UDSKRIFT 🔗
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Welcome to Digication
Scholars Conversations.
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I'm your host, Kelly Driscoll.
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In this episode, you'll hear part
two of my conversation with Matthew
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Street, Senior Lecturer in Spanish
at the University of Virginia.
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More links and information about today's
conversation can be found on Digication's
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Twitter, Facebook, and Instagram.
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Full episodes of Digication Scholars
Conversations can be found on YouTube.
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Or your favorite podcast app.
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I wanted to talk a little bit, I know
we mentioned at the beginning of the
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conversation that you've been doing more
work around open educational resources as
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well, and I would love for you to share.
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You know, why that's something that's
important to you, how it, how you may
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be developing these things for your own
courses, or maybe even other faculty
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members that are within your program.
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I would love to learn more about
what you're doing in that area too.
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Yeah, so.
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Um, the Open Educational Resources
has this been a big emphasis for, for
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a while, but at UVA for a couple of
years now, there's been a big emphasis
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in some, some support in the term
of stipends and stuff to, to create
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you to create your own resources.
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And, you know, it makes a lot of sense
because the textbooks and the programs
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and curricula has grown gotten so
expensive, you know, when we were using
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like a mainstream publisher and they
were coming out with a book every two
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or three years and the book in the
online platform is over 300 dollars.
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I mean, that's, that's, that's
a hell of an amount of money
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to, to pay in addition to
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your, Super-high tuition.
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So for, from an accessibility standpoint,
it makes sense from the cost aspect and
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also from an equity standpoint for, um,
the coverage of different minority groups
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and, and, uh, equality aspects all around.
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And you're free to, to explain
things that, that, that maybe
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may not be presented in.
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That more nuanced terms that aren't
necessarily in the, the, the dictionaries,
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the Spanish dictionaries yet, but
are definitely in the, definitely in
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the, the main, the discourse around.
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And so there's some of the incentives
to create open educational resources.
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And we've been working to create,
it's, we kind of took a big undertaking
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to create open educational resources
for three different courses,
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which is a lot of information.
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So, you know, we're, I'm slowly working
on the one for accelerated beginning
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Spanish and some of my colleagues
like Kate Neff and, um, and, and.
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Esperanza Goriz, they're working
on developing one for Spanish 2010.
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And so, you know, over time,
we're going to start using these.
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I'm actually going to use a couple
of pages from the one that I'm
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developing and I'm developing it.
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It right into Canvas.
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So we're using things like H5P,
which is, do you know what H5P is?
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Right?
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Like an interactive, it's an interactive
sort of like, like the home, like a
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Duolingo sort of thing where you can
drag and drop, fill in the blank.
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You can speak in there.
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It's these little activities that link
to the grade book in the, in the LMS.
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So we're creating activities doing
the H5P activities and then creating
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our own content or adapting content
that always are is already out
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there from other creators of OER.
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And yeah, so, you know, the, the copyright
stuff is something I'm not well versed in.
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Um, but you know, we have the
permission to use certain things
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if it's a certain different.
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A certain copyright.
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Yeah, so we're still kind of
learning as we go with this.
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Um, yes.
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So, but what I'm creating, you know,
the whole focus of, of mine, like a
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portfolio is just, it's integrated one
to one with, with what I'm creating.
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It's like the students are
going to be, they're going
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to be putting this somewhere,
their work somewhere to show it.
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Yeah, so I'm definitely thinking
about
Load full transcript
mine through the lens of
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the, the work will be disseminated
or the create the, the open ended
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stuff will be done on an ePortfolio.
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Oh, I'm so excited to
see where that may go.
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And I'm also interested, you
mentioned earlier your use of
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some of the instruction areas.
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within Digication to kind of scaffold
the creation process for your students.
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Do you ever, um, link to or embed or
use that instruction area to provide
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resources like this in your teaching?
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So kind of using it as a tool to provide
resources or content to the students that
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then they could respond to within those?
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Kind of corresponding pages.
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So like, um, like some of the, like the
H5P activities and things like that.
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Mm-Hmm.
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Yeah.
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So I've tried to embed H5P on Digication
and I don't think it works yet.
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Okay.
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I don't, I don't think you can yet.
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Um, at least the last time I tried, you
could not embed it in, in Digication.
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May, maybe, maybe that's something
that, that, that's coming.
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Or maybe you can do it now.
