I am currently working to develop five courses in a new certificate program at Yukon College. These courses will be delivered in a blended distance format - with 1.5 hours of video-conferenced meeting time, and 1.5 hours of online interaction per week, over a term.
I wonder how I can enhance the learning experience for students by implementing Liberating Structures into both the video-conferenced and the online asynchronous parts of each course.
The majority of the learners in the program will be First Nation citizens, working in rural First Nation communities, so I also wonder if there are certain Learning Structures that support a First Nation learning context and spirit more so than others.
Give and Take
I'm not sure I have much to give in terms of expertise around LS but I have been a Curriculum Developer and Instructor working with adult learners in the North for 13 years. Much of this time I have spent working with vulnerable adult learners, (who've generally had less-than wonderful education experiences throughout life), and First Nation learners.
I'd love to walk away from this experience with some concrete examples of how LS can be implemented - it sounds like I just might!