--Originally published at Chris Is This
I’m pretty sure Justin didn’t intend for anyone to end up in some sort of existential crisis when he tasked his Massive course with a self-evaluation proposal for participation. Well you know what they say about the best laid plans… Actually it’s not so bad, but when trying to define my personal learning objectives for the course, I come up short. Before coming to HGSE, I had dreamed of joining onto some MOOC that already existed and helping them expand sustainably into new international markets, but now I’m knee-deep in two i-lab ventures with a third venture in the works at MIT. Slap on top of that the project for the class being with a new venture and my mind seems to be swimming in a different direction. What does that mean for Massive? Well, I’ve still got a lot of questions I’d like answered, and I think that’s a good way to frame what I’d like to get out of this class.
- What does it really mean to learn at scale?
- How do you build a sustainable and credible massive model? Without severely limiting access?
- Is the traditional model really broken? Or are we just bored?
- What are the implications for learning at scale for underdeveloped regions?
- How do we make sure that we’re not just applying the solution we want without regards to the actual problem?
I know that a lot of what I get out of this class ultimately comes down to what I put into it, and this makes me think a lot about Newton’s First Law of Motion:
An object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force.
Or, put more bluntly, in order to push myself out of my inherently lazy state, I need some help. That I’ll define as the participation rubric, which I’ve roughly outlined below.
|Criteria||Goal||Exceeds Expectations||Meets Expectations||Underperforms Expectations|
|Blog Posts||To create a longer form platform to make my own thoughts vulnerable so that they can be challenged and grow||Multiple weekly blogs that synthesize the readings as well as offer my own personal research||One or two blogs that with interesting things I found, but not much synthesis||No blogs at all!|
|Tweeting||To help foster dialogue within the realm of the course while remaining publicly accountable for our shared learning experience||Engaging sincerely with others regularly via the course hashtag||Just a couple shotgun tweets a week||Forgetting completely about Twitter|
|In-Class Participation||To take advantage of our limited time together by participating and advancing conversation, yet ensuring that my ears are attuned to what others are saying||Speaking up every week, actively engaging with other students||Commenting occasionally, engaging with other students||Hiding out in the back, not engaged|
|Mapping our Dialogue||To incorporate skills learned elsewhere to help the class as a whole really reflect on our dialogue||Periodically creating some awesome visuals for the class to help digest the conversation||A one-off graphic that sparks a bit of conversation||No visuals whatsoever!|
One of my main goals is that my participation become reflexive, not forced. I don’t want to look at a checklist and ask myself if I’ve tweeted for the day, I want to feel the urge to say something to the class in the same way I have the urge to check the New York Times every day. Nobody needs to remind me to do that. It’s a habit I’ve got to build up.
You can find the Google Doc version of this here.