pedagogies

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Examples
pedagogies's examples

  • Our Collective Work: We define post-pedagogies within the Freirian notion of "always becoming." Meaning, our praxis in informal and formal spaces is always being contested, critiqued, reflected upon, deconstructed, re-created, and re-interpreted within our teaching and learning experiences. — “Post-Pedagogies: A Journal of Participatory Praxis”,
  • Learning-Centered Pedagogies | Resources. Articles and Books. Classroom Assessment Techniques: A Handbook for College Teachers. This handbook summarizes strategies used by faculty from a variety of disciplines to collect feedback from students to make "mid-course corrections" in teaching. — “Learning-Centered Pedagogies”, evergreen.edu
  • The Scholarly Inquiry about Active Pedagogies cluster focuses on promoting the use of active pedagogies and researching the effectiveness of these pedagogies. We are working to develop and study various curricular models that incorporate appropriate. — “SIAP Cluster Project Snapshot”,
  • Pedagogies of Engagement took place April 14 - 16, 2005 in Bethesda, Maryland. science which documents the increased educational effectiveness of engaged pedagogies such as problem-based learning, service-learning, community-based research,. — “AAC&U Meetings | Pedagogies of Engagement 2005”,
  • Pedagogies definition, the function or work of a teacher; teaching. pedagogies - 2 dictionary results. Classroom Teaching Tips. Learn Critical Pedagogy Approachs. The Latest Lifestyle Advice At. — “Pedagogies | Define Pedagogies at ”,
  • Pedagogies of liberation, including feminist and critical pedagogies based on the works of bell the use of liberative pedagogies in engineering education are discussed, as well as the potential. — “Teaching Technology to Trangress: Liberative Pedagogies in”, smith.edu
  • Outline a pedagogy that coheres the various methods commonly used in Dartmouth's writing classrooms; Active Learning pedagogy seeks to overhaul the model of education in which students. — “Materials for Faculty: Philosophies and Pedagogies: Active”, dartmouth.edu
  • Pedagogies for emergencies and other complex contexts. The conference invites contributions to engage in a dialogue around rational processes and characteristics of pedagogies that can be considered as bearing power to transform the situation for the better. — “AKU - Events”, aku.edu
  • Definition of pedagogies in the Medical Dictionary. pedagogies explanation. Information about pedagogies in Free online English dictionary. What is pedagogies? Meaning of pedagogies medical term. What does pedagogies mean?. — “pedagogies - definition of pedagogies in the Medical”, medical-
  • Pedagogy is also occasionally referred to as the correct use of instructive strategies (see instructional theory) The Latin-derived word for pedagogy: child-instruction, is in modern use in English to refer to the whole context of instruction, learning, and. — “Pedagogy - Wikipedia, the free encyclopedia”,
  • In an effort to make the Romantic Circles Pedagogies section a true commons, we are looking for a crew of commentators with varying levels of experience for our new blog and pedagogies group. the front that reflect on their own Romantic pedagogy and the pedagogy of Romanticism. — “Romantic Circles Blog " Pedagogies”, rc.umd.edu
  • pedagogy n. The art or profession of teaching. Preparatory training or instruction. [French pédagogie , from Old French, from Greek paidagōgiā ,. — “pedagogy: Definition, Synonyms from ”,
  • Inclusive Pedagogies Events. The following series of events was organized by the Center "Inclusive Pedagogies: Continuing the Conversation": March 23, 2010. — “Inclusive Pedagogies Events”, lmu.edu
  • Translations of pedagogies. pedagogies synonyms, pedagogies antonyms. Information about pedagogies in the free online English dictionary and pedagogy - the profession of a teacher; "he prepared for teaching while still in college"; "pedagogy is recognized as an important profession". — “pedagogies - definition of pedagogies by the Free Online”,
  • This document first describes the call for active-learning pedagogies arising from a range of theoretical foundations of active-learning pedagogies, which explicitly or, more often, implicitly. — “Active-Learning Pedagogies as a Reform Initiative: Synthesis”, equip123.net
  • Resources for Inclusive Pedagogies. Page last updated on 07/15/2010 Here's an excellent summary of research on course design incorporating pedagogies that work to "lift all boats" at universities that don't have. — “CATL | IE | Inclusive Pedagogies”, uwlax.edu
  • International Journal of Pedagogies and Learning A Grounded Theory ***ysis of the Impacts of Multicampus Colleges' Structural Reform on Pedagogies and Learning in 14 Public Secondary Schools in New South Wales (V3N1). — “International Journal of Pedagogies and Learning (IJPL)”,
  • Issues In Educational Research Vol 15(2), 2005: Zyngier - Choosing our ideas, words and actions carefully: Is the language of Productive Pedagogies intelligible for pre-service teachers?. — “IIER 15: Zyngier - is the language of Productive Pedagogies”, .au
  • Extended discussion of pioneering pedagogical reforms and the changes now taking place in the STEM learning environment. Participants edited a handbook for undergraduate STEM educators. The Draft PKAL Guide to Pedagogies of Engagement, the SERC website, and the future of the collaborative partnership. — “Pedagogies of Engagement Summit”, serc.carleton.edu
  • Perspectives on 21st Century Pedagogies. Reports from the Community. Resources for strengthening the undergraduate STEM learning environment include ideas and insights from those involved with some of the transformative 21st century pedagogies. — “PKAL " Pedagogies”,

