Student Learning: Synchronous

  • Synchronous discussion can emphasize interpretive possibilities about experiential learning, connections of this experience to other dimensions of students’ lives, and anticipations of the relevance of the experiences to post-university life trajectories;
  • If students are collaborating across multiple time-zones, ensure that synchronous engagements do not exclude or unreasonably inconvenience participants;
  • Encourage students to speak from the depths of experience to promote rich and meaningful engagements.
    • Confront difficult dimensions of the experiential interface openly and with compassion;
    • Ask students to reflect on the difference between an ideal they might have and certain realities that come to pass in the course of the experiential learning opportunity;
    • Ask students to reflect on the different kinds and dimensions of “knowledge” that are relevant to and emergent from the experiential learning element of the class.
      • How do different students value and experience “knowledge” in different ways?
      • Is this an opportunity to explore issues of race, gender, faith, cultural/linguistic background and other aspects of identity that factor into the valuing and pursuit of different kinds of “knowledge”?