Serious Play Lab Wiki - User contributions [en]

Educator - Vernetta

2024-04-10T04:35:22Z

Vernetta: /* Journal Blog 365 */

===== BrainyBanter: The Edu-venture Chronicles =====

===== Journal Blog 365 =====

It’s been a year since I started this blog journey about my experience as a Professor of Sociology at University X since the Academix Matcher has been in effect in selecting students for post-secondary education (PSE).

Quick catch-up if you’re new to my blog.
University X is located in the heart of the city. It is one of the highest-ranking institutions and, therefore, very coveted by students entering the PSE arena. The campus boasts a sleek and contemporary aesthetic, blending minimalist design with functional efficiency. The buildings have clean lines, geometric shapes, and expansive glass facades reflecting the surrounding environment. In an effort to reduce the institutionalized feel, there are outdoor seating areas, green spaces, and public art installations that further enhance the campus environment, inviting students and visitors to linger and engage with their surroundings.
I have been an educator for ten years, and I teach second years at University X.
This is my second year teaching since the implementation of the Academix Matcher and also the second year for my students.

It has been an adjustment. The learning curve is steep. This was my motivation for this reflexive process of documenting my experiences because, as an educator, improvement is achieved through a reflective/ reflexive process. At least that’s what we were taught in teachers' college.
I embarked on this journey, sharing my thoughts and experiences with you to see if there would be any changes to my experiences as a teacher, the impact of those changes, and how I could modify my teaching pedagogy.

[[File:Park near Uni X.jpg|thumb|left]]

Although the past year has been very diverse regarding specific experiences, there has been a bit of continuity in that the general overarching themes have been similar. Today, however, was unique. Something was different. I couldn’t quite place it; it was more of an intuition than an actuality. As I found myself wandering through the winding paths of the park near University X, as I do every day between classes, I found myself lost in thought. The gentle rustle of the leaves, the babbling creek, and the distant chirping of birds acted as a serene backdrop to my introspection.
My steps were slow and deliberate, and I felt myself sink into the soft green grass, each step echoing my inner turmoil. Memories flooded my mind, each more salient than the other, with questions right on its heels. Is this where I want to be professionally? Am I satisfied with my career trajectory?

I got into education because, as a teacher, I have the opportunity to positively impact the lives of my students, which allows me to play a crucial role in shaping the future of society. Also, teaching is a great avenue to foster my desire for continuous learning and growth.

This and various other factors, including subject matter, educational philosophy, and my teaching style, influenced my teaching pedagogy. I subscribe to a student-centered approach focusing on inquiry-based learning, critical thinking, problem-solving skills, independent inquiry, and applying knowledge to real-world problems. I am a huge proponent of social justice. I value sustainable education and diversity, equity, and inclusion not just in content but in the demographic makeup of the school environment. Therefore, I ensure that my teaching practices are accessible and responsive to the diverse needs of the students in my class. I also emphasize developing students' social-emotional skills and global citizenship, preparing them for success in an ever-changing world. I often encourage student participation through class discussions, debates, and presentations, fostering a collaborative learning environment where students can exchange ideas and perspectives.

Because of the Academix Matcher aptitude and placement, academically, my students have been at similar levels for the past two years. This has presented both benefits and challenges. With students at similar levels, I can design instruction and assessments that are appropriately challenging and engaging for the class. This has pushed me to seek more knowledge and deepen my understanding of content. I can maintain a consistent pace throughout the course and thoroughly cover material without much scaffolding. The homogenous nature of the student group also facilitates stronger peer collaborations, which fosters a supportive learning environment in which we can all learn from each other. This indigenous epistemology concept of Relationality in action.

The Socratic method I employ as a teaching philosophy has been a joy to witness in action. Rather than providing the answers, I can guide students to challenge assumptions, promote deeper understanding, and foster intellectual inquiry through thought-provoking questions. The students' high expectations for themselves, coupled with their intrinsic motivation to learn, almost guarantees active participation. I enjoy not embodying the role of the arbiter of knowledge and students that of empty vessels.

One of the challenges I have been experiencing is to engage in what Ingold (2012) refers to as “thinking through making”- learning by allowing our creativity to lead and trusting the process. My students struggle with social and emotional issues such as perfectionism and asynchronous development (struggle with social interactions or emotional regulation, displaying behaviors more typical of a younger child. The increased competition has pressured students to prioritize academic achievements above others, leading to deficits in social skills and mental health. Addressing these needs while focusing on academic growth requires a sensitive and supportive approach from teachers. Something else that I have noticed is a limited diversity of perspectives. Although students are eager and willing to participate in the Socratic discussions, there isn’t a variety in their analyses. However, one of the most surprising challenges has been parental involvement. Parents approach me to advocate for their children in university.

