Design Forward
An emergent exploration of critical instructional design.
Design Forward
Workbook Page: Digital Submission
Starting with Assumptions
Read and fill in the blank prompts with the first thing that comes to mind. Try not to censor yourself.
Online classes are more
accessible
than face-to-face classes.
Online classes are less
disconnected
than face-to-face classes.
For students, online classes are
easier to get to
and face-to-face classes are
easier to participate in.
For instructors, online classes are
difficult to engage with students
and face-to-face clases are
easilier to engage and get participation in.
Reflection
What kinds of assumptions or biases do you observe in your responses? How do you think these affect your instruction for/design/experience in online vs face to face spaces?
When I think back on some of the teaching experiences that. I have had with online synchronous, hybrid, and F2F only. I have found that I am increasingly frustrated with the online and hybrid. It is difficult to near impossible to read body language or facial expressions since when students have been online there is a black box. For me it gives me a feeling of disconnect as I am unable to visually see when students are lost in a concept or struggling with a topic. Especially sensitive topics that can cause emotional responses such as discussion around death, suicidality. I was initially excited to engage in online as all my prior experiences had been through continuing ed where it was mandatory to have cameras on. So this was an initial shock and has been difficult for me to be as engageful around incorporating hybrid options into my courses.
I have also been given feedback from students when they have had partners online that there are feelings of disconnection on both sides. This has come through especially when students are engaged in simulations and role play.
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