Ideas Generated at the First Workshop

Link to Ideas Page from Winter 2017 (opens in new window)

context icon.png Context

How will you create a climate of trust and situate your course into the world of the learner?

  • Ask students to tell the story of a leader who impacted their life or career.  Share 1 or 2 attributes of that leader you would like to develop in your own leadership practice.
  • First assignment is active where students are doing something that is authentic to their experience -- this communicates context of course, answering the question "what kind of the course"
  • For professional learners -- can the online format best suit their schedules? Have students share why they enrolled in online format.
  • In Business class, share images, quotes to help students understand context of quickly changing work world.
  • What is at stake for you? have students write a 3 page reflection paper. Goal--getting students to be comfortably vulnerable.
  • Use of object to project vulnerability
  • Personalized video of introduction
  • overview of why the subject matter should matter to you, why it matters from a social/cultural/political point of view, and why it is relevant. 
  • Online format can help students build skills that help them be effective in a changing work (i.e. at a distance).
  • Ask question "what brings you to this course?" - draw upon their own professional experience. Students write 1pg reflection paper then share in seminar.
  • Post announcement on Canvas including information that is relevant to the students (how to save money on textbooks).
  • Post on Welcome page, how to use Canvas in THIS course.
  • Hide Canvas navigation that isn't being used.
  • Create a pattern for due dates, activities - not a lot of surprises.
  • Ensure that students know what the outcomes are and how each activity relates to specific outcomes.
  • Use visuals when possible.
  • Ask students "what are things that have shaped your worldview?" Question remain about online format -- how to build trust so student answer honestly?
  • Multimodal forms of communication. Johari Method - tool where students demonstrate expertise -- also helps students better understand how they arrive in shared spaces (class). Use a blog that the student owns. A place where students can put forth their views without fear of judgement. 
  • Ask students how do "show up" for class. Body cues - micromanipulations that are easy to overlook. What are online factors for this consideration?
  • Students could create an online avatar (even non-human) that could unpack what makes them who they are, which informs how they "arrive" in class.
  • Ask students: "What do you want to contribute?"

 

experience icon.png Experience

How will you inspire your students to fully experience course concepts, to internalize the material so learning goes beyond an intellectual exercise.

  • Create small group projects that offer a practical departure from the readings.  Ask each group to approach the same problem from a different perspective  (administrator, artist, marketing, audience member, donor/investor 
  • Have students get physical! Necessary to break up time (3-hour class). How does this translate to online format? Helping student stay engaged with course w/ other distractions (at home). 
  • Have students share their own experience in relation to topic. So instructor is internalizing student experiences in order to most fully engage. This follows social constructivist learning model. 
  • Have students explore topics in groups. How to simulate this type of professional experience in online format?
  • Focus first on the taxonomy of the content and then application becomes easier to understand. Connect course content to visuals (graphics that represents the key model).
  • Take projects and put them in a portfolio.
  • Have students pick what term-long project/activity they will engage in. This also includes a reflective component.
  • Use activities that don't have a correct answer - as long as the student can justify their choice.
  • Case studies (Health care, counseling)
  • Videotape role plays
  • Dramatizations of patient/client encounters
  • OSCEs/simulated patients
  • Interview professional in their field
  • Stakeholder debates
  • Create a work of Art relating to themes in course
  • Problem method: learning advocacy and negotiation skills (Law)
  • Law clinic
  • Application of skills
  • Students as teachers - students have film viewing at home (invite friends, etc.) and then hold a Q&A session about the film. Students then report to course the findings from session.
  • Civic participation - writing letters to public figures. Creating blogs (including other methods of publishing online) - help students understand how to enter online public dialogue 
  • Each student has to be the discussion leader once a term.
  • Work with a real client, which ups the level.
  • Portfolios

 

reflection icon.png Reflection

What techniques will you use to help students create meaning from their experiences?

  • Semi regular check in discussions...what are you learning that has surprised you, what has challenged your assumptions or experiences with this topic,  what are you worried we're not considering, who/what has been left out of our exploration? 
  • Use the discussion board with a rubric that encourages deep discussion.
  • Take A Stand Exercise - This asks students to reflect on their position and based on what they hear from others, they re-reflect
  • Have students reflect on their ongoing learning and process as they move towards growth in their writing.
  • Field work--have students encounter difference in a distinct cultural or religious context which challenges your preconceptions.
  • Have students reflect on stakeholders exercise and see how they felt as advocating for particular positions and how this will impact their future practice.
  • elf-reflections are presented to the class. Students talk about what they learned and what mistakes they made.
  • Reflections apply both inside and outside the classroom.
  • Bring in a headline and analyze it.

 

action icon.png Action

What will you have your students do with their new understanding? How will you encourage your students to engage in transformative action?

  • What can you apply to your work/academic life right now?  How could you turn some of these leadership models into daily/weekly practical exercises for you or your team
  • In addition to what's meaningful to us, what's meaningful for students? What is this learning going to change for you? What are you going to change because of this learning?
  • How do we articulate the why of each assignment? What purpose does it serve? 
  • How can this skill be applicable? What's generalizable? What's specific? Why does this thing work the way it does? What's essential? Distill!
  • Write a policy statement and send to a legislator.
  • Weigh in on topics - connect to policy
  • Have students request medical records or a public disclosure.
  • Submit a comment to a regulation that they care about.
  • Read cases and then students present the case. If counsel gives a cite, the students needs to be able to access it.

 

evaluation icon 2.jpg Evaluation

How will you guide students to evaluate their own learning and formulate a plan for further growth?

  • How do we know that this will be valuable to students? How do we give students tools to evaluate their own learning.