************************************************
American White Male: So do you eat dog meat or cat meat?

[Note: This is a bad joke. The perception and assumption that I'm Chinese is associated with the idea that Chinese people eat strange stuff like monkey brains or dog meat. This is an overgeneralization.]

********************************************************
International Female Faculty Client. I interacted with her substantially at our Center's training sessions. I presented her my business card and offered to work with her. She subsequently chose to work with another Female designer (who is also White).

[Note: This is not an indictment of the faculty decision. She has her reasons for her choices. I chose to include these next three examples because I want to highlight that sometimes, we may not be aware of our unconscious decisions. In Singapore, for instance, we were a colony of Britain and at times, the colonial mentality remains and is exhibited in some behaviors. Some Singaporeans consider Caucasians to be superior to Asians and look to them for solutions to their problems. It could work the other way too; people may be intimidated by the supposedly model minority, Asians.]

********************************************************
Black Female Client contacts African colleague to work with her on accessibility issues after checking out our web bios. She was redirected to me.

[Note: People are comfortable with people who are more like them. It's human nature.]

********************************************************
White Female Client was assigned to work with me. Emailed me subsequently to say she was going to switch and work with another Female designer (who also happened to be White).

[Note: Same rationale as above.]

********************************************************

Invited to a large corporate firm for an interview which was then delayed for some time. At the meeting, interviewers made snide remarks about my being overqualified. I was subsequently not hired.

[Note: This happened quite frequently to me and my international friends who were selected for interviews to meet diversity requirements. Unfortunately, I think this is how people play games to beat bureaucracy.]

*********************************************************

Diversity. Accessibility. Inclusivity. These are buzzwords in higher education. We hear them so often, I wonder if they lose their meaning for those in privileged circumstances. I think I was desensitized until I worked on my dissertation and when I first got involved with a planning committee that does work related to these buzzwords.

It is one work project that keeps me going, even on days when I feel irrelevant and wonder what all my 30 years of specialized training in Instructional Design is for. It's the Institute on Inclusive Teaching (May 18-22, 2015). When I do anything, no matter how small, for the project, I feel that I'm making a difference, and I know that what I'm doing will have a ripple effect, through time. There are real problems to solve; awareness to create; educational sessions to design and facilitate. There is a reason why I'm there, in the committee. There's a reason for all those years of education.

When I'm with the committee, I work less at making people understand the implications of diversity. I don't have to negotiate so hard at the intersections. People in the committee have been misunderstood in some way by someone (unintentionally?), have lived experiences of these issues and thus know how important it is to be inclusive and to educate people to be inclusive. I am at home in such a diverse multicultural setting like Singapore.

"If you don't live it, it won't come out of your horn." - Charlie Parker, musician. 
Among my committee friends, I find myself. And in turn I can help others to find themselves and not feel lost.

The Institute focuses on issues of access and equity in education, core goals of education. We touch on issues of social justice, stereotype threats, solo status, inclusive learning design, international students' acculturative stress and facilitate the transfer of these knowledge to instructors' design of courses.

At the 2009 UNESCO World Conference on Higher Ed, the OECD Secretary-General said:

“The first priority is access and equity… the second priority area is efficiency and effectiveness [and] the third area is quality and relevance.” – Angel Gurria, OECD Secretary-General. 

Access and equity, these are two priority areas that make me get up in the morning to go to work. If I don't find myself fighting for these causes anymore, I think my work will have lost a significant bout of meaning.

If you are still wondering what I'm talking about, please visit the project site at http://rampages.us/inclusiveteaching/ 

If you are considering applying for this Institute, hurry up, we have very very few seats left.

2015 Institute on Inclusive Teaching
2015 Institute on Inclusive Teaching