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 …
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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.
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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Like, on the one hand, I think the average amount of reading most students actually do seems pretty clearly to be much lower than ideal. On the other hand, the pressure to perform in high-stakes assessments is massive and it is breaking our students.
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The ideal structure, for instance, for a history course would pretty clearly have not a lot of tests, but lots of readings, which would be discussed and probably quizzed (for engagement), combined with papers to practice formal argumentation.
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Yes, a sweet spot there is very hard to find.
Kiitos. Käytämme tätä aikajanasi parantamiseen. KumoaKumoa
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