About a month back, now, a colleague and I started on the 20% Time Project with my students. It’s been interesting, if only because I have a lot of learning to do to make this a meaningful project for the students.

Getting started was entirely smooth. Going in, I wasn’t entirely clear on what the project entailed or expected of the students. There is a lot to it. Overall, I think the project is a good idea and I’m glad to be running it but I’m going to have to do some work to make sure that it runs more smoothly than it has been.

Last week, I put together the video below. In it, I discuss some of my reflections on starting out on the project.

Over the weekend, I sat down with a worksheet that we handed out to students to see if I couldn’t make sense of it. As it turned out, I had a difficult time answering the questions asked. I found that I needed to map things out for myself, something we didn’t have the students do. When speaking with my colleague about my experience, she reminded me that this is a fabricated scenario – we are telling the students to find a problem that they’d like to fix. Our approach isn’t entirely organic.

In the video below, I discuss my reflections and the different approach we took to re-start the students on their 20time projects.

20time Project – Starting Out

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