Education Commons^™

Dynamic Dialogue In Interpreter Education Via Voicethread, Stacey Webb, Suzanne Ehrlich

International Journal of Interpreter Education

This paper provides a glimpse into the use of interactive dialogue to increase and improve interactivity among interpreter education students via Voicethread. The focus of the paper is primarily drawn from experiences in the education of signed language interpreting students, however, it is also relevant to spoken language interpreting students. While this article aims to explore the use of Voicethread (also known as MyThread) as a dynamic digital tool to enhance dialogue, the concepts highlighted go beyond tools to demonstrate how improved connectivity and dialogue can serve as a strong foundation for community building in eLearning environments. Both theory and …

Online Only Classes And Critical Dialogue: Toward A Faustian Bargain Ideal For Virtual Education, C. Kyle Rudick

Pedagogy and Theatre of the Oppressed Journal

As distance learning and Online Only Classes (OOCs) become more prevalent in higher education, it becomes increasingly urgent that critical-democratic educators continue to work toward a better understanding of liberatory praxis through technology. The goals of this essay are to explain why critical dialogue cannot be realized in OOCs, describe how blended brick-and-mortar/virtual classes may be advantageous for a critical agenda, and help orient future scholarship concerning critical pedagogy and technology toward a “Faustian bargain” ideal argued by Neil Postman. In order to reach these goals, I outline two types of educators that I believe have the most at stake …

Transformative Learning Facilitated Dialogue: As A Tool For Social Change An Autoethnography, Leslie A. Saulsberry

Doctoral Dissertations

It is my goal, through this autoethnography, to take you through a reflective journey and present to you my personal theory of how facilitated dialogue in the context of transformative learning, critical reflection, systems thinking, shared vision, and holarchy can create a paradigm shift in our personal consciousness, decisions, behaviors, practice, and social policies—social change. My objective is to show how each theory is like a stepping-stone in the path towards social change. The purpose of this living work is to offer an alternative way of creating a healthy and whole society by exploring how facilitated dialogue can lead to …

Dialogues That Dig Deeper: Surfacing The Multiple Faces Of Homelessness In Grand Rapids, Mi (Report One), Lauren Maher, Sarah Bennett, Cameron Costa, Ryan Fookes, Jason Matthews, Erica Clark, Aleaha Lorimer

Undergraduate Research

This Community dialogue was designed to discover what homeless individuals need, in terms of services and assistance, to prevent the perpetuating cycle of homelessness itself. After the discussion, our team hopes service organizations in Grand Rapids will take our findings into consideration in their efforts towards designing and implementing programs around homelessness.

Dialogues That Dig Deeper: Surfacing The Multiple Faces Of Homelessness In Grand Rapids, Mi (Report Two), Leah Marshall, Annie Taccolini, Joshua Fields, Faith Boyd, Caleb Brinson, Jessica Tharnish, Adi Sahitolli, Jeff Bradford

Undergraduate Research

This community dialogue was designed to identify current gaps in responses to homelessness in Grand Rapids as well as options for addressing those gaps. Given the feedback received, this report focuses on (1) mentorship programs similar to the aftercare program at Dégagé, (2) facilitated housing, and (3) ideas for fostering social connectedness.

Through primary and secondary research as well as an analysis of our dialogue, our team was able to identify key areas of need in the fight for consistent, stable housing. Below you will find an outline of those ideas, more theoretical research on the subject, and data on …

Dialogues That Dig Deeper: Surfacing The Multiple Faces Of Homelessness In Grand Rapids, Mi (Report Three), Chad Cleypool, Dallas Davis, Mara Kavieff, Chelsea Ortiz, Cassie Pataro, Ian Thompson, Morgan Vincent

Undergraduate Research

This community dialogue was designed to identify a wide-range of solutions, consider tradeoffs, prioritize options, and begin implementation efforts. We wanted to discover any possible areas of need for individuals experiencing homelessness that are not currently being addressed by the programs available. In order to accomplish this, we held a community dialogue at Dégagé and elicited responses from patrons, volunteers, and staff.

The results will be shared with Dégagé Ministries, Seeds of Promise, other local nonprofit leaders/experts, and this report will also be openly publishedso anyone interested can access the lessons learned.

My Philosophy Of Education And My Method Of Teaching At A Christian University, Steven M. Fettke

Selected Faculty Publications

Self reflection and personal assessment are important aspects of any professional's life and career, not the least of which is the professional educator. I have offered my own expression of education and method of teaching in reflecting on thirty-seven years of experience teaching at the college/university level in the hopes it might stimulate other professional educators to reflect on their own educational philosophy and methods of teaching.

Compassionate Writing Response: Using Dialogic Feedback To Encourage Student Voice In The First-Year Composition Classroom, Tialitha Macklin

Journal of Response to Writing

In addition to other unfortunate circumstances, teacher response that comes in the form of negative, generic, and unintelligible commentary causes students to become alienated from writing. This problematic response often results from the lack of supportive student-centered response pedagogies within the first-year composition classroom. In an attempt to prevent additional writerly estrangement and to undo students’ isolation from the writing process, this article explores Marshall Rosenberg’s nonviolent communication theory as a potential framework for a dialogic, compassionate writing response pedagogy.

How Can We Know Each Other When We Are So Different? Untangling The Complexity Of Diverse Life Experience And Interconnection—A Model For Navigating The Paradox Of Diversity To Create Empathic Learning Space, Elizabeth S. Kasl, Lyle Yorks

Adult Education Research Conference

We propose a model that describes how diversity, dialogue, emotion, and empathy interact in learning environments. The model provides guidance for addressing emotionally charged topics in highly diverse groups.