 All right. Thank you very much You guys can find the slides. I've shared them in in the files area. So they are there The chat up so I should be able to see it since relatively small crowd We were going to it's gonna have a breakout group, but I think it stays this small. We'll just kind of stay together So thank you very much. I appreciate everybody everybody being here I'm excited to kind of share what we did and work through this I've normally done this as more like a presentation. So this will be a little bit different but So my name when we find out where I am here. Okay, there we go. I'm sorry My name is Mary Mathers-Bernard. I'm out of Watts College at ASU Just real quickly the the timing here again be a little bit different. So go through quick background We spend 10 minutes kind of getting us on the same page And then we'll do the activity I had planned for the breakout group We'll just kind of probably mush that with all of us together And we had set up time for everybody for the groups to come back and share So that will just get by us a little bit more time on the end And then I'll show you what we did with our framework and kind of wrap up from there so First thing is I'm the manager of instructional design here and the career instructional designers have been in the field really for 15 This 20 years, I don't know longer than I care to remember mostly I've always been in higher ed though. I've done some coursework for K-12 and that kind of thing as well So that's kind of where I am know where I got interested in critical pedagogy Who was realizing that after 15 or so years in higher ed when I bumped into it for the first time? I've never even heard of it and I it was so frustrating for me that there's a theory like this It's so empowering And we just don't talk about it Now obviously I have since found that people do talk about it, but it's not widely Widely discussed it's not widely used and there are some reasons for that right? And so I kind of wanted to look at what those reasons are but I was also really unsatisfied with that So I wanted to be able to Create something Or find something that would make it a little bit more broadly accessible So first thing I want to do is kind of guess Like I said get us on the same page here and sort of what is critical pedagogy and what do we do with it? And this is sort of what I was thinking as I started setting up the idea for for the framework The first thing I wanted to do is start by asking the question about what higher education is I don't have an answer for that really. I think it probably depends on where you are and what your perspective is What I do know is that in my experience We're not what we aspire to be and it's really important for us to be able to recognize that System serious would say that the purpose of a system is what it does And what they're really acknowledging is that what they're really saying is that they want us to acknowledge The practical reality of a situation or system without regard for its intentions or design, right? We have a tendency to To say well, I really wanted for it to do this thing But but it's actually doing that thing and if that thing is causing harm We have to be able to see accept to see and accept that so that we can make adjustments, right? So if we divorce ourselves from the idea that it's meant to do this or it's meant to do that We can look at what the system is actually doing and applying that to higher education. Who are we really? The system that is higher education really is continues to see enrollment growth. There's in the states There's been roughly 30% increase in the last 20 years online. It is growing at an even faster rate We start trending like that especially in our capitalist systems what we find is that we tend to start commodifying Those things we start treating education like a product students are as customers graduation rates is the primary measure of success That's always been really frustrating to me and the thing that has been Maybe the most frustrating along the way is that as higher education institutions We don't offer pedagogical training to our faculty, right? We hire folks who are experts in the field Practitioners certainly people with a lot of value And a lot of knowledge and experience but without pedagogical training We get into these pedagogical loops because they don't necessarily know how to get out, right? So they do the thing that they were taught and that kind of thing is Just sort of stifles our progress in a lot of ways and pedagogy of the oppressed ready wrote About the classroom specifically and he said that he described it really as the banking model transactional teaching right? We've heard these words. This is where teachers see students as empty vessels to be filled with knowledge, right? There he said knowledge is a gift to be stowed by those who consider themselves knowledgeable Upon those whom they consider to know nothing The damage of that mindset really exists in the inherent dehumanization of students and That offers their perpetual existence in a state of ignorance, right? So Freddie wrote that keeping students in this day prevents them from growing their own consciousness It keeps them in a mindset of past being passive recipients of knowledge instead of active participants in the learning process So when we get to this place where we lack pedagogical training and we exist in the power structures They create this transactional model Teaching changes it becomes it becomes almost necessarily transactional Technologists become investigators teachers become