I was able to get a few of my cohorts to provide some highly valuable feedback regarding my one-page proposal, which I posted here.
The level of discourse has so far been higher and more focused than what I have grown accustomed to in my own courses at UPOU. Limiting discussion posts isn’t something I would enforce myself, but I can see the benefits, provided the entire class is all in. But I digress. Below are the highlights of the feedback I received.
The concept of change management
As far as I know, the Digital Collective project is the first of its kind in UPOU. There is certainly nothing of its kind within the BAMS program. The idea of students themselves being a resource is not exactly new, given our efforts towards ePortfolio-based learning. However, students becoming active participants towards the production of new resources and the betterment of existing ones is entirely new. One can argue that this would undeniably bring about major changes to how we approach learning. I had focused acutely towards the production aspect of the project. I may not have given enough care for the human element.
Directly inviting/recruiting participants vs. volunteerism
I realize that self-motivated active volunteers are arguably the best kind of participants one could have in a project such as this. But such people are exceedingly rare in UPOU. That is why I went with the other approach. However, I had not thought much about how hand-picking participants would pose its own set of potential issues. Did it cause participants to see it as more of an obligation because they somehow felt like they owe me something, rather than an opportunity to enhance their learning experience in the university? Did they see it more as a distraction to their studies, rather than a means to actually be of help to it?
Dissonance of perspectives between me and the participants
As an online teacher and with experience managing the BAMS program, I have an opinion of what the community needs in order to thrive. That said, I remember my assumption that students would agree with that opinion cracked the first time when I discussed the BAMS program’s trimestral schedule. I hate it. But much to my surprise, there is an indication that majority of the BAMS students might actually prefer the trimestral schedule, rather than the conventional semestral schedule of UP. While I still disagree with them, looking back, I do understand why. Beyond ourselves, we as teachers/administrators need to account for the needs of the students and the university. Students, on the other hand, only need to look after themselves. And when the popular primary goal is to graduate at a quicker pace (something I do not share), as currently allowed by the university, then yes, the trimestral schedule could potentially allow that.
The point is, with all of my preaching about how the Digital Collective benefits everyone in the UPOU community, I did not seriously broach the question of whether or not the participants honestly cared as much as I did, or at least care enough to want to be a part of the project long enough to provide a meaningful contribution.
Facilitating vs. Managing
According to a cohort:
From my understanding of what you’ve written, you were not facilitating the project but managing it. To facilitate the project is to remove the obstacles for students to run it themselves, and I think this follows from the point about ownership. OER is (are?) excellent for autonomous learning, though it is something that needs to grow organically.
An excellent point. My purpose was to facilitate, however, what I did was management work. But to my partial defense, I believe it was necessary, as the project was an entirely new thing for everyone. I had to be particularly hands-on at the beginning. Letting go of the project to allow the students to run it themselves was an end goal. Unfortunately, we failed to meet that goal. I honestly don’t know how to allow this to organically grow in an ever-changing online community. That’s why I don’t think I can do away with managing the project. On the other hand, I probably should have had a conversation with the students about them taking over at some point.
Exploring student motivations
As already alluded to, I should have been more conscious about the motivations of the participants. Sharing motivations really was a one-sided affair, with me seeing little more than fairly passive agreeing by the students. I need to understand their personal motivations and agendas better, so as to allow students to better align their needs and wants with the project. It will help them develop that sense of ownership that is crucial for their sustained involvement.
I had been given a LOT to think about. I am impressed at how much my peers were able to catch just be scanning through my one-page proposal. In the coming months, I am going to find out just how valid these points are and how they can help answer what are to be my finalized set of research questions. And perhaps by then, I can think about rebooting The Digital Collective project.
Hopefully, I’ll still have people with me when the time comes…