As many of us are scrambling to convert our courses to online and hybrid delivery in response to the pandemic, we are climbing a very steep learning curve that challenges our sense of competence and identity as teachers.
In this webinar, we ask how we can “name, claim and aim” (Parker Palmer) our affective responses to this rapid and radical “retooling” of our teaching as a means of accessing important knowledge about our own and our students’ experience as learners in a time of crisis.
How can we “step back” to reflect on our own responses and engage metacognitively with those experiences of difficult learning in order to make our design and practice more intentional, compassionate, and empathetic?