Category Archives: Journals

Reflective journal entries for all the courses I completed in the BC Provincial Instructor Diploma Program.

Working Philosophies in Higher Education

Objective When discussing how to survive emotionally as an instructor, Brookfield (2006, p. 255) mentions that “…any working philosophy can be full of contradictions, unrelated to real life, or just plain immoral. The fact that we have a philosophy does … Continue reading

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Teaching and Learning Essential Skills

Objective When discussing the assumption that skillful teaching is whatever helps students learn, Brookfield (2006, p. 19) states that“…there will be very few standardized practices that help students across the board learn essential skills or knowledge. An approach that one … Continue reading

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Reflecting on Experiences

Objective Brookfield (2006, p. 15) says that“[s]imply having experiences does not imply that they are reflected on, understood, or analyzed critically. Individual experiences can be distorted, self-fulfilling, unexamined, and constraining.” For example, a student may experience an incredible physics demonstration. … Continue reading

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Empowerment: Is it Worth Solving A Problem?

Objective My PIDP 3250 classmate, Dan, made a great post in the discussion forum about motivation, where he referenced a TED Talk by Scott Geller about the psychology of self-motivation. Geller (2013) talks about the four pillars for self-motivation and … Continue reading

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Introverts should open up academically to others

Objective Cain (2012) states that a third to a half of people are introverts. These introverts are subject to a deep and real bias in our society to the point that education is designed against them, catering towards extroverts. Cain … Continue reading

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Students who reflect on their learning are better learners than those who do not

Objective “Students who reflect on their learning are better learners than those who do not” (Barkley, 2010, p. 30). This type of student who is aware and understands their own thought processes are utilizing their metacognitive skills. In order for … Continue reading

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Mismatch Between Higher Education and the World

Objective “[Higher education] has been focused on individual work and social interaction, but the world is becoming a place of collaborative work and social isolation” (Bowen, 2012, pp. 228-229). Due to the Internet, the world is changing very rapidly. Many … Continue reading

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Can we design an examination in the same manner as a video game?

Objective When students write examinations, Bowen (2012, p. 173) mentions that instructors can force mastery of course content only in a punitive, learn/fail model. He further points out that with video games, challenges are increasingly difficult and built-in. Can we … Continue reading

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Learning should be designed around video games

Objective Bowen (2012, p. 71) suggests that adult learning should be designed around a customizable, graduated series of challenges that are pleasantly frustrating, similar to many video games. The video game industry has exploded in recent years with 59% of … Continue reading

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Class Participation

Objective Some instructors feel that students maximize their learning in a course when they take an active part in class discussions, raise questions, and participate in group work. As a result, final course grades sometimes include a percentage for the … Continue reading

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