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But we do provide our own
content for some activities.
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Yes, like for our open ended summative
activities, those are things that
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don't correspond with the textbook.
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We create them 100%.
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The concept map activity created 100%.
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The monologue prompts, those are created.
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You know, the reflection prompts and, and
some, and then with the first iteration of
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the Portfolio that we used, uh, We created
all of the open ended projects there too.
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They were not, um, because the
book that we were using at the
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time was not a project-based book.
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We're using a program now
called Contraseña – by Lingro
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Learning - and it is project based.
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So we adapt some of their projects
and put them on Digication, and they
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know that we're doing that, and the
students can respond to those activities.
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Multimodal ways on the, on the Portfolio.
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Nice.
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Nice.
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Yeah.
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What, what does that look like?
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Are they kind of text prompts or their
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videos that they watch?
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A bit of everything, right?
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So there's text, the main, the main
driver is text for instructions
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for sure, but there could be,
there could be video examples.
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Like I'm thinking of the conversation
prompts for the Spanish, um,
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the summer Spanish course.
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Yeah.
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So it's, you know, me
doing a conversation.
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Um, this shows what the
ideal one would look like.
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And it also shows, you know, maybe
it's a tutorial linked, you know, I've
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made tons of tutorials for Digication.
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So it could be, here's a quick
tutorial on how to whatever.
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So it could be embedded YouTube videos.
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It could be if they need to see
particular guidelines or rubrics,
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it could be either in, I love how
Digication has, where you can put like
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a little, tiny little window of the.
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The file.
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Mm-Hmm.
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. So it could be something
like that or a hyperlink, you
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know, that links out Mm-Hmm.
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to another, like a, a
another PDF or Word file.
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So we do aloo...
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of a variety of those at, at some.
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It would be really cool to have an option
to do some H5P stuff within Digication.
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Yeah.
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I have to look into that.
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Yeah.
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And it, it may exist now.
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I know I tried it, um, uh, maybe,
um, last summer, not this summer.
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But the one before that, yeah.
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And it wasn't, it wasn't working
then, which is, it's okay.
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Yeah.
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We are just always really fascinated
and interested in, you know, other
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kinds of technologies that, um,
you know, the people are using our
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platform are using too, in ways
that they can become integrated.
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So I'm glad that that got mentioned.
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So I'll have to, um, share
that with my team and, and see
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what might be possible there.
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Um, So thank you so much also for
just kind of sharing that because I, I
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think in many ways, there's, you know,
passionate educators like yourself that
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have gotten, you know, really engaged
with the ways that this technology
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can be used within their courses.
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So not only as.
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A place for the students to
be able to kind of make their
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learning visible and see their
growth and development over time.
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Um, but really, as this kind of teaching
tool that creates a kind of bridge
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from what you're offering to them.
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in person in the classroom and
something that they can kind of interact
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with within their own time as well.
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So it's kind of serving as this
place for them to be able to to learn
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from you and also respond to that.
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Um, And then get feedback from you along
the way in a way that I think is, is,
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you know, different than what a lot of
learning management systems are offering,
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just because they're organized around
the course specifically, and this is
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kind of organized around the individual.
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So you can kind of serve out these things.
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Are you putting them into a template
that they're using throughout the course?
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Or do they just kind of go from scratch?
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Yeah.
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So I, I provide the students with a
template for their Spanish portfolios as
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well as their unprofessional portfolios.
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However.
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Um, one of the, one of the guys that
was on the team, that's also been
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using portfolios for a long time here.
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So, um, he's in the French department.
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He's also, he's also, um, he's also
a lecturer or, or teaching professor.
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His name is Spiros Spiridon.
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Have you, have you ever heard of him?
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No, I have not spoken
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to him.
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Yeah.
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--> 00:10:20,865
So,
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yeah, so he.
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He, he does very creative things
with portfolio and he, he piloted a
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professional portfolio sort of thing
where the students could create their own.
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Like he just, he just told them you use
whatever source site that you want to do.
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And some students used Digication,
some students use Wix, you know,
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some students use whatever.
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And so that was interesting.
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But since Since my class is not, it's
mainly like first year students or second
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year students, and then there's also
other sections going at the same time.
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It's good for us to have
like a Digication template.
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Yeah.
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Yeah.
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Yeah.
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Kind of streamline things.
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And are there multiple
sections of your course too?