judges and enforcers Retention and completion becomes synonymous with quality and somewhere in there we forget to worry about student learning We end up fulfilling Freddie's criticism So higher education has long been embedded in White male cisgendered heteronormative dominant culture, right? That's become the status quo That status is replicated in the classroom unless we make a conscious effort not to When we think about disrupting the status quo, we have to consider the reasons to do so because if we can't understand the situation and Our reasons for disrupting it's more difficult to do so, right? So we continue to see damage done by our white male patriarchy We can continue to see damage done by individuals are two individuals by our heteronormative mindset Continue to see damage done by an unchecked to dominant culture on those who are dominated oppressed and marginalized And in the replication of the status quo that the damage done by the systems is also replicated So critical pedagogies asking us to wake up to the questions and problems and challenge the mindset that everything's okay as long as we're okay So it's a teaching approach really that's designed to Undo the damage done by those systems that are already at play We want to be able to empower folks students and teachers alike to bring about the social changes. They see they're needed Now if we think start thinking about how are words defined from whose perspective are we writing whose perspective are we teaching? What is valued and prioritized what assumptions are implicit? We have to examine the context of those questions in the classroom because the classroom itself is not its own world, right? We don't exist in a vacuum We're bringing all of those systems in and the classroom itself exists in the systems The classroom is part of a program part of a school college University inside a wider institution inside a society, you know all of those things and within every permutation There exist decisions about classroom things So if we reflect for just a second on the classroom as you know it Are we preparing students for the world they live in are we preparing them to be productive citizens? Are we reifying the oppressive systems of society? What is the system of higher education from what viewpoint do we observe whose eyes are best? Situated to determine what higher education is doing and therefore it is and whose eyes are the ones doing the observation Who gets to make those decisions? So critical pedagogy exists as a place where critical reflection and practice meet so in action It's fundamentally committed to freeing the oppressed abolishing class Transforming society and making the argument that education is not value-neutral that it can't be Education must by necessity either pacify students into accepting the version of reality that's offered to them or Liberate them to understand and transform their own We in higher education can't ignore the ways that we sustain the norms and mechanisms of white supremacy and nationalism heteronormativity Patriarchy all of those dominant systems We can't ignore the ways that we establish truth and knowledge when it disenfranchises individuals And we owe it to students to model the paths to solutions and the ways that we behave So to that end Freddie coined the term Consciousization right which is the idea that people are becoming conscious of the world around them The ways that society oppresses their natural freedoms and powers I'd say that one application of critical pedagogy is to discern and attend to those places Where we've affected social agency either denying it or producing it So the goal really is to pay attention here to those spaces to become conscious of the way that we as a society are Oppressing the national freedoms and powers of people So critical pedagogy is encouraging students and teachers to question the status quo and to look critically at the way things are And at who has the power So we free ourselves from this transactional mindset and the method of teaching by working against the idea of Depositing knowledge and becoming problem posers to encourage students to reflect Experience and become agents in their own world This kind of thing can expose power structures that are at play the systems in place Those systems work to silence some and amplify others Let me ask you this if you were to examine the materials in in a course that you're teaching For their authorship and perspective whose voices are amplified Who is an authority in your classroom and whose perspectives are disregarded? Who's not included? And that single question can transform the way that you teach and the way that your students view the classroom I wanted to help faculty transform their teaching And their classrooms and I couldn't find a tool that would help reach those faculty who lack pedagogical training and help them Use critical pedagogy Because I couldn't find one We said about creating one So this is what I see as the the promise of this framework my intentions here were clear I wanted to improve the quality of Higher education courses I wanted to inspire teachers and students to be able to practice change freedom and equity within the classroom and in the world Or in their lives, and I wanted to be able to I wanted to make sure make critical pedagogy accessible to a wider audience right one of the Skepticisms that I bumped into and I started talking about the idea of the framework was that it's an advanced theory and we're asking folks to apply an advanced theory Who don't have any theory on which would support