Still I Rise
You may write me down in history
With your bitter, twisted lies,
You may tread me in the very dirt
But still, like dust, I’ll rise.
– from Maya Angelo’s “Still I Rise”
That we even have to say “Black Lives Matter” begs the credulity of our humanity. It should challenge us to think about who we are individually in the world and cause us to reflect on ways we contribute wittingly or not to systems of oppression.
This quarterly newsletter comes out when we are in the cross-hairs of a global pandemic and a much needed and long-awaited reckoning about racism in America. Precipitated by yet another horrific act of violence against a black American, a man named George Floyd. We must all take stock.
The work we do at the Center for Learning in Practice is grounded in reflection on practice. If there was ever a moment for deep reflection, it is certainly now. The call to action is personal as well as political. What one thing will each of us do to make sure this reckoning is permanent and productive?
For the Center, it is to double down on our work helping to assure access, equity, and quality of teaching and learning here in the U.S. and around the world. For me, it means waking up every day and asking myself what act, small or large, will I do today in the name of justice. Please join us as we recognize World Refugee Day, Every Action Counts on June 20th.
– Dr. Diana D. Woolis, Director
Introducing Online Pedagogies Academy
The Online Pedagogies Academy (OPA) seeks to increase educational access, quality, and equity across contexts through shifting the focus of learning design from content to pedagogy, with technology and analytics playing a key role.
Looking through the five lenses of our Sustainable Learning Framework (revised in 2020) – Learning Loops, Democratic Engagement, Analytics for Action, Pedagogical Choice, and Intentional Architectures, we help our partners build new or reconceptualize existing courses, workshops, and learning activities.
We are excited to be forming this academy in response to needs that have been identified through our work globally. Read about two of our initiatives below: the Higher Education Digital Pedagogies for Inclusive Teaching and Learning project in the MENA Region and the Higher Education Teaching and Learning Cafe. We welcome your participation!
Higher Education Digital Pedagogies for Inclusive Teaching and Learning
A Collaborative Project for Designing Faculty Development in the MENA Region
Funded in part by the Open Society Foundations, the Center for Learning in Practice, the UN Refugee Agency, and the Connected Learning in Crisis Consortium have joined together to strengthen capacity in the MENA region for faculty to understand and effectively use digital pedagogies, with particular consideration for refugees.
Together, we will engage higher education faculty across the region to conduct a situation analysis on faculty skills and faculty development, develop a framework for faculty professional development, and craft a blueprint for action – for delivering inclusive, digitally mediated, pedagogies in the MENA context, with special consideration for refugees.
Learn more about this project here.
How to Apply
In the spirit of collaborative science, the project design will include higher education faculty and other actors in targeted countries – Egypt, Jordan, Lebanon, Morocco and Turkey, as well as domain experts from both inside and outside the region. Team members will be selected through an application process.
You can apply by completing the application here. It should take about 30 minutes to complete. You will need to upload a brief summary of your resume.
Higher Education Teaching and Learning Café
The goal of this community is to engage a diverse group of higher education faculty and stakeholders in a conversation about the challenges they face when it comes to learning and teaching, pedagogy, and technology.
Join us in our Teaching and Learning Cafe (TLC) every Wednesday at 10:00 am Eastern Time for an open conversation about teaching and learning. Ask questions, share ideas, and make connections with other learning providers.
Supporting Teachers Across the Arab World towards Effective and Engaging E-Learning
Due to the recent COVID-19 pandemic and orders to shut-down schools, teachers in most Arab countries found themselves in an overwhelming situation. On the one hand, they were eager to finish the school year and to help their students to move online, but on the other hand, they were confronted with a long list of challenges.
Building on the Center for Learning in Practice’s Moving My Course Online, Dr. Mona Younes, one of the center’s dedicated advisors, designed a course in Arabic that focuses on basics of instructional design, student engagement, and effective learning experiences.
This 3-week course is provided by Edraak.
We are happy to share the final report on the 12th Policy Dialogue Forum, published by the International Task Force on Teacher for Education 2020. The work of the Center for Learning in Practice and its Refugee Educator Academy is featured on pages 16-17.
Inclusion of Refugee Students in National Schools
Presenter: William Muchigia
Saturday, June 27, 2020
12 pm EDT / 4 pm UTC
William is an elementary school teacher in Kenya. He is also a teacher leader working with a number of organizations to elevate the teaching profession and to ensure equity and access for refugee children in Kenya. In particular, William works with Community-Based Organizations (CBOs) partnering with schools to empower them on child rights.
Refugee Educator Foundations of Practice
The third cohort of 100 teachers of our U.S. pilot project, will start on World Refugee Day on Saturday, June 20, 2020, in honor and celebration of students and families of refugee backgrounds. The participants will engage in reflective, practice-based learning that will help them prepare for the next school year and earn 30 professional development hours. They will also enjoy a community of support for a full 9 months and build connections with their peers as they teach, learn, and lead with and for refugees.
Learn more about this pilot course and the community of practice here
Meet Our Cohort #3 Facilitators
Hanna Hong earned a B.A. in Language, Literacy and Cultural Studies from Western Washington University and an M.A. in Teacher Leadership at the University of Washington. She has experience teaching in both private and public elementary schools in the States, and in multiple roles such as classroom teacher, specialist and instructional coaching for ELs. Hanna is also a first-year doctoral student. Her research interests lie in teacher pedagogy and include students of color identities, particularly of immigrant students, and the relationship of language and power. Hanna will be leading the Washington cohort and moderating discussions among school educators.
Amanda Jordan obtained her B.A. in Childhood Education and Special Education and M.A. in TESOL at Niagara University. She is the full-time ENL teacher at Buffalo Public School #65 Roosevelt Early Childhood Center where she teaches kindergarten through fourth grade. Her teaching philosophy comes from a quote of Robert John Meehan’s, “Every child has a different learning style and pace. Each child is unique, not only capable of learning but also capable of succeeding.” Amanda will be leading the New York cohort and moderating discussions among school educators.
Ben Kowalski earned his B.A. in Linguistics from the University of Pittsburgh and completed his Masters in Education at the University of Arizona. Ben’s passion for education began while working in Madrid, Spain where he spent two years teaching EFL. Following this experience, he worked as a resource teacher in Cofradia, Honduras. He also served in the U.S. Peace Corps in Ecuador from 2012-14 as a TEFL Teacher Trainer where he worked in public secondary schools. He currently teaches English Language Development at Doolen Middle School in Tucson, AZ. Ben will be leading the Arizona cohort and moderating discussions among school educators.
Join our team
Higher Education Instructional Design Consultant
This position will be working with learning providers around the world, with a range of teaching experience, to help them build courses from the ground up or help them translate their off-line courses into effective, context-specific online and blended offerings.
Find the position description and application link here.
Volunteers, Interns, and Consultants
As we continue to expand our programming, we are in need of volunteers, interns, and consultants.
Apply here for any of these roles.
Download the full Practice Note