It can be a bit discouraging to know you put in a ton of work during the week, and yet your list of accomplishments seems very tiny in comparison. This was a week of my list of meetings being longer than my list of completed projects! Monday, for example, was spent creating a Lucid chart. I have never used the program before, so there was a bit of a learning curve. I created a flowchart I was quite proud of, to then find it was fixed at a 7% ratio and was completely unusable for printing... and then the file became corrupted. Time was spent at various points the rest of the week in troubleshooting, touching base with multiple sources for assistance, and eventually creating an improved version of the original project that works exactly as desired. Each instance of troubleshooting was a tremendously valuable learning experience, and while frustrating in the moment, resulted in a more satisfying outcome. None of that frustrating background work, from planning meetings to check-ins to a quick Teams call to ask a question is reflected in the final product count, but it is definitely counted in the quality of the content created. There were several times this week when I could have given up halfway through a project and called it good, but I would much rather know I invested the time and resources to develop quality training content. If the energy you bring to the table is anything less than that, you may as well not bother trying.
Andrea Travis’ Post
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I have experienced this model of course design as a student/learner/contributor and it has made all the difference. Nuance, context, community. YES, YES, YES!
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A thoughtful take on the classic backwards design model of course development that correctly situates the needs of students as part of the consideration when (re)developing a course.
I was thinking about the brilliance of L. Dee Fink's model of course design today. "Situational factors" are considered first, and they inform decisions about goals, activities, and assessments, which all need to be aligned and in conversation with one another. This short phrase "situational factors" - kind of impersonal and bland - stands in for the real circumstances of learning (student characteristics, prior experiences, the institutional context, the instructor's experiences and identity). In a way this model provides a slight reframing of backward design to show that considering the people in the learning environment should actually come before any "learning outcomes" (while still preserving the simplicity of backward design).
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