This Academic Matcher initiative was meant to resolve PSE's biggest problems. While there have been benefits, there are still areas that need to be improved, for example, in the areas of equity and diversity. The existing equity and accessibility concerns within PSE still exist. Students from disadvantaged backgrounds or with learning differences still face greater barriers to achieving top rankings, further widening existing disparities in educational outcomes.

While wrestling with these thoughts, I realized that I had walked longer than usual, but amidst the turmoil of my thoughts, a sense of peace began to settle over me. Maybe it was the park's beauty, this little oasis in the concrete jungle, or the gentle embrace of nature. Still, with renewed resolve, I bent my steps back toward the modern grey buildings of my university with their sleek, minimalist, contemporary aesthetic, ready to face whatever challenges lay ahead, knowing that amidst the chaos and uncertainty, there was always solace to be found in the quiet corners of the park. The Indigenous elders are right: we are all related to each other, to the natural environment, and the spiritual world, and these relationships bring about interdependencies.

File:Park near Uni X.jpg

2024-04-10T04:34:57Z

Vernetta:

Lush green park

Educator - Vernetta

2024-04-10T04:29:18Z

Vernetta: /* Journal Blog 365 */

===== BrainyBanter: The Edu-venture Chronicles =====

===== Journal Blog 365 =====

It’s been a year since I started this blog journey about my experience as a Professor of Sociology at University X since the Academix Matcher has been in effect in selecting students for post-secondary education (PSE).

Quick catch-up if you’re new to my blog.
University X is located in the heart of the city. It is one of the highest-ranking institutions and, therefore, very coveted by students entering the PSE arena. The campus boasts a sleek and contemporary aesthetic, blending minimalist design with functional efficiency. The buildings have clean lines, geometric shapes, and expansive glass facades reflecting the surrounding environment. In an effort to reduce the institutionalized feel, there are outdoor seating areas, green spaces, and public art installations that further enhance the campus environment, inviting students and visitors to linger and engage with their surroundings.
I have been an educator for ten years, and I teach second years at University X.
This is my second year teaching since the implementation of the Academix Matcher and also the second year for my students.

It has been an adjustment. The learning curve is steep. This was my motivation for this reflexive process of documenting my experiences because, as an educator, improvement is achieved through a reflective/ reflexive process. At least that’s what we were taught in teachers' college.
I embarked on this journey, sharing my thoughts and experiences with you to see if there would be any changes to my experiences as a teacher, the impact of those changes, and how I could modify my teaching pedagogy.

Although the past year has been very diverse regarding specific experiences, there has been a bit of continuity in that the general overarching themes have been similar. Today, however, was unique. Something was different. I couldn’t quite place it; it was more of an intuition than an actuality. As I found myself wandering through the winding paths of the park near University X, as I do every day between classes, I found myself lost in thought. The gentle rustle of the leaves, the babbling creek, and the distant chirping of birds acted as a serene backdrop to my introspection.
My steps were slow and deliberate, and I felt myself sink into the soft green grass, each step echoing my inner turmoil. Memories flooded my mind, each more salient than the other, with questions right on its heels. Is this where I want to be professionally? Am I satisfied with my career trajectory?

I got into education because, as a teacher, I have the opportunity to positively impact the lives of my students, which allows me to play a crucial role in shaping the future of society. Also, teaching is a great avenue to foster my desire for continuous learning and growth.

This and various other factors, including subject matter, educational philosophy, and my teaching style, influenced my teaching pedagogy. I subscribe to a student-centered approach focusing on inquiry-based learning, critical thinking, problem-solving skills, independent inquiry, and applying knowledge to real-world problems. I am a huge proponent of social justice. I value sustainable education and diversity, equity, and inclusion not just in content but in the demographic makeup of the school environment. Therefore, I ensure that my teaching practices are accessible and responsive to the diverse needs of the students in my class. I also emphasize developing students' social-emotional skills and global citizenship, preparing them for success in an ever-changing world. I often encourage student participation through class discussions, debates, and presentations, fostering a collaborative learning environment where students can exchange ideas and perspectives.

Because of the Academix Matcher aptitude and placement, academically, my students have been at similar levels for the past two years. This has presented both benefits and challenges. With students at similar levels, I can design instruction and assessments that are appropriately challenging and engaging for the class. This has pushed me to seek more knowledge and deepen my understanding of content. I can maintain a consistent pace throughout the course and thoroughly cover material without much scaffolding. The homogenous nature of the student group also facilitates stronger peer collaborations, which fosters a supportive learning environment in which we can all learn from each other. This indigenous epistemology concept of Relationality in action.