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There's multiple sections of my
course, and then there's sections
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that other lecturers teach as well.
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And, and, you know, in the,
the, the different level of,
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Digication buy in from, you know,
varies from lecturer to lecturer.
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So you got to kind of give it to
them on a platter in some ways, you
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know, cause it's just such a valuable
tool for the students, you know,
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it's like, that's one of the things
that I've seen that we're teaching.
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We have to remind ourselves that
we're teaching college students,
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not high school students.
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And the big thing about the Portfolio
is the Ownership and the autonomy that
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comes with it, even if it's not explicitly
stated that the students don't explicitly
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know that they own this work, you can
tell that they get that by the end.
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And that's something that makes them
more, more responsible and active learners
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when they're When it's their work that
they're sharing with the professor,
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it's not, it's not something that I own.
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They're giving me
permission to look at it.
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And so that sort of switch is, I think,
a big deciding or differentiating factor
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between like teaching high schoolers
versus teaching at the university level.
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Yeah.
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And you can tell when you look at the
You know, pages and projects that they
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put together that they're incredibly
proud of the work that they've done.
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And there's a great number of
students that have opted to
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share those Portfolios publicly.
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Um, where people can go in and, and see
this incredible progress that they've
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made and really listen to the student.
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View their reflections and, and
get to know them and why this
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course was, you know, impactful
and where they hope to take this,
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you know, language in the future.
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Um, so it's always exciting to see, you
know, when they do understand that kind
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of ownership, you know, how openly they
would like to, to be able to, to share it.
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And very often I find, you
know, we see many, many examples
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of those students that are.
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Creating these more kind of crafted,
professional oriented portfolios
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that they want to share outside.
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But more and more students are wanting to
really share, you know, this was something
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that, you know, may not be as polished
as something that I'd be developing for
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my career, but it's really providing
evidence of how much I was able to evolve
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and how much I was able to learn over
really a relatively short amount of time.
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Yeah.
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Yeah.
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And, and I agree.
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Yeah.
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And I, um, this was years ago, but when
I did the university of Virginia study
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abroad in Costa Rica, I had the students
create Portfolios for that because it's
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like, you're documenting this any way
it's going on Instagram and Facebook.
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You're going to sit down with your
grandma and show her all these pictures.
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Why not have this learning tool at the
same time where you're also is a place
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where you can dump your pictures and
stuff, but also you can tell a story
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about your evolution of your journey
in this other country for six weeks.
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Yeah.
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It's yeah.
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00:14:30,869
And I, I agree.
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I think the students that have
really seen the, the effects
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of the professional portfolio.
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Just really take it to the next level.
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They really kind of see themselves
branching out as these critical thinkers
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and they identify the ways in which their
thinking has evolved and, and how not
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just one class, but the totality of their
learning has contributed and engendered
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this kind of new curiosity to, to, to want
to, to want to put their best foot forward
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and show that they're their own person.
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And the
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portfolio is a great tool for that.
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Yeah.
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And I love to see even, you know, in some
of the beginning stages, how they're,
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you know, really tying in what they're
learning in your course to other elements
259
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of who they are and, you know, what may
be their core area of study, if it's
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not foreign language and how they're
kind of making those connections from
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your course to other kinds of learning
experiences that they have had or that
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they're planning for at the same time.
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Um, so thank you for sharing that.
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And, um, I wanted to.
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Kind of, um, circle back to some of
the points you made earlier about,
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um, for our listeners to hear why you
think some of this active learning and
267
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project based learning is so critical
for students in Higher Ed, um, as they're
268
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preparing for futures beyond college.
269
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Yeah, well that, that,
that is a great question.
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So, you know, I shared this with my
students that I heard, um, on a news
271
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show the last semester that several
countries have installed government
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positions like for, to deal with
loneliness in their countries.
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Like, like there's like the Czar of
Loneliness for, for a couple of countries.
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And so, um, So the, the, the active
feature of being able to get out of
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your comfort zone and make these, these
personal connections in this space is.
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is something that we need to
be actively focusing on, right?
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00:16:49,234 --> 00:16:53,915
It seems like, oh, that's a no
brainer, but no, you actually do need
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to encourage students to talk to the
person next to them, because if not,
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they're, most of them are not going to.
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So I think, I think that,
I think that's important.
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And I also think in kind of
sharing the rationale with students
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about how important it is to
be able to talk about concepts.
