Class 2: Researcher / Researching Questions Emerging

5 Oct

I don’t yet have permissions from students to share students’ single images depicting learning as a personal construct/understanding – something that I generally don’t ask for until the end of a course and wanted to stick with as part of this pilot redesign – rather like letting students know about this blog site during the term more as a note of openness than as an opportunity to invite them now into the conversation.  I’ve thought about this a lot – reflecting personally

(about my own comfort zones – what can I hear by way of feedback and when / why do I embrace or resist particular types of feedback at particular points? is this different when the course is new? in ongoing/continuous development? one I’m doing as a guest, second-tier/not lead teacher? an undergrad vs grad course? a discussion driven course vs a practicum driven course?)

and thinking through research practice options and central questions

(what’s being researched here, this time – the course construction? what the students make of / do with that course construction generally? specifically? is the focus on the design and delivery – first week-by-week, then overall?  is the focus on student learning from week-to-week then overall, and then on student learning generally/generalizations or specific student’s learning as characteristic/exemplary? is this round about my navigating a big change – as an individual teacher? as part of a group teaching versions of this course? as taking leadership enterprise? as part of suggesting what learning and teaching in higher education need to be – via how as much as what is at the heart of the learning and focus of the teaching?)

and coming back to how the two mix.

I know myself well enough as a learner to know that I hear about what’s not working in terms of the class-by-class delivery of the course as it develops across the term, and hearing this in the company of what’s working to have a two-eyed approach (what is / is not working – with attention to the next, immediate now, and with attention to upcoming, more in the future what can happen next and in bigger pictures).    As I teacher I know that I process teaching-related feedback best also when I can look at the course generally, across a group of students, as I assess what works / could work better in teaching, learning, feedback, assignment design and scaffolding.  And when that evaluation comes in terms too of their learning – where they’ve gotten to, what they did in the learning process – and what they didn’t do and why not.

From this bigger picturing, I’m thinking that 3-5 specific student experiences with the course will become illustrative as “cases,” as glimpses of how and whether and when learning happened.

 

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