Q1. Looking back at Plaut's model for Learning Experience Design, which "plane" do you struggle with the most? Which one do you see as the hardest to implement into your own environment? Which one are you good at? Which one is your true blind spot in design?
Many post-secondary institutions spend a lot of time thinking about strategy, discussing what to do and how to do it. Conversation, planning and preparation are all well and good, but action is a key aspect of implementation. It is important to act before some of the strategic elements are no longer relevant or the motivation of the stakeholders has dwindled. This is a form of organization paralyses.
I personally struggle with big picture thinking, and spend the majority of my time focused on the smaller elements. This would include not adequately blueprinting a course, before I begin the creation phase. I often create as I go without a clear vision in place.
I excel at interaction. I enjoy interacting with learners online or in-person and have no problem encouraging dialogue, participation and engagement in the learning experience.
Q2. What's one thing you wish you knew about your learners? How could you find it out? What's an experiment you can do within your environment to better your learners? It can be as high-tech or as analog as you want it to be. The goal is to find out something new about your learners. Share your experiment.
I wish I could discover why the faculty in my institution do not seem to be interested in our Technology Enhanced Learning Community of Practice. We have tried to offer the sessions several different ways, offered at different times throughout the day and have tried a wide variety of topics. We did not have any participants throughout the 2021/22 academic year until we offered a session hosted by an external speaker that was advertised as part of a larger series.
This year we are sticking with the lecture series idea and are making the sessions openly available.
I would like to survey the faculty at the end of this academic year to find out what they are interested in and how we could better meet their needs. I have a hunch that faculty do not want to join a community of practice on educational technology because they feel that they need to be an expert on the subject, instead of just being curious.
Q3. Why discuss something when you can DO something? : ) Here's the task: Build your own learner persona. I leave the format open as long as you cover the major sections of one, based on our readings this week. This is something *cough* *cough* you could even put in your ePortfolio down the road. When done, put that persona in our community folder and we can all check it out. After you have completed one, what was something new that you learned from the process about your learners?
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