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In an elevated way is part of developing
this critical thinking aspect as well.
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When, you know, I remind my students
that your students at the university
285
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of Virginia, you should be able
to stand up and tell me about the
286
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present progressive right now.
287
00:17:30,209 --> 00:17:32,479
And, and, and it doesn't
have to be all right.
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You can stumble over your words, but
these are things you should be able to do.
289
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So we're going to work on
practicing those things.
290
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So I think giving them opportunities to.
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To kind of express their learning as
they're kind of working toward mastery
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helps them to be able to teach each
other in the active learning spaces.
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And when they're sitting across from
each other, it's easy to, to, for me
294
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to ask for help, it's easier to ask
for help and offer to help others.
295
00:18:03,754 --> 00:18:08,434
And when the students, the students that
have the most success are the ones that
296
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say, I was really impressed with the fact
that I was able to teach and help others.
297
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And that really helped me.
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And I think that makes people.
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Really active in their own learning.
300
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And that's what you have to do.
301
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You have to always be doing the
next thing instead of waiting
302
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for the next instruction.
303
00:18:27,584 --> 00:18:27,924
Right.
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00:18:28,175 --> 00:18:32,584
And so I think some of this emphasis on
creating with the language, getting out of
305
00:18:32,584 --> 00:18:37,514
your comfort zone, interacting, offering
to help people, asking for help when
306
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needed, are, are very important aspects
that could help in all realms of life.
307
00:18:44,025 --> 00:18:44,525
Yeah.
308
00:18:44,655 --> 00:18:46,155
Yeah, absolutely.
309
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And kind of.
310
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Building off of that point, you know,
how do you see this as
something
311
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that may contribute to, you know,
this kind of understanding of each
312
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other and, and sharing their stories?
313
00:19:02,445 --> 00:19:11,265
You mentioned kind of asking for help
or, um, offering help may contribute to,
314
00:19:11,455 --> 00:19:14,255
you know, a deeper desire to understand.
315
00:19:15,090 --> 00:19:20,920
People from other cultures, even if you
may not yet speak the language, you know,
316
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getting being comfortable kind of seeking
things out from people that that are may
317
00:19:26,709 --> 00:19:31,159
not be like you, but may be able to, or
you may not initially think are like you,
318
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but finding that, kind of common ground.
319
00:19:35,585 --> 00:19:36,015
Yeah.
320
00:19:36,015 --> 00:19:40,325
Well, I think students, students,
they, they often, yeah, they have to be
321
00:19:40,325 --> 00:19:44,564
reminded of this, but they almost every
student has interacted with someone
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that doesn't speak English very well.
323
00:19:46,734 --> 00:19:51,935
And so reminding the students that
that person engaged you in conversation
324
00:19:51,984 --> 00:19:55,285
and while, while you understood them.
325
00:19:55,325 --> 00:19:56,685
So now you're that person.
326
00:19:57,095 --> 00:19:57,395
Right.
327
00:19:57,405 --> 00:19:58,845
That's you now, right?
328
00:19:58,845 --> 00:20:05,575
And so when they kind of see it in that
way, I think it enables them to, to, to
329
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understand that, Hey, you know, at the
end of the day, even if I say all of the
330
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wrong things, it doesn't really matter.
331
00:20:12,454 --> 00:20:16,495
It's just, I'm, I'm trying and,
you know, continue, continue to
332
00:20:16,495 --> 00:20:19,355
try, I guess, in linguistics,
it's called your affective filter.
333
00:20:19,355 --> 00:20:23,535
You know, how self conscious you
are to say certain things, you know,
334
00:20:23,535 --> 00:20:25,094
that you're not that good at yet.
335
00:20:25,455 --> 00:20:30,215
Um, but, you know, students work
towards that, but yeah, I, I, I'm just
336
00:20:30,215 --> 00:20:33,034
a huge fan of just students, act...
337
00:20:33,615 --> 00:20:37,875
Students engaging with other
students in a collaborative way.
338
00:20:37,925 --> 00:20:40,834
I feel like that has
promoted the most success.
339
00:20:41,970 --> 00:20:46,550
And, you know, bringing it back to
the Portfolio and the Portfolio also
340
00:20:46,550 --> 00:20:50,440
contributes to this, even outside
of the classroom, you know, for,
341
00:20:50,639 --> 00:20:54,639
for the, for I always go back to
the concept map activity or students
342
00:20:54,679 --> 00:20:57,179
getting started on the final projects.