Videos
related videos for pedagogies

  • Part Two - Conversation on supervision in Aakershus University College Norway (2 of 2) Jack is exploring the possibility that meanings communicated with video can include flows of life-enhancing energy with values that form explanatory principles of educational influences in learning. He is also exploring the validity of his belief that such explanatory principles can, when made public, form living standards of judgment in an educational epistemology that can bring together educational theory and practice. He believes that self-studies of the vocational pedagogies of staff at Aakershus University College, with their students, will produce highly original contributions to educational knowledge in the living educational theories produced by individuals to explain their educational influences in their own learning, in the learning of others and in the learning of the social formations in which we live and work.
  • 21st century pedagogy Need to develop a new pedagogical dna for schooling in todays world in order to break from the past
  • Lee Shulman at Georgetown University's Provost's Seminar Teaching for Uncertainty Thursday, October 18th, 2007 ICC Auditorium Provost's Seminar on Teaching and Learning When educators in the professions describe their educational mission, it is often couched in terms like "learning to think like a lawyer" or like a physician or an engineer. Underlying these conceptions of "professional learning" is a process in which the novice professionals learn to make judgments and decisions under conditions that are inherently uncertain. Over the past ten years, scholars at the Carnegie Foundation for the Advancement of Teaching have been studying the professional preparation of lawyers, clergy (priests, ministers and rabbis), nurses, engineers, physicians and teachers. We have concurrently been investigating the character of teaching in PhD programs ranging from neurosciences to mathematics and from history to English. We have begun to identify the "signature pedagogies" of each of these fields, and to locate both distinctive practices within fields and common features across them. One of the common features of these approaches to teaching is their emphasis on preparing future practitioners, whether of professions or of scholarship, to make judgments and decisions under uncertainty. How can we best discuss these pedagogies of uncertainty and their efficacy?
  • Facing the Challenges of Emerging Technologies and Pedagogies - Part 2 of 3 Pearl broadcast schedule: 22 November 2009, 09:50am
  • TLHE Invited Lecture 2 : Learning Theories and Interdisciplinary Epistemologies Speaker: Professor Marcia Devlin (PhD) Chair in Higher Education Research Deakin University, Australia Synopsis Interdisciplinary teaching and learning in higher education incorporates multiple ways of knowing. As interdisciplinary pedagogies become increasingly important in a global knowledge economy, which learning theories best inform thinking and practice in these endeavours? This paper explores a range of theories and ideas about learning, including constructivism, situated learning, experiential learning and phenomenography, and their relevance to interdisciplinarity in higher education. About the Speaker Professor Marcia Devlin (PhD) is a higher education researcher and educational psychologist. She holds the inaugural Chair of Higher Education Research at Deakin University in Victoria, Australia. Marcia convenes the Higher Education Research Group at Deakin University and provides leadership in the scholarship of, and research into, teaching and learning across the university. Prior to her appointment at Deakin University in 2008, Marcia was Associate Professor and Director of the Teaching and Learning Unit in the Faculty of Economics and Commerce at the University of Melbourne. Marcias research involves both theoretical and practical investigations into contemporary higher education issues, trends, policies and practices. She is frequently invited to deliver national and international keynote addresses, and conduct workshops and seminars to provide policy and ...
  • How To Pronounce Pedagogy This video shows you how to say pedagogy. Learn the correct American English pronunciation of the word meaning the technique of teaching.
  • Designing relational pedagogies with jam2jamXO A presentation at Research in Music Education Conference (RIME) Exeter UK in April 2011. A contribution to a symposium: An examination of affordances of the application of 'open source' to music education. This segment explores the development of jam2jam for the OLPX XO computer developed on the Open Source Sugar OS. It examines the philosophy of design and the requirements for the development of relational pedagogies and strategies for learning and teaching with music technology.
  • Apply Pedagogy to Technology -- Ice Apply Pedagogy to Technology - Phil Ice - American Public University System - World Campus Competencies for Online Teaching Success (COTS) Penn State Faculty Development
  • Clickers: Pedagogies of Engagement Presentation by Cornelius Bennhold on 01-14-2008
  • Exploring the Hidden Contested Spaces: Challenging Multimedia Use for Students with Unique Needs Selected as a 2011 Emerging Pedagogies Research and Travel Grant winner by Pearson Education, this movie/essay/narrative addresses issues of access and equity at the Conference on College Composition and Communication (CCCC) convention held in Atlanta, GA. Using a Universal Design for Learning (UDL) framework, Chris Gerben ***yzes his own presentation, and others', against a UDL rubric applicable both at conferences and in the college classroom.
