This whole thread is really perceptive, but I think this is the key point - pedagogical strategies that are supposed to *replicate* work students are already doing are actually producing much *more* work for them, or at least more rigorous workhttps://twitter.com/Jodyji/status/1329836073799696384 …
I concur with the conclusion that this demonstrates the value in continue these engagement boosting techniques post-pandemic. But of course, that requires instructors - including adjunct instructors - be given the time, resources and funding to do so. Which, you know, LOL.
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Yeah, of course the other elephant in the room here is how much of normal course structure is dictated by contingent instructor overload. By that same token, though, we don't want to overwork students, particularly now, but after this is all over either.
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I have to admit, my own sense of the undergraduate experience suggests to me that there should be more learning work done (but less BS assessment work), but that we also need to dial back the pressure a TON on these kids and those don't go together great.
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