class: center middle # Student and Faculty Experiences ## FSP 2020-2021 ### Sadhvi Jawa, Yash Bhandari, Minakshi Singh, Vidhu Gandhi, Arvind Venkatadri --- # Student and Faculty Experiences - **Some Metaphors for this year!!** - **Some Stories on what happened** - **Some Questions on Possibilities ** - **Some thoughts on what we could do** --- ## Metaphors from Us: A Dragon Fruit !! .pull-left[ - ### Beautiful but Bizarre - ### Familiar yet unfamiliar ] .pull-right[ <img src="https://cdn.pixabay.com/photo/2017/07/06/10/07/fruit-2477527__340.jpg" width="100%" /> ] --- ## Metaphors from Us: A Slinky !! .pull-left[ ### 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**? ] .pull-right[  ] --- ## Metaphors from Us: A Stock Exchange .pull-left[ - **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? ] .pull-right[  ] --- ## Workshops : Doing vs Thinking .pull-left[ - Will they stop **making stuff** once they go into **Y2/Y3/Y4**? - **Talking** and **intellectualizing** more than **making**? ] .pull-right[  ] --- ## Teaching in Reverse .pull-left[ - ### Read Shakespeare first, not the alphabet - ### Match the complexity of the Tool immediately to Students' Creative Purposes - ### And...Motivation!! ] .pull-right[  ] .footnote[ [1] [What is PRIMM?](https://www.futurelearn.com/info/courses/secondary-programming-pedagogy/0/steps/68416) ] --- ## No Scaffolding? .pull-left[ - 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 !!** ] .pull-right[  ] --- ## Time and Choice .pull-left[ - **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...** ] .pull-right[  ] --- # Unstructured Skilling? .pull-left[ - ** Continuously Available Skill Programmes** - ** Students enroll at will** - ** Chunking of Skill Modules!!** - ** Flexible Credits!!** - ** And...Faculty?** 😩 ] .pull-right[  ] ### Seems like a artistic way to solve Schrodinger's Wave Equation: ### Time + Choice + "Value" + Self-Transformation" --- class: center, middle # Thanks! Slides created by Arvind Venkatadri<br> via the R packages:<br> "⚔️ [**xaringan**](https://github.com/yihui/xaringan)<br> +<br/>😎 [**gadenbuie/xaringanthemer**](https://github.com/gadenbuie/xaringanthemer) <br>+<br/> ✘[**gadenbuie/xaringanExtra**](https://github.com/gadenbuie/xaringanExtra)" The chakra comes from [remark.js](https://remarkjs.com), [**knitr**](http://yihui.name/knitr), and [R Markdown](https://rmarkdown.rstudio.com).