The Socratic method I employ as a teaching philosophy has been a joy to witness in action. Rather than providing the answers, I can guide students to challenge assumptions, promote deeper understanding, and foster intellectual inquiry through thought-provoking questions. The students' high expectations for themselves, coupled with their intrinsic motivation to learn, almost guarantees active participation. I enjoy not embodying the role of the arbiter of knowledge and students that of empty vessels.

One of the challenges I have been experiencing is to engage in what Ingold (2012) refers to as “thinking through making”- learning by allowing our creativity to lead and trusting the process. My students struggle with social and emotional issues such as perfectionism and asynchronous development (struggle with social interactions or emotional regulation, displaying behaviors more typical of a younger child. The increased competition has pressured students to prioritize academic achievements above others, leading to deficits in social skills and mental health. Addressing these needs while focusing on academic growth requires a sensitive and supportive approach from teachers. Something else that I have noticed is a limited diversity of perspectives. Although students are eager and willing to participate in the Socratic discussions, there isn’t a variety in their analyses. However, one of the most surprising challenges has been parental involvement. Parents approach me to advocate for their children in university.

This Academic Matcher initiative was meant to resolve PSE's biggest problems. While there have been benefits, there are still areas that need to be improved, for example, in the areas of equity and diversity. The existing equity and accessibility concerns within PSE still exist. Students from disadvantaged backgrounds or with learning differences still face greater barriers to achieving top rankings, further widening existing disparities in educational outcomes.

While wrestling with these thoughts, I realized that I had walked longer than usual, but amidst the turmoil of my thoughts, a sense of peace began to settle over me. Maybe it was the park's beauty, this little oasis in the concrete jungle, or the gentle embrace of nature. Still, with renewed resolve, I bent my steps back toward the modern grey buildings of my university with their sleek, minimalist, contemporary aesthetic, ready to face whatever challenges lay ahead, knowing that amidst the chaos and uncertainty, there was always solace to be found in the quiet corners of the park. The Indigenous elders are right: we are all related to each other, to the natural environment, and the spiritual world, and these relationships bring about interdependencies.

Educator - Vernetta

2024-04-10T04:21:58Z

Vernetta: /* BrainyBanter: The Edu-venture Chronicles */

===== BrainyBanter: The Edu-venture Chronicles =====

===== Journal Blog 365 =====

It’s been a year since I started this blog journey about my experience as a Professor of Sociology at University X since the Academix Matcher has been in effect in selecting students for post-secondary education (PSE).

Quick catch-up if you’re new to my blog.
University X is located in the heart of the city. It is one of the highest-ranking institutions and, therefore, very coveted by students entering the PSE arena. The campus boasts a sleek and contemporary aesthetic, blending minimalist design with functional efficiency. The buildings have clean lines, geometric shapes, and expansive glass facades reflecting the surrounding environment. In an effort to reduce the institutionalized feel, there are outdoor seating areas, green spaces, and public art installations that further enhance the campus environment, inviting students and visitors to linger and engage with their surroundings.
I have been an educator for ten years, and I teach second years at University X.
This is my second year teaching since the implementation of the Academix Matcher and also the second year for my students.

It has been an adjustment. The learning curve is steep. This was my motivation for this reflexive process of documenting my experiences because, as an educator, improvement is achieved through a reflective/ reflexive process. At least that’s what we were taught in teachers' college.
I embarked on this journey, sharing my thoughts and experiences with you to see if there would be any changes to my experiences as a teacher, the impact of those changes, and how I could modify my teaching pedagogy.

Although the past year has been very diverse regarding specific experiences, there has been a bit of continuity in that the general overarching themes have been similar. Today, however, was unique. Something was different. I couldn’t quite place it; it was more of an intuition than an actuality. As I found myself wandering through the winding paths of the park near University X, as I do every day between classes, I found myself lost in thought. The gentle rustle of the leaves, the babbling creek, and the distant chirping of birds acted as a serene backdrop to my introspection.
My steps were slow and deliberate, and I felt myself sink into the soft green grass, each step echoing my inner turmoil. Memories flooded my mind, each more salient than the other, with questions right on its heels. Is this where I want to be professionally? Am I satisfied with my career trajectory?