343
00:20:58,070 --> 00:21:02,040
If I don't know, or maybe I've been
dragging my feet or,
you know, maybe I've
344
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been partying too much, or maybe this
could maybe have too much stuff going on.
345
00:21:05,610 --> 00:21:06,710
I just couldn't get to it.
346
00:21:07,150 --> 00:21:13,959
If I, I know I can go log on to, and look
at, see what Kelly's done so far and get
347
00:21:13,959 --> 00:21:16,889
an idea of, okay, so this is the standard.
348
00:21:16,930 --> 00:21:19,090
So let me see what if I can get right.
349
00:21:19,090 --> 00:21:21,720
Or this is some, she has
some things like this.
350
00:21:21,750 --> 00:21:22,960
Oh, that's a good idea.
351
00:21:22,960 --> 00:21:23,380
You know?
352
00:21:23,380 --> 00:21:27,800
So I think even outside of the class, the
virtual community that's provided by the.
353
00:21:29,500 --> 00:21:31,580
It's not something you're
going to get on Canvas.
354
00:21:31,620 --> 00:21:36,060
Like, I just did a whole master's program
on Canvas at the University of Virginia.
355
00:21:36,330 --> 00:21:40,950
And every time they would ask us to go
back and comment on something someone
356
00:21:40,950 --> 00:21:44,110
else said, it took 30 minutes to find it.
357
00:21:44,610 --> 00:21:47,499
You know, it's like, you don't
have that issue with Digication.
358
00:21:48,270 --> 00:21:51,450
It's like, I know exactly where
it is, what I'm looking for.
359
00:21:51,990 --> 00:21:55,220
Yeah, yeah, I know that's a
little all over the place, but
360
00:21:56,100 --> 00:22:00,830
no, but I, I think it's a good point
because you know, when you are in this
361
00:22:00,940 --> 00:22:09,779
kind of setting, creating that community
and level of comfort with one another
362
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to kind of break down the barriers
of, um, You know, feeling, you know,
363
00:22:15,590 --> 00:22:20,990
feeling uncomfortable, but being able to
engage with other people that are also
364
00:22:20,990 --> 00:22:25,160
in that kind of similar uncomfortable
space, you know, maybe at different
365
00:22:25,160 --> 00:22:31,250
levels, um, you know, it's something
that, you know, it, it can be scary and
366
00:22:31,269 --> 00:22:34,420
sometimes people have to kind of bravely.
367
00:22:35,165 --> 00:22:38,495
Seek out what expectations are.
368
00:22:38,554 --> 00:22:43,665
And I imagine that, you know, once
they start looking to see what
369
00:22:43,685 --> 00:22:47,205
other people in the class are doing,
that they're naturally kind of
370
00:22:47,245 --> 00:22:51,634
connecting with some of those people
when they're in the course, too.
371
00:22:51,895 --> 00:22:56,084
Or maybe continually going back to
look at some of the same students,
372
00:22:56,314 --> 00:23:00,810
kind of, work because they've seen
it as an exemplar and something that
373
00:23:00,810 --> 00:23:05,160
they want to, you know, a level that
they would like to be able to reach.
374
00:23:05,669 --> 00:23:10,960
Um, and I do think that, you know,
because it's oriented around the
375
00:23:10,960 --> 00:23:16,270
individual, it's easier for students
to be able to, to find each other.
376
00:23:16,660 --> 00:23:18,990
And get inspired by one another.
377
00:23:19,520 --> 00:23:24,150
Um, you know, even within a learning
management system, if you're able to
378
00:23:24,150 --> 00:23:27,690
kind of dig down into an assignment and
see that it's something that someone
379
00:23:27,740 --> 00:23:33,739
submitted, it's not connected to a
body of work that, that they've done.
380
00:23:33,790 --> 00:23:38,100
So you may be able to access an individual
document, but you wouldn't be able
381
00:23:38,100 --> 00:23:42,290
to kind of go through and click and
browse and learn about that person and
382
00:23:42,330 --> 00:23:43,990
see other things that they've done.
383
00:23:43,990 --> 00:23:47,965
And, you know, they kind of become
these launch points to learning
384
00:23:47,975 --> 00:23:52,055
other aspects of who the individuals
are that are that are in their
385
00:23:52,055 --> 00:23:53,815
course, I think, in a different way.
