Yes, so many PGRs are stuck in a 'what we did / what we found out' mode of recording research, instead of examining their ideas through writing. I was 100% one of them.
A3 What @nomadwarmachine.bsky.social said earlier often learning about educational concepts and #SoTL is compared to learning a new language. Also moving between different knowledge systems #LTHEchat
True. When I undertook a PhD, it was very difficult to find my voice when writing, reflexivity, and decolonise the methodology. So when we face something new and unexpected, we have a more enriching experience #LTHEchat
A3 Just concepts and language of the outdated 18th Century model of HE, not related to their experience often- learning about Freud in Psychology, instead of Adler for example. #LTHECht
No worries, as Peruvians, we are always living in recurrent dilemmas 😂😂, that is why we will never get bored and we always trying to find solutions #LTHEchat
A3 I run open-ended challenge-based learning scenarios. So they have some waypoints, but there is work to do in pathfinding. The disorientation is the first expected part. I aim to get them to learn to trust themselves and their own judgement, not attach themselves to what I say matters #LTHEchat
A3 #LTHEchat Almost all opportunities for orientation are at a distance. Tutors can often share their own view but not view what the student can see so different browsers, software or even screen geometries can cause confusion
A3 #lthechat. An orienting factor was that the four of us heard most of the discussions with the other 3 students in the room, and learned much from these.
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