It is my passion to help others learn. I teach at university in undergraduate and graduate programs. I teach in several subject areas in the humanities, but my preferences are in philosophy and linguistics.

I am interested in philosophy,linguistics,First Nations,MOODLE,Web 2.0. My favorite music are Bruce Cockburn. Movies: Ishtar,Milagro Beanfield War,Benny and Joon,Medicine River,Smoke Signals,Expiration Date. TV: NCIS,Bones,Numb3rs,New Tricks,Heartbeat,Doc Martin,Good Neighbours (The Good Life). Books: Bible,Philosophy by Edmund Husserl,Fiction by JRR Tolkien,Dorothy Sayers,Madeleine L'Engle,Ursula LeGuin. My Heroes are Jesus,Gandhi,my wife.

Member since May 05, 2009, follows 29 people, 21 public groups, 3410 public bookmarks (3619 total).

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  • President's Reports, Office of the President: Thompson Rivers University on Apr 27, 16
  • Job Board | The League for Innovation in the Community College on Apr 25, 16
  • Newman Reader - Idea of a University - Discourse 6 on Apr 22, 16
    • The  enlargement consists, not merely in the passive reception into the  mind of a number of ideas unknown to it, but in the mind's energetic  and simultaneous action upon and towards and among those new ideas,  which are rushing in upon it. It is the action of a formative power,  reducing to order and meaning the matter of our acquirements; it is a  making the objects of our knowledge subjectively our own, or, to use a  familiar word, it is a digestion of what we receive, into the  substance of our previous state of thought; and without this no  enlargement is said to follow. There is no enlargement, unless there  be a comparison of ideas one with another, as they come before the  mind, and a systematizing of them. We feel our minds to be growing and  expanding then, when we not only learn, but refer what we learn  to what we know already. It is not the mere addition to our knowledge  that is the illumination; but the locomotion, the movement onwards, of  that mental centre, to which both what we know, and what we are  learning, the accumulating mass of our acquirements, gravitates. And  therefore a truly great intellect, and recognized to be such by the  common opinion of mankind, such as the intellect of Aristotle, or of  St. Thomas, or of Newton, or of Goethe, (I purposely take instances  within and without the Catholic pale, when I would speak of the  intellect as such,) is one which takes a connected view of old and  new, past and present, far and near, and which has an insight into the  influence of all these one on another; without which there is no  whole, and no centre. It possesses the knowledge, not only of things,  but also of their mutual and true relations; knowledge, not merely  considered as acquirement, but as philosophy. {135}
  • Collegiality as Pedagogy: a Response to Ron Srigley — Sean Michael Morris on Apr 22, 16
    • In 1852, John Henry Newman wrote in ‘The Idea of a University’ that true learning ‘consists, not merely in the passive reception into the mind of a number of ideas hitherto unknown to it, but in the mind’s energetic and simultaneous action upon and towards and among those new ideas.’ The lecture course, too, has always had skeptics. In his 1869 inaugural address as president of Harvard University, Charles Eliot warned that ‘the lecturer pumps laboriously into sieves. The water may be wholesome, but it runs through. A mind must work to grow.’”
    • Paulo Freire suggests that teaching is an act of research.
  • Raising the Bar: The Metric Tide That Sinks All Boats | Academic Irregularities on Apr 15, 16
  • The Mozilla Manifesto on Apr 15, 16
  • When Plagiarism Is a Plea for Help | Vitae on Apr 11, 16
  • Organization is a Skill, Not a Trait | Vitae on Apr 11, 16
  • Web Literacy - Mozilla Learning on Apr 11, 16
  • Is Your Website's Design "CRAP?" | Build a Better Web Site on Apr 07, 16

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    For the connected courses MOOC #ccourses

  • Classroom 2.0

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    A place for members of www.Classroom20.com to share links, Classroom 2.0 is social networking site devoted to those interested in the practical application of computer technology (especially Web 2.0) in the classroom and in their own professional development.

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    Digital Ethnography at KSU

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    Group for the Australian Flexible Learning Framework's E-learning Innovations Grant staff and recipients

  • EdTechTESOL

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    Links regarding the use of technology in the language classroom, including articles, tools, trends, etc...

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