After OLC Innovate

Discussion | Q&A (click to expand this region)

  1. Let's debrief: What did you learn today? What resonates or challenges your thinking about learning innovation work?

  2. How can we use Troublesome Knowledge as a framework for thinking about how we prepare and support faculty with their endeavors to teach online? For example, how might IDs/ATS plan for inert knowledge needs at the start of a new term or course design process?

  3. How does the framework of Troublesome Knowledge relate to challenging a deficit perspective of faculty learners?

  4. How could a Troublesome Knowledge framework help your institution in advance of a known change or challenge (such as a shift to a new LMS, for example)?

Acknowledgements

Thank you! And Special thanks to Jill Leafstedt, Megan Eberhardt-Alstot, Kristi O'Neil-Gonzalez, Michael McGarry, and Rachael Jordan, as well as anyone who took and/or distributed the Phase 1 questionnaire in order to advance this research!

Next Steps

Next Steps: Questionnaire remains open; continue to report results; Phase 2 expert panel

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