  • Pearson Emerging Pedagogies Movie Eco-composition in Technical Writing class
  • myfirst New & old literacy practices and pedagogies. The importance of being a critically literate person in the 21st century.
  • Generic versus Specific Pedagogies Question This question was asked at Diana Laurillard's keynote address Building on the work of others: Teachers as a professional community at CITERS2011
  • Pedagogies' First Gig The first gig of the brand new band.. Pedagogies feat. Tongue Tack.
  • How to create an exciting online experience Part 3 by Phil Schmidt Dr. Schmidt earned a Ph. D. degree in mathematics and education from Syracuse University. He has had substantial experience in a variety of sponsor-funded projects in mathematics education. His administrative experience includes work as Dean of a School of Education as well as an Associate Provost. In these positions, he was responsible for retention studies, the development of new online degree programs, and technology training for prospective and in-service teachers. His research background includes work with mathematically precocious children, problem solving and problem posing, collaborative pedagogies, postsecondary developmental mathematics education, and competency-based postsecondary pedagogy. In addition, he is the author of a number of mathematics texts.
  • Design Focused Pedagogies Through Collaborative Workspace Design Collaborative workspace design can have a significant impact on the development of positive interdependence among students engaging in cooperative learning. This presentation explores the concept that pedagogies should take a design approach to implementing the collaborative tools used to support the 21st Century Learner as exemplified by .
  • Education Arcade Conf 2005 -- Emerging Pedagogies Education Arcade Conf 2005 -- Emerging Pedagogies Panel
  • Challenging Pedagogies More than Just 'Good Practice' Pauline Gibbons explains why for EAL learners, good practice is not enough. The video is of the first few minutes of Pauline Gibbon's keynote speech to the 16th NALDIC Annual Conference in London in November 2008.
  • Facing the Challenges of Emerging Technologies and Pedagogies - Part 3 of 3 Pearl broadcast schedule: 22 November 2009, 09:50am
  • New Tools - New Pedagogies Dr. Kathryn Smith, Professor at the Minnesota State University talks about "New Tools - New Pedagogies"
  • Facing the Challenges of Emerging Technologies and Pedagogies - Part 1 of 3 Pearl broadcast schedule: 22 November 2009, 09:50am
  • Beirut and Dearborn: Collaboration and Cross-Cultural Academic Literarcies The Prince Alwaleed Bin Talal Bin Abdulaziz Alsaud Center for American Studies and Research held a lectures entitled: Beirut and Dearborn: Collaboration and Cross-Cultural Academic Literarcies by William Degenaro & Margaret Williard-Traub, University of Michigan. Margaret Willard-Traub is Associate Professor of Composition and Rhetoric and Director of the Writing Program at the University of Michigan-Dearborn. Her research and teaching interests include feminist composition, scholarly memoir, genre studies, writing assessment, and critical and trans-cultural pedagogies. Her articles have appeared in the US journals College English, Assessing Writing, Rhetoric Review, Feminist Studies and Pedagogy and in a number of collected editions. William DeGenaro is a 2010-2011 Fulbright Scholar at the American University of Beirut, where he teaches courses in the communication skills program. He is also Associate Professor of Composition and Rhetoric at the University of Michigan-Dearborn. His research on the teaching of writing, US working-class culture, and rhetorical theory have appeared in journals including Rhetoric Review, College English, and The International Journal of Critical Pedagogy.
  • 2020 Teacher Model The impact of ICT on Primary schooling over the next nine years will result in educational changes in teacher pedagogies and student learning. By 2020, an appropriate teacher model will be developed to assist with such changes and their implications. With the development of Web 3.0, this new role will implement constructivist learning as a facilitator to the student-centred classroom. (Jonassen, Peck & Wilson, 1999). Additionally, Siemens (2004, p.4) predicts that Primary Education will be a technologically-rich digital environment, promoting the development of connectivism strategies in learning. This individualised design interrelates with the autonomous characteristics of technology and education, and as McCombs (1989, p. 277) suggests, leads to learning success and achieving meaningful goals for both student and teacher. Furthermore, the professional development of teachers will be considered an essential factor in using technology to improve learning. (Rodriguez, 2000). The teacher model of 2020 embodies several characteristics which are governed by the impact of ICT in Primary Education.
  • How to create an exciting online experience Part 2 by Phil Schmidt Dr. Schmidt earned a Ph. D. degree in mathematics and education from Syracuse University. He has had substantial experience in a variety of sponsor-funded projects in mathematics education. His administrative experience includes work as Dean of a School of Education as well as an Associate Provost. In these positions, he was responsible for retention studies, the development of new online degree programs, and technology training for prospective and in-service teachers. His research background includes work with mathematically precocious children, problem solving and problem posing, collaborative pedagogies, postsecondary developmental mathematics education, and competency-based postsecondary pedagogy. In addition, he is the author of a number of mathematics texts.
