from DML Central | FULL ARTICLE
… Pedagogical practices such as this — the curation and publication of classmate’s work by classmates — contribute to students being entangled in each other’s work, creating contagion where students pursue inquiries of their own design, inquiries that matter to them and begin to matter to their classmates as well. It’s the collective force — the numbers — that make this powerful.
Some questions to consider for large course design:
- What activities and structures are better with more people?
- What classroom practices support noticing and being noticed?
- What does a large class make possible? (for example, an “n” of 100 for a data set)
- What ways does a large class make going public meaningful (from gallery walks to web-publication, print-publications, and public presentations)
- How can you redistribute labor in equitable and effective ways to provide students with response, with people to think with, with notetakers and record-keepers?
- What technologies work better with larger numbers?