386
00:23:54,045 --> 00:23:59,144
So I, maybe I also spoke about it in
a roundabout way, but I completely
387
00:23:59,145 --> 00:24:05,505
understand what you're saying, and it's
an intentional part of what we created.
388
00:24:05,605 --> 00:24:06,355
Right?
389
00:24:06,475 --> 00:24:13,360
Um, you know, when we were teaching,
we wanted that kind of, um,
390
00:24:14,460 --> 00:24:20,300
motivation that happens when you can
see the success of other students.
391
00:24:20,300 --> 00:24:28,319
You know, it creates a, it lights a fire
under you and helps you kind of have a
392
00:24:28,319 --> 00:24:31,689
vision for what you might grow into also.
393
00:24:32,595 --> 00:24:33,924
Yeah,
394
00:24:35,685 --> 00:24:36,285
I agree.
395
00:24:36,804 --> 00:24:37,425
Yeah.
396
00:24:37,504 --> 00:24:41,225
So, um, I know we're getting close
to the end of our time today.
397
00:24:41,284 --> 00:24:46,595
Um, but I did want to just kind
of touch quickly on, so we were
398
00:24:46,874 --> 00:24:51,385
talking a little bit about students
being able to, you know, share
399
00:24:51,385 --> 00:24:54,174
their stories with one another.
400
00:24:54,404 --> 00:24:57,254
And I was curious if you've.
401
00:24:58,460 --> 00:25:06,230
experienced students sharing some things
that maybe you hadn't anticipated and
402
00:25:06,269 --> 00:25:13,979
if, you know, how other students in
the course may have responded, um.
403
00:25:14,240 --> 00:25:18,110
You know, you touched a little bit on
students kind of maybe feeling some
404
00:25:18,110 --> 00:25:22,790
more empathy towards each other because
they were finding themselves in, in
405
00:25:22,820 --> 00:25:26,930
similar kinds of places, but do you have
something like that, that you might share?
406
00:25:28,110 --> 00:25:32,359
So there's always students that, that
take assignments to the next level, right?
407
00:25:32,380 --> 00:25:36,800
That, that, and so like, we're talking
of exceptional examples and the
408
00:25:36,800 --> 00:25:41,559
professional portfolio is, is one of
those where I give them a pretty basic
409
00:25:41,639 --> 00:25:46,870
template, you know, and encourage them
to, to definitely make it their own
410
00:25:46,870 --> 00:25:48,460
again, as their professional template.
411
00:25:48,510 --> 00:25:54,799
And so students have taken, take
a few students over the couple of
412
00:25:54,799 --> 00:25:59,749
years that I've done this, have
taken this to another level, right?
413
00:25:59,780 --> 00:26:02,620
So they've added other
pages and just read.
414
00:26:03,325 --> 00:26:07,695
Information in a more efficient and
concise way that I've then, then
415
00:26:07,695 --> 00:26:09,795
adapted that into the template, right?
416
00:26:09,795 --> 00:26:12,144
Cause these are just exceptional ideas.
417
00:26:12,824 --> 00:26:17,235
Students also surprised me with the
concept map activities, you know, like I
418
00:26:17,375 --> 00:26:21,395
give them some examples and most students
either follow those sorts of examples,
419
00:26:21,395 --> 00:26:25,674
but you know, students will take the
final project to the next, to the next
420
00:26:25,674 --> 00:26:30,535
level, or with topics that, I never
really thought about before, you know,
421
00:26:30,535 --> 00:26:32,615
I give them a bunch of suggested topics.
422
00:26:32,615 --> 00:26:37,535
I remember one very vividly a couple
of semesters ago, a student, a student
423
00:26:37,565 --> 00:26:42,555
did a project on what happens to the
clothes that don't sell in the world.
424
00:26:42,575 --> 00:26:44,365
Like where do these clothes go?
425
00:26:44,605 --> 00:26:49,294
Apparently they go someplace like in
Chile or Columbia or something like that.
426
00:26:49,534 --> 00:26:54,824
There's just like this huge kind of
mountain of just brand new clothes.
427
00:26:54,864 --> 00:26:55,354
Yeah.
428
00:26:55,355 --> 00:26:55,699
Yeah.
429
00:26:55,740 --> 00:26:59,450
And so I was like, wow, this is just
such a creative, a creative topic.
