I have some exciting news: earlier this week, I signed a contract to write a book called Collaborative Grading: A Practical Guide. I’m thrilled to be working with the folks at OU press and can’t wait to see the book come together! More details here: emilypittsdonahoe.substack.com/p/announcing...
Exciting news on a new project
diverse perspectives, and intellectual curiosity and humility. IMO an education model such as this could better prepare people for participating in democracy, engaging critically with technology like AI, and collaborate better to try and solve the planet’s most pressing and complex problems.
A learning environment where it’s possible to tinker, experiment, discover, make mistakes without failing, give and receive feedback w/out slapping a label or a letter on it. Where teaching and learning are reciprocal, not hierarchical. The kind of environment that cultivates fresh ideas,
It also makes space for better ideas than any predetermined learning outcome ever could. And shouldn’t that be what education’s “end goal” should be?
I’m probably mostly preaching to the choir here but shouldn’t this kind of pedagogy drive the way institutions are structured not the other way around? This pedagogy that emphasizes process over product and puts collaboration over hierarchy with students and teachers seems ideal
Healey et al. (2014) maintain that unlike the current model that is end-oriented, the student-faculty partnership is pedagogy that is “(radically) open to and creating possibilities for discovering and learning something that cannot be known beforehand”(p. 9).
Healey et al. (2014) argue that “[p]artnership is essentially a process of engagement, not a product. It is a way of doing things, rather than an outcome in itself”(p. 7).
In contrast, the pedagogical philosophy rooted in the principles of partnership between students and educators is process-oriented and, as such, undetermined and unpredictable. Matthews (2016) claims that SaP is process-oriented rather than outcomes-driven (p. 1)”
In the same vein, Healey et al. (2014) recognize the important role of institutions and professional organizations in setting guidelines and standards for educational goals and outcomes.
“our systems of quality assurance require courses to be validated and reviewed on the basis of clear intended learning outcomes and assessments” (p. 6).