it? That didn't feel like enough of a reason not to try it so what I wanted was for the framework to become that right so So we worked in that way So really quickly. Let's do let's take two minutes or so to do this quick poll So if you type in on your browser your device links at asu.edu Slash cp-pole. It'll ask you these two questions So I want to think about as a group and sort of set our norm What are the priorities of critical pedagogy for you? And what would you need or expect from a framework for critical pedagogy and Lee has posted it in the chat So if you guys want to just click there, I'll shall pop up the Results here too as they start coming in So we can see I'd like to just take a couple minutes Well, we see those things and then we will Yeah, it's still Five or six folks. Okay, so yeah, we'll just do that instead of doing the breakout room will Collaborate on a single document. I always like seeing this stuff come in Looks like empowerment is featuring really heavily centering marginalized experiences Development of ethics, it's a very big one And then see what we would need or expect Justice I like the best first word on the screen there So care features first in what you would need or expect from a framework Interesting Yeah, so these are all things that that did well, these are not all things I shouldn't say that these are some of these things did pop up for us when we went through this process But I always like to get a feel for where we are Before we we move forward, so just give that just another second and then we will Come back to the presentation. So what we're gonna do is What we're gonna do as a group is start thinking about What you might want to see it right what you might expect to see whether or not you want to and what you might want to avoid Seeing do you foresee any pitfalls to creating a framework like this? Things that people might jump into right so here we are Thinking about sorry about that. I turned off my text messages You should pretend you can't see my family texting me that'd be excellent So we're looking at we want instructions. We want multiple levels I read that a little bit as that multiple entry points also So we want to make sure that we have tiered maybe potentially the framework is going to meet First-year faculty versus experienced faculty It should be accessible ways address ways to Specify ways to address inequity things like that. So So let's think about those things and Then let me move us to the next one. So let's all go to the first one. I was prepared just in case So if we go to here links that is you do you? Slash we are dash CPF one that's going to take us to a shared Google document I'll also throw it up on the on the screen in a moment, but you guys can have there We can all kind of work together In fact So I designed the document really to Offer a variety of options, right? So we don't have to necessarily go through Go through all this but what I'd like to do is spend a few minutes Go through some introductions With you know put in the documents just helps with any attribution for any any of these great ideas that come up And then kind of go through what the priorities of critical pedagogy work for this group We did that in the poll and we can kind of address that more specifically and enhance that to just part of the discussion so so I'm going to get quiet for a minute and I'd like to hear from you guys and who you are So don't feel like you have to participate you have to talk share Feel free if you're able to open up your mics and and talk, but yeah writing in the document There's only a you know a handful of us, so I'm totally happy to have everybody chatting Okay, so I might try to break the ice. I am Benjamin from Halle Wittenberg in Germany and I'm a project leader of a project that engages in empowering students and In teacher education, so that they are all teachers are going to be teachers and We're trying to teach them how to employ digital technologies and I think one of the biggest challenges of what you mentioned Or we're elaborating is How Can it teach? Students to navigate through all those different systems and through all those different kinds of Like pedagogical frameworks that are already inscribed in all those different systems. They are using like Course material that is prepared by publishers or also like software. They are using so I think that would be One of the angles that is particularly interesting for me. That's very cool. Thank you for sharing that Google approaches That's very resonant Benjamin. I'm Joe Murphy. I'm Director of the Center for Innovative Pedagogy at Kenyon College, which most people would call a teaching and learning Center We're a very small school. So we've got both a lot of flexibility in What we can empower people to use and a lot of difficulty helping them make those choices. So Everything Benjamin just suppress me. Okay. I'm happy to oppose Catherine, I don't know if you're muted. It's like you're talking but I can't hear you. I can try to jump in Can you hear me? Well Catherine's working on her mic Okay, you can hear me, but you can't see me. It doesn't this doesn't like my video for some reason So I'm Lee Graves Wolf I am a clinical associate faculty at Arizona State University and happened to be Mary's dissertation chair as well but I live in Michigan and We're I'm very interested not just because I was Mary's chair but in the framework that she developed as we continue to revise our curriculum in our educational doctorate program I think that the the tool and the questions and The process that