The start of Spring trimester/semester has been less hectic than I anticipated. A few instructors (mostly the newer faculty) have needed help. I have done my rounds of visiting offices and checking in with folks. In general, the faculty seem less frantic than I expected. We have begun our switch to trimesters and our winter break has been shortened a week.
Last fall there were fewer takers of my seminar series and the monthly check-in sessions. For whatever reasons, these were of less need to folks than in the prior year. My assumption had been that folks are busier with the extra demands at the college. Now, I have a couple other assumptions: most faculty have learned enough to "get by" with the distance technology, so there is less desperation. We have settled back into our regular routines. I would like to encourage further learning. How do I make this more enticing and get greater participation?
My two assumptions here are: try different activities (e.g. Saturday sessions) and show exemplars that could lure folks into wanting to model/learn more about them.
I have a survey ready to deploy to determine how best to facilitate deeper learning in technology and the pedagogy of teaching with technology. If one of our goals is to embrace Understanding by Design principles, then that is one area that needs more work. From my experience, this is less alluring than learning technology. I think it's critical, though.
As I look towards the May workshops, maybe one of the entry tickets could be the enduring understandings of one or more classes. I could also tie in to the College's enduring understandings and the 4-part lens that we are trying out.
No comments:
Post a Comment