Tuesday, October 25, 2011

Steve Gilbert's “Fundamental Questions” Activity. Context: Transition from mostly on-campus to more online courses

See also: Intro/Reprise: Steve Gilbert's Fundamental Questions 2 min. video
Slides available via Slideshare  Here is "transcript" of slides + instructions for running this activity:

  1. Change IS Possible Steve Gilbert’s Fundamental Questions October 14, 2011 2:00 pm (ET) The TLT Group
  2. These Slides [extended set]   tlt.gs/CounterImpslidesSWG 
    Fundamental Questions http://tlt.gs/FQforFI
    Some rights reserved. See http://tlt.gs/shareforward
  3. Purpose of "Fundamental Questions" 
  4. Identify key points of agreement and disagreement that will guide and limit progress on our project/innovation/movement/ implementation/improvement...
  5. Today's Context for Fundamental Questions:Transition from courses based mostly on face-to-face class meetings toward courses that include online activities - in whole or in part.
  6. Fundamental Questions Transform AND Preserve - Think silently for 1-5 minutes.
    Reflect silently on the “Fundamental Questions” that follow.  [good idea to make notes which will NOT be collected]
    These questions should always be at the heart of our work.
    Think about the kinds of change likely to happen to your students, your colleagues, your institution, and yourself... Especially with your support - active or tacit.  
  7. Fundamental Question 1: What do you most want to gain?
  8. Fundamental Question 2: What do you most cherish and want not to lose?
  9. Discuss with 1 or 2 or 3 colleagues.  The goal is to discover the ways in which you agree and disagree, especially the surprises.  Prepare to summarize and report your findings.
  10. Follow-Up Questions: Obstacles and Deal-Breakers
    "Obstacles" get in the way and slow down our progress, but with enough persistence and resources we can proceed anyway.
    "Deal-Breakers" are "obstacles that, if encountered, entirely prevent or terminate the activity." Issues or events that would lead us to give up, stop, oppose, resist....
    Please keep in mind these definitions and today's context (transition toward hybrid and online courses), as you consider the next two follow-up questions.
  11. Follow-Up Question 3: What are some obstacles? Obstacles that might delay progress toward what you hope to gain?
  12. Follow-Up Question 4: What are your deal-breakers?
  13. And further... Not for today... In the spirit of "Frugal Innovations"
      • What are some worthwhile improvements we can make quickly and easily? [Small steps]
      • How can we share more widely improvements that work well enough? How can we support collegial sharing?
      • How can we ensure additional improvements after these? And after those? And so on...?
      • How can we help more people take advantage more easily and more often of resources to which they are already entitled?
      • How can we re-clothe the emperor? e.g., not only expose new misleading claims about online education as panacea, but also offer practical guidance? More...
  14. Next Steps?
    • Based on what we have learned in this session and on your own experience...
      • What are some small useful next steps in the right direction?
      • Steps that you and your colleagues might take soon?
       Identify Specific References, Specific Steps, Specific Requests
  15. A Vision Worth Working From
      • Connect Past & Future
      • Think of Someone Gone Whom You Still Want to Make Proud
      • PAUSE
  16. Beyond a Campus Vision:  Mohandas Gandhi’s “Seven Blunders of the World” That Lead to Violence"   See:  tlt.gs/gandhis7
Full set of (downloadable, displayable) slides:  TLTGswgFQ-POD-HBCUFDN

Photo of "Two days after the memorial Rose March the flowers left by this statue by Oslo City Hall are still fresh." Date
27 July 2011, Author Marit Halse
"I, the copyright holder of this work, hereby publish it under the following license:
  This file is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license."
By Marit Halse (Own work) [CC-BY-SA-3.0 (www.creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

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