Often, we set out to deliver course content based on clearly-defined learning objectives typically established around what we expect students to gain out of the learning experience. Sometimes, these learning outcomes emerge collaboratively with students. However, in either case, we may not spend sufficient time thinking about the intentional steps we can take (or at least questions we can ponder) to make our pedagogical practices more compassionate, forgiving and aware of basic human frailty -- including the peculiar individual circumstances that manifest in both virtual and in-person learning environments. Having compassion as a pillar or theme for envisioning COVID and post-COVID pedagogy could lead us to a place of purposeful ‘humanness’ (or ‘grounded humanity’). One question to ask is: What is going well and what can I do differently?
INQUIRY
The following are questions for each of us to consider, because there are no set definitions of what compassion entails in envisioning meaningful pedagogy in critical moments of emergency e-learning such as these or even for the long duration of time:
- What does “compassion” mean to me and why is it important?
- What does it mean to be compassionate to our students and self in a time of the pandemic and pivoting our courses online or remote learning methods?
- What is important to teach and learn in my course during a pandemic?
- How can I ensure that I am providing (and designing) the best learning experience for my students that is equitable, accessible, and achievable?
- What are you willing to spend a bit less time on and what are you excited to spend a bit more time on, to make the coming semester more manageable?
RECOMMENDED LINKS:
“The Single Most Essential Requirement in Designing a Fall Online Course”
“Videoconferencing Alternatives: How Low-Bandwidth Teaching Will Save Us All”
OTHER RESOURCES:
“Compassion in Education: Embedding and Assessing Compassion in the University Curriculum”