she'll be leading us through has been really helpful for me as I continue to consider The what I see never ending process in a good way of curriculum revision and Refinement Will I try again? Yeah, I can hear you now. That's good. Okay, Grace Hi, Mary. It's it's nice to see you. I was just very excited to hear about your work and looking forward to hearing more I have a background in Critical approaches to digital and open education and did my PhD around critical approaches to open educational practices And now I'm working kind of a higher education sectoral level and so there are challenges there of course just like you said about You know how to support people where they are and kind of nurture these these critical approaches and acknowledging context and so on so Yeah, looking forward to to discussion and about your framework awesome This is has has been a really exciting opportunity for me going through this I was really surprised that they were something like this didn't really exist and then I started doing it and I thought oh That's why it doesn't exist yet. It's you know, it's difficult and And so I don't know if if anyone else wants to jump in I'd love to hear from everybody we can also move forward and Into what we think the priorities might be so if you were to sort of settle into Your top three to five priorities and critical pedagogy In the classroom if I told you this class is using critical pedagogy What are the top three or five things you would expect to see? In that in that class right it was difficult And We just start throwing them throwing them out there and but not random. It's important I like that idea of flattening perceptions of students med. I don't like the idea that I like the wording I guess So I also want to kind of expand on some of these things as we as we go So when we start thinking about involving students and as many processes and decisions as possible That's a that can be a sticking point for a lot of faculty, right? So sometimes It's particularly in online courses Well, I shouldn't say that I see particularly here. We have Arizona State is a large school We have a lot of very large classes and what that tends to mean is that the classes come sort of prepackaged and we hand those online courses to faculty and then the faculty makes are able to move in those courses as they see fit but the That stuff is there that varies their level of freedom to make those changes varies by unit, right? So in our college They can do whatever they want. They don't even have to use those prepackaged courses if they don't want to It's just an opportunity for us to Take some of their burden off Because most of the time they're still currently working in the field So we're asking a lot of them to also do instructional design We started thinking about full-time faculty who are no longer working in the field Or not that they always are but In any case when we start talking about those who are able to devote one time That can sometimes change The way so we start thinking about involving students in processes and decisions What might that look like? in some of your courses Are you able to? Are students able to affect the syllabus are they able to affect text choices or Objectives course objectives learning objectives or those things Provided also very true. There's a Joe's put in the chat just in case you guys can't see it There's a burden on students We're seeing a fair number of students who are overwhelmed by the number of choices there give it That's an extremely fair Fair point. So there's a there's a the idea that came up for us was the idea of contained freedom So you you offer the boundaries and you say do whatever you want kind of within these boundaries and that can help with those who face decision paralysis or Anxiety with too many choices that might never start ungrading also Can be difficult someone gonna jump in so One of our faculty here has done ungrading in doctoral level courses and she's done it What she found was that they very often pushed back. They didn't want ungrading and I Thought that was interesting at the time that I realized I was the same way and I first started my doctoral program because I just Sometimes you just need to know that you're doing the right thing and what we've established as a system is grading as one of those Opportunities to affirm so if we can change that We have to also change each other and change ourselves and that's difficult for the folks so So that one is is a super good. I love ungrading but I hear a lot of people are Really nervous about about trying it out. Let's see focusing on accessibility Totally agree design choices matter No Variety perspectives and voices choosing their own path through the course. That's really interesting. So now we have a kind of Choose your own adventure Type deal. So maybe perhaps there are tracks These are things that can come up that are relatively simple, but also require a free deal of work Front that's the thing that I think a lot of folks miss an instructional design is Is that we There's all that upfront work that we have to do too Feel free if you guys want to chat this out. You don't want to just listen to me narrating Happy to listen to you too. I have a question on the pushback on ungrading was this happening within a certain course or was it Ungrading within a whole curriculum. Oh No, certainly not a whole curriculum not not not here but in this in this course We've I've pitched it I keep trying to get people to Move away from the grades, but it is fairly radical as I've discovered. So What she said