I got into education because, as a teacher, I have the opportunity to positively impact the lives of my students, which allows me to play a crucial role in shaping the future of society. Also, teaching is a great avenue to foster my desire for continuous learning and growth.
This and various other factors, including subject matter, educational philosophy, and my teaching style, influenced my teaching pedagogy. I subscribe to a student-centered approach focusing on inquiry-based learning, critical thinking, problem-solving skills, independent inquiry, and applying knowledge to real-world problems. I am a huge proponent of social justice. I value sustainable education and diversity, equity, and inclusion not just in content but in the demographic makeup of the school environment. Therefore, I ensure that my teaching practices are accessible and responsive to the diverse needs of the students in my class. I also emphasize developing students' social-emotional skills and global citizenship, preparing them for success in an ever-changing world. I often encourage student participation through class discussions, debates, and presentations, fostering a collaborative learning environment where students can exchange ideas and perspectives.

Because of the Academix Matcher aptitude and placement, academically, my students have been at similar levels for the past two years. This has presented both benefits and challenges. With students at similar levels, I can design instruction and assessments that are appropriately challenging and engaging for the class. This has pushed me to seek more knowledge and deepen my understanding of content. I can maintain a consistent pace throughout the course and thoroughly cover material without much scaffolding. The homogenous nature of the student group also facilitates stronger peer collaborations, which fosters a supportive learning environment in which we can all learn from each other. This indigenous epistemology concept of Relationality in action.

The Socratic method I employ as a teaching philosophy has been a joy to witness in action. Rather than providing the answers, I can guide students to challenge assumptions, promote deeper understanding, and foster intellectual inquiry through thought-provoking questions. The students' high expectations for themselves, coupled with their intrinsic motivation to learn, almost guarantees active participation. I enjoy not embodying the role of the arbiter of knowledge and students that of empty vessels.

One of the challenges I have been experiencing is to engage in what Ingold (2012) refers to as “thinking through making”- learning by allowing our creativity to lead and trusting the process. My students struggle with social and emotional issues such as perfectionism and asynchronous development (struggle with social interactions or emotional regulation, displaying behaviors more typical of a younger child. The increased competition has pressured students to prioritize academic achievements above others, leading to deficits in social skills and mental health. Addressing these needs while focusing on academic growth requires a sensitive and supportive approach from teachers. Something else that I have noticed is a limited diversity of perspectives. Although students are eager and willing to participate in the Socratic discussions, there isn’t a variety in their analyses. However, one of the most surprising challenges has been parental involvement. Parents approach me to advocate for their children in university.

This Academic Matcher initiative was meant to resolve PSE's biggest problems. While there have been benefits, there are still areas that need to be improved, for example, in the areas of equity and diversity. The existing equity and accessibility concerns within PSE still exist. Students from disadvantaged backgrounds or with learning differences still face greater barriers to achieving top rankings, further widening existing disparities in educational outcomes.

While wrestling with these thoughts, I realized that I had walked longer than usual, but amidst the turmoil of my thoughts, a sense of peace began to settle over me. Maybe it was the park's beauty, this little oasis in the concrete jungle, or the gentle embrace of nature. Still, with renewed resolve, I bent my steps back toward the modern grey buildings of my university with their sleek, minimalist, contemporary aesthetic, ready to face whatever challenges lay ahead, knowing that amidst the chaos and uncertainty, there was always solace to be found in the quiet corners of the park. The Indigenous elders are right: we are all related to each other, to the natural environment, and the spiritual world, and these relationships bring about interdependencies.

Educator - Vernetta

2024-04-10T04:17:17Z

Vernetta: Created page with "===== BrainyBanter: The Edu-venture Chronicles ====="

===== BrainyBanter: The Edu-venture Chronicles =====

Tkaronto, Sanctum of Enlightenment

2024-04-06T23:32:37Z

Vernetta: /* Social Framworks */

Welcome to '''''Tkaronto, Sanctum of Enlightenment'''''

== INTRODUCTION ==
Tkaronto is set 12 years in the future, in the year 2036. Tkaronto looks very much like it does today but with one notable exception. There is less construction. There are more parks, trails , more trees, more green spaces.

[[File:Tkaronto.png|thumb]]

The ‘Save our city’ environmental initiative that school students embarked on in 2026 in partnership with and under the guidance of the Indigenous community has paid off. The streets are lined with all sorts of trees, plants, and flowers. The rooftops of buildings get transformed into community gardens that the residents’ access for herbs and vegetables. Even the initiative to plant fruit trees in the parks has shown dividends. Now, folks can enjoy a snack while enjoying nature.

== GEOGRAPHY ==
=== Landscape ===
Nathan Phillips Park is a highlight of downtown. It is always full of residents and tourists escaping the hustle and bustle into this urban oasis.
The creeks, ravines, and lake are not polluted. Residents can swim and enjoy the water anytime.

=== Creatures ===
As a result of the increase in green spaces, there is also more biodiversity. Birdwatching has become a popular hobby. Birds are greater in number and species.

