Hacking Pedagogy

"Now in my role as an instructional designer, I get to ask why a lot, albeit without the gravitas that Sister June possesses. But it is nevertheless an important question, an attempt to get subject matter experts to differentiate "why I love this discipline and dedicate my life to its study" from "why does my discipline matters in the world." I ask why to shift the emphasis from knowing to doing, to distinguish core learning objectives from nice-to-knows, to ensure assessments align with the objectives. I ask why because I want to collaborate on courses that are highly relevant and that develop skills that apply outside of the classroom."

"But the professor isn't some noble, sitting up in the stands and looking on impassively, they are just as stuck in our struggle as we are. While beneficial to the professor (as has already been explained in recent comments), this is similarly beneficial to the students. By seeing the professor struggle with the material, attempting to come to grips with it by the student's guiding, the students learn ways to approach unforeseen problems. Instead of copying the motions of the master and getting by on technical knowledge of very specific occurrences, they learn where those techniques came from, and can carry that ability with them when a new instance is faced. "

"Let us move from the ideal of engagement toward that of genuine cooperation."