Find and make meaningful a “nugget.”
The Open Faculty Patchbook is a collection of lived experiences, “AHA!” moments & lots of helpful nuggets about teaching and learning. It’s been crafted like an old fashioned community quilt (each person contributes a square to make a beautiful large quilt), but has been given a 21st century makeover and is a compilation of insightful stories from postsecondary educators. One of the main goals of this activity is to get you to read carefully and respond imaginatively. Your work with “nuggets” should be both fun and in earnest. It should demonstrate your own deep engagement and stimulate deep engagement for your reader as well.
To do:
- Review The Faculty Patchbook, a robust collection of faculty authored overviews of specific pedagogical skills. Each entry is referred to as a “patch.”
- Select one patch that resonates with you.
- Select a passage from the patch that grabs you in some way and prepare to make that passage as meaningful as possible.
(It could be a passage that puzzles you, or intrigues you, or resonates strongly with you. It could be a passage you agree with, or one you disagree with. The idea here is that the passage evokes some kind of response in you, one that makes you want to work with the passage to make it just as meaningful as possible. A good length for your nugget is about a paragraph or so. Too much, and it becomes unwieldy. Too little, and you don’t have enough to work with.)
- How do you make something as meaningful as possible? Well, use your imagination! You’ll probably start by copying and pasting the nugget into a doc. Or if you’re feeling very multimedia inclined, record yourself reading the nugget aloud and share your response as an audio file. From there, consider hyperlinks, illustrations, video clips, animated gifs, screenshots, whatever. Make the experience as rich and interesting as you can.
- After you make your submission, save the web address to your response (found in the green confirmation box) so you can use it later for your badge submission form.
This activity is part of the Metacognition section of the Teacher for Learning Module. It was borrowed from the course syllabus for Thought Vectors in Concept Space, designed by Dr. Gardner Campbell for an undergraduate research and writing course at Virginia Commonwealth University.
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161 Responses for this Activity
- Thought Vectors and Nuggets Activity
by Brian Smith (@brian.smith)
For my Thought Vectors and Nuggets Activity I selected Patch Three: Sheets Ain’t Cheats from The Open Faculty Patchbook. I examine the patch from my perspective to construct the resonance and relevance to my own experience.
- Be kind online!
by Oksana Perkhach (@Oksana)
I chose the patch 15 “Be kind online”. Thank you for the interesting and useful article. It is really a problem of delivering an efficient online lecture.
- Thought Vector – Choice
by Jennifer Abrams (@jabrams)
Please Listen to the audio file. I wished this was an option when I was a student! Patch link https://openfacultypatchbook.org/asessment/patch-nine-shifting-your-design-of-assessments/ Interesting Article, I liked the idea of podcasts replacing essays…. How Artificial Intelligence is Impacting Higher Education
- Thought Vectors – Mentorship & Courage
by Lindsay Winter (@lwinter)
Very quickly the patch reading: MENTORING: FEEDING THE BRAIN, CULTIVATING THE HEART, AND BUILDING COURAGE by Klodiana Kolomitro, PhD, and Les MacKenzie, PhD, Queen’s University, spoke to me. The final thought of, Mentoring doesn’t just end when the course is over. However, we can only hope that our learning facilitators find their ruby slippers and realize more… »
- Patch #38 Vulnerability and Self Care – Thinking about Faculty Mental Health
by Andrew Molas (@amolas)
The patch I selected is #38 on vulernability and self-care. Specifically the passage that resonated with me is: “How did I get here? How do others have it all figured out? I try to reconcile the disparity between truth and fiction while this lie of familiarity shouts names at me: “Outsider!” — “Pretender!” — “less more… »
- Patch #4
by Yana Sokolova (@yana_sokolova)
I looked through all the Patches, they provide a lot of useful information. But I was catched by the idea of CATs – Classroom Assessment Techniques which can be very useful in the complicated task of receiving students’ feedback. Sometimes it’s really very difficult to do. So I took one abstract from the article and more… »
- Review The Faculty Patchbook
by David Schenk (@dschenk)
To do: Review The Faculty Patchbook, a robust collection of faculty authored overviews of specific pedagogical skills. Each entry is referred to as a “patch.” Select one patch that resonates with you. Select a passage from the patch that grabs you in some way and prepare to make that passage as meaningful as possible. July more… »
- Patch #16 – Improving Course Navigation
by Miranda Mckenzie (@mx_mckenzie)
The patch and quote inspired me to create a checklist for myself and the course technician for us to always keep in mind some of the most relevant design principles for wayfinding during course development.
- Patch 14
by Valerie McQueen (@Vmcqueen)
The patch that resonated with me is Patch 14. The patch discusses The Feedback Loop de Loop. I’ve recently started taking an online course in D2L. When waiting all week for feedback on my assignments I appreciated more the position the students are in when they hand theirs in. The specific text that resonated with me more… »
- Thought Vectors: Patch 30
by Emily Funston (@emilyf)
My nugget comes from: Patch Thirty: Engaging Students with Wikipedia.
1 Resource for this Activity
(5 votes, average: 3.80 out of 5)
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