Something I’ve been considering with the development of a hybrid version of my course, “Disney: Gender, Race, Empire,” is letting go of some of the more traditional assignments I’ve often used– for instance, the final essay exam. In the face-to-face version of the course, I’ve relied on this exam as a way for students to demonstrate their overall understanding of key themes and concepts. After writing regular (weekly) critical essays all term, the final is a way for them to synthesize what they’ve learned, and cite many of the readings and films in these longer essays. However, inspired by an idea by a former graduate student who assisted with the course once, I’m in the process of developing a more creative and collaborative way for students to work together–online and in the classroom–to create “learning guides” as projects to apply what they’ve learned. This would move me away from the “sage on the stage” practice that others have already discussed in earlier posts, and would also engage students in different ways, addressing some of the learning objectives for the course (e.g., developing media literacy around issues of gender, race, class, sexuality; learning\u00a0skills to be able to talk with others, including children viewers, about the power and social meanings of Disney–and other–images;\u00a0work collaboratively; etc.). I think this is one of the most significant aspects of this hybrid course development process for me… It’s pushing me to rethink all aspects of the course.<\/p>\n","protected":false},"excerpt":{"rendered":"
Something I’ve been considering with the development of a hybrid version of my course, “Disney: Gender, Race, Empire,” is letting go of some of the more traditional assignments I’ve often used– for instance, the final essay exam. In the face-to-face … Continue reading