October 7, 2014

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Trust Falls and My Whys for Connected Courses

As someone who has spent most my career as research faculty and not in the classroom, I don’t have the depth of formal instructional experience that most of my colleagues in the academy do. My formal “teaching” has largely been in the form of advising graduate students and mentoring graduate students and postdocs in interdisciplinary research projects. So although I am one of the hosts/facilitators I am doubly a n00b in the connected courses sense - new to cMOOCs as well as new to course design. Which means I am thoroughly enjoying taking the plunge as a learner in all of this and muddling through the why of my teaching as I go.

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I feel very much buoyed by generous ways in which the connected courses participants have responded to the inevitable glitches in facilitating this course, and my thinking aloud in public as we go. This has encouraged me to keep thinking in public, and it feels like the best kind of trust fall exercise for someone who is used to pausing and polishing before sharing. It feels like that productive discomfort before you make a trust fall, or what my kids and I do every summer - jump off a tall ledge in a watering hole. I don’t really want to do it but it’s hella fun when you get enveloped by the cool water after you make that jump. I appreciated Maha describing how she both stays true to her interests and nature but also pushes herself to engage in different ways. Even with different dispositions that pull in different directions, I like that connected courses is pushing us both into productive discomfort and growth.

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