specifically is she likes to take it out of the doctoral programs But they they're like, how are you how am I gonna know how I did just well, I'm gonna give you feedback That's how you're gonna know But they they need an actual grade. They need a number on it and they rested a little bit more easily and I thought so for for her it was just that one class and I Took I did some doctoral course work many years ago before I finally came back to ASU and finished up and during that program we had a course that was a little bit of a Loose and great. It was he was his was also very loose But he also did an ungrading thing and it was really uncomfortable for us. So I can sympathize the system is powerful What do we do in the meantime? So Do we finish here with priorities do we want to talk these others a bunch of them here? And I think this is okay So one of the things is about critical pedagogy is that it's subjective and individual, right? That was another one of the skepticisms that came my way about building a framework is you you to frame it is to limit it and Every application of critical pedagogy is individual. So I think that's that's true in a lot of ways But I also think that there are some very basic premises that we can use and If it's it's the framework is flexible enough. You can potentially move from there. So Yeah, you guys are hitting on a lot of the stuff we did on some of my faculty head on to you went through this Supporting faculty and staff Yeah changing institutional policies, that's a big that's a pretty big lift for us here at ASU I don't know if every Institution is embroiled in as much red tape as we are but But we are Yeah, that seems about right. So So if we if we take this then the these ideas of what the priorities are and then we move into the purpose of The framework think about these priorities and if we were to Keep these priorities in mind and build a critical framework a critical pedagogy framework to accomplish them What might that what might the ultimate the larger purpose of this thing? What might we expect it to do? And that's unclear. Let me know because I spent a lot of time clarifying that in our group too. Yeah leave for sure Is it back you up? that was one of the things they came up to because faculty put in a lot of effort into Courses in general course design. That's that's true of online courses That's true of face-to-face courses and we often don't get credit for that labor That goes into it. And so one of the things is potentially a framework like this could offer some support To say I did all these things. I went through this and made that work And if we could make it so that that was presentable In your own 360 review or wherever That's something that's interesting too. So supporting new inexperienced faculty and staff Legible to students Interesting. Okay. So so when you say legible to students, I think that was anonymous buffalo Something that helps students see their own work in critically-oriented classes, so that's a really big deal. That's a tough go ahead Well, one of the things that we have run into is students who Know that they are having good experience in classes using critical pedagogy But feel that they are not respected by their colleagues because they should be taking a Tough course with lots of high-stakes exams, and I think equipping the students with the language to say no This is highly meaningful intellectual work that we do we do not come to class and join hands and sing kumbaya is an important Component of helping them articulate their own journey. I think I Agree, I agree a lot There's a big perception and the sort of softness of not grading and that that grading automatically means rigor and and those are those are challenging mindsets, you know across the Educational journey that's that's something that is Features very large and so so I totally agree that was that is a new one because What we when I've heard legible to students in what I initially thought when I read that was that It's still course focused so that students can apply feedback to the courses but when you look instead at allowing them to see their own work and Offering the language so that they can become self-advocates in a more efficient way. I think that's that's That's a really big deal to for discipline areas totally agree and For learners to leave the course feeling empowered and controlled and see that is Fundamentally critical pedagogy right there and so I Would think this one would be hard-pressed to find any framework for critical pedagogy that did not have this and I think that's Yeah, I've been respectful so Jesse Stommel says you know start with trusting students And remember that they're human before they're anything else, right? And so they have a lot going on He's it you're not aware of and really frankly, you're none of our business and so They had this whole okay, so What I'd like to do you guys keep typing like to Keep going. I want to also start moving into what the form of the framework might be so we start thinking about this in terms of What is it going to look like how are we going to use it is he to be online? Is he going to be part of an oral presentation? Is it gonna you know what what kind of thing? Would you expect for something like this to be or need what I mean, what do you think it needs to be? This one's always tricky. This is where it hits the if it's the ground so to speak Yeah, so it's okay. Yeah something physical something that you can actually see Over with Being explicit about the grounding values is something that's important I think that is