  • EHS 2.5min invite Wilderness Rites - All Stakeholders .wmv SEE THIS WITH AUDIO HERE: From The Art of Critical Pedagogy - Duncan-Andrade and Morrell (2008) "What is revolutionary love? How is it practiced in the context of education? And how can teachers be taught to love in this way?" "First of all we feel that revolutionary love is the love that is strong enough to bring about radical change in individual students, classrooms, school systems and the larger society that controls them... something else will be required of teachers to achieve the kinds of outcomes described in this book. That something else is not easy to predict, nor is it easy to quantify. It looks like endless dedication, an unyielding belief in the brilliance and potential of every student, and the commitment to stop at nothing to get kids to learn. It demands the energy and passion to present learning as an amazing opportunity for young people to prepare themselves to be engaged citizens and social actors." My own inquiry and reflection I am exploring these questions in my action research and I am trying allude to them in the video below: 1 How does critical pedagogy influence the best practices and pedagogies that support ecological literacy? 2 How can we cultivate a critical pedagogy of place that helps students and teachers "read the world" to liberate oppressed groups as Paulo Freire describes as well as how David Gruenewald describes to promote life sustaining societies? 3 Can this book help us create communities that are ecologically ...
  • What hard work pedagogies do This video was uploaded from an Android phone.
  • Queering Bathrooms: Gender, ***uality, and the Hygienic Imagination | Prof Sheila Cavanagh, LA&PS In her new book Queering Bathrooms: Gender, ***uality and the Hygienic Imagination, Professor Sheila Cavanagh speaks about the politics and social discrimination that occurs in public bathrooms Sheila Cavanagh is an Associate Professor in Sociology and the ***uality Studies Program Coordinator in the Faculty of Liberal Arts & Professional Studies at York University in Toronto, Canada. She is also the author of "***ing the Teacher: School *** Scandals and Queer Pedagogies." For more information about her new book, please visit: www.yorku.ca ----------------------------------------------------------------------------- Faculty of Liberal Arts & Professional Studies www.yorku.ca York University: Redefine the Possible.
  • Clickers in the Classroom: The Research. Do clickers help students learn? Research suggests that clickers are effective teaching tools, and gives some important information about how to best use them in the classroom. In this video, Chandra Turpen shares the current research on how this tool promotes student engagement and understanding. Produced by the University of Colorado Science Education Initiative at STEMclickers.colorado.edu.
  • Pixels & Pedagogies Intro to Photo Booth A teacher's introduction to Photo Booth.
  • How to create an exciting online experience Part 1 by Phil Schmidt Dr. Schmidt earned a Ph. D. degree in mathematics and education from Syracuse University. He has had substantial experience in a variety of sponsor-funded projects in mathematics education. His administrative experience includes work as Dean of a School of Education as well as an Associate Provost. In these positions, he was responsible for retention studies, the development of new online degree programs, and technology training for prospective and in-service teachers. His research background includes work with mathematically precocious children, problem solving and problem posing, collaborative pedagogies, postsecondary developmental mathematics education, and competency-based postsecondary pedagogy. In addition, he is the author of a number of mathematics texts.
  • ECJ413Wk9prompt a brief discussion of the old and new literacy pedagogies
  • Enhanced Pedagogies
  • COFA Talks Online: What Is The Learning to Teach Online Project? www.online.cofa.unsw.edu.au The Learning to Teach Online project is a free professional development resource designed to help teachers from any discipline, whether experienced in online teaching or not, to gain a working understanding of successful online teaching pedagogies that they can apply in their own unique teaching situations. Project leader Simon McIntyre discusses the aims, structure and purpose of Learning to Teach Online, and describes how academics all over the world can become a part of the initiative. The development of the project has been funded by the Australian Learning and Teaching Council (ALTC) to help foster a spirit of collegiality and knowledge sharing between teachers form any discipline, institution or country. The project is designed to play a vital role in the advancement of online pedagogy, the student learning experience, and also the teaching experiences of teachers heading into an increasingly digitally networked future. This talk was recorded live at UNSW on March 21, 2010 as part of the Connections series of talks coordinated by Learning and Teaching @UNSW. This video is an edited highlights version of the full one hour talk. For more information about the Learning to Teach Online project, please visit http For the Podcast version of this talk, please visit bit.ly
