Metaphors from Us: A Dragon Fruit !!
Beautiful but Bizarre
Familiar yet unfamiliar
Metaphors from Us: A Slinky !!
Movement from Potential to Kinetic Energy!!
- Some small Topics led to yuuuge Creative Output/Activity
- Some Big Actions/Activities led to Simple, Deep Realizations
So PE<-->KE !
But where does the Nudge come from? How do we create the Nudge to move from PE<-->KE?
Metaphors from Us: A Stock Exchange
- Everyone is buying
- Everyone is selling
- People are following one another's cues....
But....
Nobody knows anybody...
How do we make Conversations and Networks happen?
- Office Hours?
- Fireside Chats?
Workshops : Doing vs Thinking
Will they stop making stuff once they go into Y2/Y3/Y4?
Talking and intellectualizing more than making?
Teaching in Reverse
Read Shakespeare first, not the alphabet
Match the complexity of the Tool immediately to Students' Creative Purposes
And...Motivation!!
[1] What is PRIMM?
No Scaffolding?
Skills are not "continued" as part of curriculum in Y2/Y3/Y4?
Should senior year Wkshps be scaffolded on Foundation Wkshps and further?
- But we don't seem to have "Pre-Requisites" for courses?
Skills need an Increase in "Re-encounter value", or they cease to be Skills
" I don't draw" should stop !!
Time and Choice
Is Two Weeks of Workshop enough?
Or should there be ongoing opportunities for Skilling?
What if they don't "LIKE" it? Should we push them anyway?
But there is Value, and Transformation, in pushing them to do things they don't like...
Unstructured Skilling?
Continuously Available Skill Programmes
Students enroll at will
Chunking of Skill Modules!!
Flexible Credits!!
And...Faculty? 😩
