I?d like to begin with some discussion around the idea of ?learning objects?. What are they and how are we currently using and thinking about them within Crawford teaching? (You tell me!)

In the name of ?Flexibility?, and for the potential benefit of both lecturer and student, I?d then like us to consider the value in creating and reusing ?segments? out of our own lecturing practice. (You might think of these as a potential ?multimedia?. You may already use externally created materials in this same broad class. We might pause to consider making some specific ?additional- media elements of our own.)

Perhaps we could also take this opportunity to exercise a half-idea I have about ?cues?? I?m now thinking of cues as a special kind of educational objectry? And I?m thinking we might try to connect ?them? with recent group meditations on critical thinking: Might we not design something (?a package??) together to help with attuning our students to the need for exercising a critical thinking mindset? This ?something? would be a framework to contain the purpose, a set of orienting material, a simple reusable tool to help make varying perspectives more apparent, and a visual reminder to ?think critically?. More details on the day, if people want to try this!