  • Bill Rankin: Turning the Page: The Next Chapter in Education In this wrap-up of overall conference themes, Bill Rankin will offer a vision for how mobility, mobile media and mobile content creation, and next-generation digital resources are transforming education. As mobile devices become increasingly powerful and as they offer new forms of creativity and connectivity, we're seeing an exciting, and sometimes dizzying, array of pedagogies and educational opportunities emerge. These new models are challenging educators throughout K-12 and higher education to rethink teaching and learning, considering a new trajectory for student engagement. Challenging attendees to implement changes in their own institutions, this session will synthesize some of the key insights and conclusions offered by speakers at this year's Connected Summit. William Rankin is an associate professor of English and Director of Educational Innovation at Abilene Christian University in Abilene, Texas. Working with colleagues, he helped design the initiative that became ACU Connected, ACU's pioneering one-to-one that gave every student an iPhone or iPod touch as a platform for exploring next-wave mobile learning. As part of this initiative, Rankin has worked on everything from defining pedagogical approaches to designing interface elements, and he continues to work to discover and create new ways to engage learners through emerging technologies. With more than 20 years of experience in higher education, Rankin has received numerous awards for teaching and has ...
  • Bodies of Knowledge A multimodal project for Pearson's Emerging Pedagogies Grant, this photo essay examines embodiment as a critical term at 4C's ATL 2011.
  • Community pedagogies
  • Place and Critical Eco Pedagogies Summer Institute 2010.mov University of Saskatchewan, Place and Socio-ecological Experience Summer Institute (2 weeks in July/August, Saskatoon & River) EFDT 478.3: Urban Education: focuses on how urban experiential and community-based learning can contribute to both personal and educational decolonization and reinhabitation in relation to social and ecological justice issues in a Saskatchewan context. Participants will be introduced to critical eco pedagogical theories and practices, with a particular focus on urban issues and spaces such as Aboriginal and settler youth cultures and orientations to place and environmental issues, environmental justice and racism, schoolyard greening and urban gardening, and various other facets of community-based learning and engagement. EFDT 479.3: Land-based Education: focuses on how outdoor experiential and place-based learning can contribute to both personal and educational decolonization and reinhabitation in relation to social and ecological justice issues in a Saskatchewan context. This course builds on the frameworks for experiential and place-based learning developed in Urban Education pre-requisite course, and extends them to consider unique issues and opportunities that arise in outdoor education environments. The course covers topics such as trip preparation and group travel, exploring the five senses in learning, using art and poetry in ecological learning, decolonizing place and the historical site visits, the history of Aboriginal and settler ...
  • Encouraging collaboration among students using online pedagogy by Phil Schmidt Dr. Schmidt earned a Ph. D. degree in mathematics and education from Syracuse University. He has had substantial experience in a variety of sponsor-funded projects in mathematics education. His administrative experience includes work as Dean of a School of Education as well as an Associate Provost. In these positions, he was responsible for retention studies, the development of new online degree programs, and technology training for prospective and in-service teachers. His research background includes work with mathematically precocious children, problem solving and problem posing, collaborative pedagogies, postsecondary developmental mathematics education, and competency-based postsecondary pedagogy. In addition, he is the author of a number of mathematics texts.
  • Association of Raza Educators - Teacher Inquiry Groups Dec 2010 OUR VISION: Our students and communities need teachers whose pedagogies teach in ways that are culturally engaging, community relevant, and critically empowering. In our ARE teacher inquiry groups, we seek to work with committed and quality mentors and teachers to develop these curricula. The inquiry groups provide the professional development that progressive educators need to develop our craft with teachers who share an understanding of structural inequality and a commitment to the transformative potential of education for black and brown students. Our curriculum development differs from most university teacher education programs in its emphasis on practical applications of critical pedagogy that result in students interpreting, ***yzing, and addressing societal inequality and the attacks on working class communities of color.
  • Innovative Transactional Pedagogies "Transactional Education: What's Next?" June 4 and 5, 2010 Emory University School of Law-Atlanta, Georgia • Joan Heminway, The University of Tennessee College of Law • Lyman PQ Johnson, Washington and Lee University School of Law • Michael A. Woronoff, Proskauer Rose LLP/UCLA School of Law

