"But now it’s just expected and understood: everyone is just one minor event away from snapping. COVID scares can trigger existential crises and then ripple effects. Why ask each other “How are you?” when nothing has changed in almost two years?"
"Learning has become a chore rather than a fulfilling process."
Point of clarification: Formal learning in a classroom? The human brain is always learning, whether at college or not.
But yes, this is exactly what we expect when trauma responses begin to overwhelm resources. Our nervous systems shift to surviving perceived threats and begin to change due to managing trauma.
This can all feel impossible. Long-term, collective traumas are incredibly complex. What can we do? The greatest resource we have right now is to tell the truth about what we're experiencing. Naming things has incredible power.
The worst thing we can do is to ignore this, deny it, or try to minimize it. Truly the absolute worse. Those approaches only serve to feed the trauma. To push more things behind "the wall" and pray it won't collapse.
Anyway, I don't agree with some of the online shaming stuff in this article, but it's good. More of this. More truth telling. I hope everyone has a space where they can talk about how hard this is and for how long it's been hard.
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I don't disagree with anything in this piece. What I find really interesting is the assumption that those of us who are advocating for caring pedagogy, grounded in a balance b/t support and challenge, have at any point become less rigorous.
And that to me is the mark of #ToxicRigor. When someone points to flexibility, humanizing, and support and says, "You're dumbing things down" or "You've sacrificed rigor," there's just no evidence of that, so something else is up.
I'm doing some research this morning on long-term collective traumas...
So many people are saying to me that they feel like they're at a breaking point, along with everyone around them. That they feel worse, not better. I thought this @insidehighered piece captured this really well (thank you students).
@insidehighered This idea that while we're managing individual crises, that everyone around us seems to be too. The whole of this is greater than the sum of its parts. What do we know about collective traumas that can guide us through this?
Okay before I share any of this, for the record, I'm not actually critiquing HyFlex. HyFlex, bless its heart, is fine. What I'm critiquing is #HigherEd's continued reliance on garbage can decision making.
While there are some exceptions, I've yet to see any compelling data or argument that HyFlex is better than a well-designed, fully online course taught by an awesome online educator. And the costs in terms of faculty stress and the tech being poured into it continue to amass...
I'm going to try to use this thread to aggregate data on HyFlex. If you know of any, please chime in.
Of course, we already have oodles of data on what works for student retention and completion (wraparound support, supporting faculty in their pedagogy), but I digress...
I guess I'm wondering what problems we're actually trying to solve here, or if we have garbage can decision making at play (solutions seeking problems).
Is the problem declining enrollments? Is the problem a lecture-based model that disengages learners? Is the problem students lacking transportation to campus? Is the problem that rigid, solely in-person models make attendance difficult for working students, parents?
I went to bed last night really angry and frustrated that people are still forcing learners to be on camera...
At this point I wonder if the holdouts are people we can get through to, who are just in need of more support and information about the science of teaching and learning, or if they are committed to their own ignorance? Is it worth continuing the conversation?
Anyway, sometimes you continue the conversation not because you believe it will change someone's mind, but because of what will happen to you if you don't keep speaking your mind, I guess.