=== Diseases ===
The covid-19 pandemic of 2020- 2022 was the last major health threat. Most people are inoculated against common communicable diseases. Anti-vaxxers exist at the fringes of society.

== PEOPLE ==
=== Races & Species ===
Tkaronto is the most multicultural city in Canada. During the past ten years, there has been a steady stream of immigrants from all over the world settling in this city and the city is more diverse. Hence, it became imperative that inhabitants learn to peacefully co-exist without the racial hierarchical system. With the addition of more BIPOC content and representation in schools, Tkaronto has become a more tolerant society and is moving towards living up to its name as the multicultural capital of Canada. At the K-12 level, students take mandatory classes in Black and Indigenous issues. The 2 biggest school boards, TDSB, and TCDSB have made the move to include more courses and content that focus on these underrepresented groups to live up to the education goals outlined in the Truth and Reconciliation Commission.

=== Languages ===
Plurilingual society. People speak multiple languages. Street names are in both English and Indigenous languages

=== Common Sayings ===
'''Ubuntu''' – I am because we are, humanity towards others<br>
'''Ikigai'''- what gives your life value, meaning, or purpose. <br>
'''Medicine wheel'''- Medicine Wheel to the project. A wheel of four quadrants: Knowledge, Action, Spirituality and Feelings<br>
'''Miigwetch''' - thank you

=== Accents ===
Everyone who was educated through the school system has a similar non-descript accent. This is because students are taught by people with varying accents and as a result of this exposure to diverse accents, students develop a similar sounding prosody. This accent cannot be tied to any one particular group. There is no accent hierarchy as everyone sounds similar.

=== Social Frameworks ===
Because of the multicultural make-up of society, everyone is from somewhere else. That is the power of this city. The things that binds us, unites us is our difference. We embrace this as an opportunity to learn about each other and broaden socio-cultural awareness.<br>
Residents must undergo regular mental health screenings to identify and treat potential issues.

== EDUCATION ==
Access to education is a right and a priority. The government of Canada fulfilled it’s promise of introducing free post-secondary education since it first ratified the International Covenant on Economic, Social, and Cultural Rights in 1976. Post-secondary institutions are public, and domestic students pay no tuition fees.

In 2019, the government of Ontario announced that funding for PSE would be tied to ‘performance outcomes such as graduate employment earnings, graduation rates, graduate employment rate in a related field, and economic impact. This performance-based funding proved to be unsustainable as it also resulted in a loss of funding for smaller, remote institutions as well as a reduction in programs offered (such as humanities) functioning to commodify PSE. This oppressive strategy further oppressed marginalized groups since it perpetuated ableist, racist, homophobic, transphobic, sexist, and colonialist ideals and perpetuated the poverty cycle. This highlighted that students need more equitable, reliable, and extensive funding for PSE. This model was discontinued in 2026.

To counter the effects of this funding model, PSE institutions directed their efforts to international student procurement. The differential fees applied to this population provided institutions with a much-needed revenue boost. However, this model of operation was jeopardized in 2024 when the federal government, bowing to conservative pressure and blaming the housing crisis on international students, announced a reduction in the number of international student visas issued. This meant that PSE institutions would need further financial support.

The loss of revenue was passed onto domestic students- the tuition freeze was reversed. Not even the well-lauded mico-credential programs were able to make a difference. The next few years saw a decline in enrollment, faculty retention, education quality, and even research and innovation as people left the world of academia in droves. Change was needed. Drastic change to maintain the fabric of society.

The state of PSE in Ontario, Canada’s largest province, inspired the federal government to step in. They made good on their 55-year-old promise and implemented free PSE education in 2030. This initiative was not without hurdles. Since PSE was now free and accessible to all, the government decided that they needed to implement controls to ensure that the system was not abused. This brought about the AI admissions committee.

The AI admissions committee, given the name [[AcadeMix Matcher]], was powered by artificial intelligence ( there are no humans on the committee). All PSE applications go through this system. OUAC and OCAS were discontinued. Institutions no longer have their own application entry processes. After high school, students who wish to pursue PSE submit their applications via this system. The application is straightforward. All the students' information is uploaded upon graduation. The only information students need to provide is a list of their top six institutions. This AI committee then uses algorithmic data to vet applications, determine student competency and aptitude, and assign them to either college or university, as well as which discipline and program they are best suitable for. Then it chooses the institution this student will be granted admission into based on student performance and the list provided, along with the discipline and programs. If a student doesn’t fit the metric for the outlined choices, the system overrides this and assigns them to a different institution. The AI system also decides the amount of funding that each student receives. Their funding is also based on their competency and aptitudes.