dependent upon the unit that's used in the framework Because each unit may have different Values you're looking at an engineering program using a framework like this versus a writing program the grounding values And this was maybe different That's just even in a single college or some new university so when we start getting into research one school like like ASU or This one private school Those things, you know can change the grounding principles can change and so so I think It would need to be that's probably an area of flexibility for framework Let's see one that works well for groups Yeah, this I think my thought here was a community of practice Surrounding the framework there. We're not able to implement that in mind. That was mostly, you know, COVID Unless everything else a lot of people so Personal teaching philosophy, yeah So how does a personal teaching philosophy enter into a framework like this? Matrix approach and make one change practice. That's really interesting Do kind of one thing at a time Ace framework. Yeah, I agree That's different. That's that's one that that I looked at when we were building because I because this was my dissertation research So what I did was created a committee and then I did the the actual work of instructional design We're doing this too. So You know agreed there too This thing we have a lot of pseudo conflicts Okay, so thinking about it like this. So we also have What we want is for it to take some shape, right? We don't want it to necessarily be Abstract or sort of the ether you want to be able to Know kind of move with it do something with it. I think that's it's also in there. Oh good a link I'll check that out too And you guys keep the keep the document to exist. There's a lot of really good ideas in here and so now If we were to build the framework, what might that we just have I just want to spend a couple minutes on here And then I'm going to wrap Go back and I'll show you quickly what we did and Tell you about what our process was which is a little bit a little bit of this but this is very Yeah, we we did this sort of more than 20 minutes. So So we had a slight advantage over you guys And this one is also tricky. So it's it's kind of the forum question too. So if we I'm happy if you just want to Move on we can also do that. I don't know if we have different ideas for this or If this is a bigger lift Looks like a bigger lift So um, if you guys want to keep keep writing in here, please do I'm going to move back To the presentation here and I'll show you What we did Okay So I took three theories of critical pedagogy Acra network theory social network theory and the reason I picked those theories because they really worked well together critical pedagogy is saying we've got to encourage students to be agents Acra network theory is saying that knowledge itself is not inherently powerful. It can be an act of realizing multiple forms um Knowledge and truth are ascribed to actually buy a network through the process, right? So there's a lot of Philosophy around that but accurate with theory is just saying like we all just decide what truth is and we decide together Um social network theory looks at the way the people in a given group move and work together And that how that affects the flow of information and power Okay, so together critical pedagogy is seeking to liberate and empower the marginalized while calling for educators to engage Um social network theory is examining all players in a given group Their connections to each other in the outside world its low of knowledge power and material An actor network theory is examining all players including their complex social lives Um and experiences the way knowledge is accepted and power is given right so we're really doing big looks at power For this and I think you know for me it was really important Not to disregard The idea of power dynamics in higher ed because they are prolific So here's what I did. So two phases phase one We gathered some information. I did surveys interviews. We used slack a little Did some a follow-up survey because we only used slack a little And then we did committee meetings where we actually built the framework once that was together initiated phase two where we tried it out to see Whether or not it worked so in the surveys we Primarily it was focused on do you know anything about critical pedagogy? What do you want to see in the online classroom? So what what they across board this included faculty staff and students they wanted to see Improved student to student connection. They wanted to see the building of community. They wanted to see improved student instructor connection To so they could increase engagement. They wanted more reflection and critical thinking. That's uh pretty obviously mostly faculty And they wanted more intentional course design and that looked a little bit different from faculty and students But it kind of ultimately landed there. We wanted to look at um clear course navigation thoughtful textbook choices things like that From there I did interviews from those who were willing to keep participating and Get a whole bunch of coding and came up with essentially these three themes which are how we treat our students That's vague as as themes go But it basically comes down to considering and prioritizing human interaction Considering the student's experience and protecting and producing student agency power and freedom Right, so rather than then sort of shutting down and when I actually open that up a little bit more They were there was a really an underlying intention and