Blogs & Forum
blogs and forums about pedagogies

  • “OTL provides support and development opportunities for teaching at WSU through training and consulting, instructional design support, classroom feedback, print and other resources, and referrals to other on-campus services. The OTL also is a”
    — WSU Teaching & Learning Blog " Blog Archive " New Schemas for, lib.wayne.edu

  • “FIT is a Forum for Ideas, Tools, Techniques, Class room Practices, Teaching Pedagogies & Methodologies to enhance student learning & to act as a platform to recognize Teachers' Contribution”
    — FIT : Forum for Innovative Teachers - Forum for Ideas, Tools,

  • “The Pedagogies of Home and International Schools. by bela 9/20/2010 4:39:00 AM Fantastic blog and relevant information. It convinces students that only a positivist”
    — Education. The Pedagogies of Home and International Schools, nova.edu.mk

  • “On Possibilities And Practices In Second Decade Learning And these surges are generally sparked off with a specific trigger eg a brief conversation with someone; or maybe a hard-hitting blog that I read; or even an Aha while I'm watching a sunset. I've had one of those surges this week”
    — Tag Archive for digital pedagogies' at Tony Ryan, .au

  • “In an effort to make the Romantic Circles Pedagogies section a true commons, we are looking for a crew of commentators with varying levels of experience for our new blog and pedagogies group. Essentially the blog will be the first set in a series of proposed changes to the Pedagogies section of the”
    — Romantic Circles Blog " Pedagogies, rc.umd.edu

  • “To cultivate a community of learners, both inside the classroom and on our blog blog that includes: 1. a summary of our blog as a resource for feminist pedagogies and”
    — Course Syllabus - feminist pedagogies, blog.lib.umn.edu

  • “Critical Pedagogies of Consumption. Posted November 13, 2009 by nicolas_lampert in Books & Zines. One of my collage images and an essay "United We Consume? http:///books/Critical-Pedagogies-of-Consumption-isbn9780415997904. Table of Contents. Chapter 1: Introduction: Exploring”
    — Just Seeds: Blog: Critical Pedagogies of Consumption,

  • “Pedagogies of the Oppressors: Critical Literacies as Counter Narratives. Rouge Forum The third stop will be to acknowledge that pedagogies and texts always represent the ideological struggles to position me and to”
    Pedagogies of the Oppressors: Critical Literacies as Counter, www-rohan.sdsu.edu

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