Behind a course, underneath its design, are fundamental questions. Essential, quintessential matters; pedagogical and existential. What’s the point of an assignment? Of assessment? Of a course? Of a university education in the literate humanities? Of learning? What are we doing? Who, where, when, how, why?
Here is some older writing from my main blog about teaching and learning and the point of it all.
- August, annual pilgrimage post:
31 AUGUST IS KEN CAMPBELL DAY: LEARNING AS RADICAL PEDAGOGY - March 2024:
NOTES ON MEANINGFULNESS, JUSTICE, EQUITY, INCLUSION, AND THRIVING AS A FACULTY OF ARTS (AND AS ARTS) - May 2020:
#MAYDAY, SOLIDARITY, AND MUTUAL AID - April 2020:
NOTES TOWARDS A UTOPIA - September 2019:
TALK: ARTS ISIT WORKSHOP, “MULTIDIMENSIONAL LEARNING THROUGH DIGITAL PLATFORMS” (SEPTEMBER 2018) - July 2019:
LEARNING ENVIRONMENTS: A REVIEW OF SOME UNIVERSITY CLASSROOMS - October 2017:
ON TEXTBOOKS, MIDTERM BLUES, AND OTHER TRUTHS OF SOCIAL JUSTICE - August-September 2017:
a series of posts ON RADICAL PROFESSIONALISM - August 2017:
UNIVERSITY UNDERGRADUATE LIBERAL ARTS EDUCATION IS #ANTIFASCISTSFF - April 2016:
CREDO FOR UNIVERSAL LIFELONG HIGHER EDUCATION (1)
and CREDO (2): MASHUP REMIX: #4WORDPEDAGOGY + #UBC100 - March 2016:
#MARKING - February 2014:
APPLIED MEDIEVALISM (1)
and (2) - January 2014:
CREATIVE MEDIEVALISM - September 2012:
WHAT’S THE POINT? - 2010– :
an ongoing series of posts on #innovation