a lot of those to acknowledge and honor the full humanity In each individual member of the course community, not just students. We all have a lot going on This was at the very start of coven when we did when we did these These interviews arrived before the shutdown. I think And so was so that's kind of what we just all want to see is we all have a lot going on. Let's just acknowledge that And then what the course should look like again clear intentional course design. This is um Creating space. One of the things that featured really heavily was creating space within the structure and function of a course That can accommodate or enhance student ownership experience agency and power That really couldn't be overstated. It kept kind of popping up in all the interviews um And one of the students suggested really that she wanted to be able to give feedback Um on courses and we don't always have a clear mechanism for that even if we do end of course surveys Students don't always know where that stuff goes Uh, and then the the third theme is what the framework should be So that really came to building the framework and then also thinking about critical pedagogy So we did that in that google document. We kind of did both um And we moved from there. So slack was designed to Remove the institutional roles and their force of neutralized the power dynamics So that students and tenured faculty and non-tenured faculty adjuncts and staff members could all be in there And even if they knew each other, they wouldn't be aware of who was talking and how much power they had So they could have these anonymized conversations um And it was a higher technical lift heavier technical lifts than I really thought that it would be so I still think as if it's worthy Uh of being part of the process But I would prepare for that a little better than I did. I didn't do quite enough scaffolding So I would do that plus I would all my people were Um, you know directors and program managers and stuff and they were just very very busy So we didn't get as much interaction there Because we didn't get as much what I wanted to do was have them come to agreement about the priorities of critical pedagogy and then um From there move into creating the framework With the committee because we didn't I did a follow-up survey and had them Rank so I called from the interviews and got 21. I think characteristics of uh of a critical pedagogy class And then I had them rank them zero to ten on importance And then I took anything that landed above a nine So there's actually more just more variation in there than I thought there was going to be And where they land is their top course characteristics would be a highly engaged faculty or instructor Faculty instructor self-awareness and was very very important to the to our group Highly participative environment Acknowledging the student experience and expertise critically examining self faculty and students alike Um flexibility and adaptability and acknowledging the power structures in the classroom You can't deal with something that we used to acknowledge, right? So so so those are the kind of the broad ish themes that we wanted to move forward with So here's what we did we got together as a committee The committee my student participants dropped out before we got to the committee But we were able to Do faculty and staff in here. And so what I did was put this up on the screen and then I talked through The same stuff we just did in that google document. What is the purpose of this thing? And our people wanted it to be able to advocate for faculty effort and energy They wanted to create a means for appropriate faculty evaluation because a lot of places don't have that yet We wanted to disclaim That it is expected for this to be difficult. You should encounter turbulence So don't let that just you know, put you off of it. It's going to happen And you got to just kind of tough it out, right thick skin for critical pedagogy Um, I also wanted to consider the audience. So we started out doing online faculty. We moved to include remote Once everything went haywire. Um, and I also make would make the argument that the final product Is useful face-to-face k12 it's useful for everyone I wanted to promote good pedagogy and provide an incentive with with administrative support, right? so Features we wanted it to be a decision tree. So it had to be question based needed to have levels or tiers of application or levels of entry Scaffolding for new users so we could meet them where they are with us at where they are in their pedagogical training We wanted it to include soft skills offer a community of practice Acknowledge the existing system the modality Other mitigating factors, right? So we have large large classes and then if you have a class of three versus a class of 300 Those are different and should look different Acknowledge the lack of training promote connection laying out various tools that kind of thing The function needed to guide new and experienced faculty needed to take people through a critical process It needed to teach them how to make difficult decisions And then the form that should be decision tree flexible some kind of sliding scale or contingent path. So I took all of that and I started building it And then I realized I had a bunch more questions. So we talked about those things. I'm just going to move quickly here And so I used twine which if you're not familiar is a browser based interactive storytelling tool Made it easy to build and kind of move through it has some drawbacks like I haven't been able to get it