Thanks for the shout-out! I like the idea of a prototyping mindset for teaching. My pedagogical experiments never go quite right the first time, which is something I try to remind myself and others who are testing new approaches. It's easy to throw up your hands and say, "Well, that didn't work--back to business as usual." Which is so damaging! This post seems like a good reminder for fall when folks are (hopefully) going to be adopting lots of new methods to account for advances in generative AI.
Thanks Emily! So glad to share your work and thoughts as they really resonate with me.
And yes, I think the prototyping mindset is a great framing for educators. Innovation looks a lot like failure most of the time. But developing new strategies to help students learn more effectively is often achieved by trying out new things and reflecting on the results. I am also hoping that this fall will be a fruitful time for educators to explore the ways that generative AI might help us to improve pedagogy, even if we decide not to use it at all in our courses.
Thanks for the shout-out! I like the idea of a prototyping mindset for teaching. My pedagogical experiments never go quite right the first time, which is something I try to remind myself and others who are testing new approaches. It's easy to throw up your hands and say, "Well, that didn't work--back to business as usual." Which is so damaging! This post seems like a good reminder for fall when folks are (hopefully) going to be adopting lots of new methods to account for advances in generative AI.
Thanks Emily! So glad to share your work and thoughts as they really resonate with me.
And yes, I think the prototyping mindset is a great framing for educators. Innovation looks a lot like failure most of the time. But developing new strategies to help students learn more effectively is often achieved by trying out new things and reflecting on the results. I am also hoping that this fall will be a fruitful time for educators to explore the ways that generative AI might help us to improve pedagogy, even if we decide not to use it at all in our courses.