430
00:26:59,920 --> 00:27:05,319
I haven't had very many situations
where students do any, any sort of
431
00:27:05,490 --> 00:27:09,050
things that, you know, maybe share
something too personal or something
432
00:27:09,050 --> 00:27:11,740
like that on a portfolio that, um.
433
00:27:12,430 --> 00:27:18,980
You know, but students, students
regularly, regularly comment that their
434
00:27:19,030 --> 00:27:24,419
portfolios, looking at other people's
work on the Portfolio was a main, a
435
00:27:24,420 --> 00:27:28,229
main source of to gather information?
436
00:27:28,259 --> 00:27:28,829
Sure.
437
00:27:28,844 --> 00:27:32,634
But also to know where they,
how they need it to perform.
438
00:27:32,684 --> 00:27:36,834
So it kind of makes it like this, you
have to put your best foot forward
439
00:27:36,844 --> 00:27:39,034
because all these other students are too.
440
00:27:39,574 --> 00:27:46,094
And, and you know, if you're not right,
if you get a grade, if you get a C and,
441
00:27:46,094 --> 00:27:49,954
you know, I often tell students, if
they ask like, why did I score so low?
442
00:27:49,954 --> 00:27:55,004
I'm like, well, why don't you go look at
X, Y, and Z's portfolios and you can see.
443
00:27:55,585 --> 00:27:59,045
You can see where, and I'll, I
always let students resubmit.
444
00:27:59,504 --> 00:28:01,185
That's something that I always do.
445
00:28:01,195 --> 00:28:04,685
Like if I, if you're going to engage more
with the material, I'll change your grade.
446
00:28:04,715 --> 00:28:05,315
Yeah, sure.
447
00:28:05,315 --> 00:28:06,254
Yeah, go do it.
448
00:28:07,305 --> 00:28:07,605
Yeah.
449
00:28:07,605 --> 00:28:12,294
So, you know, it's good for students
to look at other students work, but
450
00:28:12,294 --> 00:28:17,395
also it kind of engenders this kind of
competition in the class and yeah, and
451
00:28:17,405 --> 00:28:20,735
students just bond because, you know,
they know they got to get through it.
452
00:28:21,524 --> 00:28:22,135
Yeah.
453
00:28:22,370 --> 00:28:23,150
Wonderful.
454
00:28:23,650 --> 00:28:28,190
Well, Matthew, thank you again
so much for joining me today.
455
00:28:28,200 --> 00:28:33,530
It was wonderful to have this opportunity
to speak to you and I'm very excited to
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00:28:33,540 --> 00:28:38,169
be able to share your, your stories and
experience with, with our listeners.
457
00:28:39,020 --> 00:28:40,139
Thank you so much, Kelly.
458
00:28:40,159 --> 00:28:42,090
It's been an honor to, to chat with you.
459
00:28:42,090 --> 00:28:43,240
I'm very excited.
460
00:28:43,240 --> 00:28:43,760
So thanks.
461
00:28:44,264 --> 00:28:44,794
Absolutely.
462
00:28:45,284 --> 00:28:46,034
Take good care.
463
00:28:46,495 --> 00:28:46,875
Alright.
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00:28:47,065 --> 00:28:47,405
Bye.
465
00:28:47,685 --> 00:28:48,005
Bye.
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00:28:49,285 --> 00:28:52,935
Coming up next, we'll be chatting
with Kate Sonka, Executive
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00:28:52,935 --> 00:28:54,085
Director of TeachAccess.
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00:28:54,665 --> 00:28:55,645
Here is a quick preview.
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00:28:56,515 --> 00:28:58,534
Everybody should know a little bit.
470
00:28:58,945 --> 00:29:02,884
Um, so one of the phrases that
we like to use a lot is we are
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00:29:02,884 --> 00:29:04,405
about breadth more than depth.
472
00:29:04,925 --> 00:29:07,465
Um, and you, you kind of hinted
at this in a few different ways.
473
00:29:07,895 --> 00:29:11,405
Um, but this idea that we're really
trying to get a lot of people
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00:29:11,405 --> 00:29:12,704
to know at least a little bit.
475
00:29:13,230 --> 00:29:15,560
Um, of course that doesn't
mean that it will take care of
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00:29:15,610 --> 00:29:17,080
all the accessibility needs.