to produce a document um, I haven't been able to see so you could like print the final page, but I don't know why I didn't include a print button. They're just uh, it's totally oversight. So So all of this happened over a two-week period for me. So we moved very quickly through what we ultimately landed on as you can see um, sorry They enter here And then they have this option where they can go on the site so they can learn what is critical pedagogy And what what are we even doing here? What is this tool that I'm using? They we landed in four Categories discussions assessment materials and engagement and in each category had you know six or seven Criteria and so they moved through those and so this is just kind of the layout and then they got results So here's what it ultimately looked like So it gives them a quick overview and then they can choose if they want to um Review discussions assessments course materials or the connection and engagement then they can get some help if they need it um And so if they need to understand critical pedagogy we supplied some resources. These are all videos Um, they're relatively short and give them a brief overview and they can choose what kind of video they want Um, if they review, this is what it looks like. So the trust building So it's can say pay one important characteristic is that we need to do deliberate trust building Um, here's why it's important So do the discussions in this course promote trust building so they can either go ahead and rate it or they can Um, click to learn How like if they I don't know how to identify this So If they do then they could say hey, this is what it might look like You might see might offer an easy win They might offer a chance for students to see the facilitator and each other as more than names on the screen synchronous meetings that kind of thing Um, so just guides them through provides some scaffolding. So if they already know they can just move through And then they get results. So the um The results here I chose not not to use numbers because that just didn't seem very critical pedagogy Um, I'm not totally satisfied with the labels making an effort missing the mark But uh, it was the best they could do in the in the time And so once they get their results, they get an individual category results or discussion and participation results And then they get an overall result Uh, and for each one then they get these resources, uh, which expand To offer some context and then uh, and information. So that's kind of How the whole thing works Um So in the post review, they said they really liked it mostly positive Said it returned results that accurately represented their own understanding of the course They were more familiar with critical pedagogy But after they used it and more likely to use it in the future and then, um, they offer some Use from prudence visually repetitive more resources more examples Um, some of them struggled to use it. Some of them did not but they all did figure it out So, um Here so here's where you can get more information Um at critpadframework.com we'll get you everything We are continuing to do research for continuing to draw information and feedback so that we can create a second version That's more flexible and easier to use than twine um, you can email me directly or you can go to links.asu.edu and uh c Slash cpf that dash info and that can the quick google doc that'll get you on my uh On my list. So i'm going to go ahead and stop share I think we have maybe one minute or something, but Okay, so benjamin, I see your question in the in the chat, which is uh, they've been anonymized since slack was in a matter of Flat communication. They were actually anonymized. I created an outside of asu slack workspace And in fact, I created a bunch of throwaway emails and then assigned to them passwords and handed them out So there were no names involved in there so it was uh You know with a little bit more information a little bit more scaffolding it would have been um, uh more successful I think but it was uh, still very good. So So definitely, you know hit the website email me directly if you'd like and um, And let me know if you have any questions. I'm happy to Answer It's also very flexible. So Go ahead if you have a question. I think I heard Just a kind of process question mary. I just I mean I'm thinking as you were going through the last few minutes there of some people who might be interested in this So this is openly available and free to share. Is that correct? Yes. Yeah. Yeah, it's a creative commons And it's it's on the website. So the website also has download instructions So the current framework you can download as an html file upload and twine and make any adjustments There's a a google document that I've put together that has Those resources. So I would go to that google document and then If you need if you can't find it, I think it's clear But if you can't find it just shoot me an email and I'll get you everything you need Fantastic. Well, I'm really looking forward to digging in a little bit more really impressed with what you managed to pull together from that diverse set of requirements and wish lists of people But and I'll definitely share it as well Awesome. Thank you. I uh, it was really it was a good time for me And I'm I'm pleased with it and and excited to move forward with it too. I think we we're right at the hour mark So thank you everybody for joining and I appreciate your time and attention and participation. This is very cool Thank you for joining everyone. I'm going to stop the recording now