The collaborative pilot project on a Knowledge Exchange Network for Aligning and Building Curriculum launched new facilities for ABC KEN at the May 2010 in-residence program for the current faculty cohort.
The new ABC case story gallery provides examples and reflections from previous ABC teams to support new college curriculum projects.
In addition, a series of Curriculum Tip Sheets is being created to record “lessons learned” from current curriculum teams as legacy resources to support the work of future teams.
The ABC KEN team has completed the Evaluation from the initial pilot project and is now preparing a proposal for ongoing work in 2010-2011.
Tags: Aligning and Building Curriculum·Colleges
At the Ontario College Mathematics Association 2010 annual meeting in Orillia Ontario in May, the faculty leadership team for the Math Knowledge Exchange Network presented three sessions to publicly launch the new facility. In addition to an overview session describing the purpose and features of Math KEN, the team presented two hands-on workshops in which faculty used the Math KEN and related facilities to identify exemplary resources and practices to apply in their college Math classes. Participants in the workshops were asked to contribute back to Math KEN their reviews, adaptations and evaluation results for these resources.
Tags: Colleges·Mathematics
Dr. Ruediger Mueller from the University of Guelph reports:
” I recently gave a paper at the annual national conference of the Canadian Association of Teachers of German entitled “Sprachkurs(um)gestaltung und die ‘Undergraduate Degree Level Expectations’” (”Course Restructure and the ‘Undergraduate Degree Level Expectations’”). It was a 20 min. presentation where he spoke about the goals and aims of the UDLEs and their influence on course conceptualizations and restructuring before an audience of about 40-50 high school and University teachers. A good discussion followed regarding their value and need, as well as about the fact that high schools had to do something similar a while ago.”
Tags: UDLE·University of Guelph
Related to our discussion in a previous post on the new roles evolving in Math KEN to support knowledge exchange and resource sharing, I liked the comments in Eric Davidove’s blog about the different roles required to support an online learning community. Some of these roles will be fulfilled by individual community moderators and lead contributors, others will be more of a group effort.
| Role |
Role Description |
Key Skills and Capabilities |
| Consumer |
… |
… |
| Creator |
… |
… |
| Connector |
The person who helps others to find the content, information, and people they seek or need. |
- Broker: Able to persuade others to collaborate.
- Conductor: Able to simultaneously coordinate with many people.
- Switched On: Able to understand the political dynamics and cultural values in various communities and networks.
- Networker: Able to form and sustain networked relationships.
|
| Carrier |
The person who helps creators to transmit and promote their content and information to others. |
- Communicator: Able to transmit an idea, story, or information into a variety of viewpoints and perspectives.
- Trend Spotter: Able to notice new and emerging ideas that deserve mass awareness and adoption.
- Marketer: Able to select and use media and channels for promoting content and information to a target audience.
|
| Caretaker |
The person who manages the learning community. |
- Ambassador: Able to represent the community and portray its goals, purpose, and policies.
- Advocate: Able to intercede and act as a mediator on behalf of a community or an individual member.
- Cultivator: Able to put into motion and institutionalize community values, policies, procedures, and practices.
|
Tags: Colleges·Knowledge Exchange·Mathematics
There are interesting conversations going on within the faculty team creating the OCMA/HoM Mathematics Teaching Collaboratory. One part of the discussion concerns how to align the following objectives for the practices and resources which will be highlighted in the project’s Knowledge Exchange Network, the technical infrastructure supporting the Math Teaching Collaboratory:
- Emphasize resources and practices used and recommended by faculty in Ontario colleges
- Promote resources and practices based on community responses and feedback or evidence from other faculty
- Bring other resources and practices to the attention of our faculty so that we keep up an input flow of exemplary ideas from other provinces, our partner projects in California, other U.S. states and beyond.
Some of our current thinking includes the following categories to distinguish contributions of resources and practices to the knowledge exchange: [Read more →]
Tags: Colleges·Knowledge Exchange·Mathematics
