Problematizing My Independent Study Project

as if I didn’t have enough problems already
and call me “prescriptive” if you will, but that’s not a real verb anyhow

In addition to the more universal considerations of building a teaching unit — what will the content be, where is the language therein, how do I maintain students’ interest and involvement, etc. — I foresee project-specific challenges.

Tools

• How do I get the digital tools into the hands of the students?
• What tools will they be?
• Do they already know how to use them?
• If not, how will I teach them as part of the language curriculum?
• Are these digital tools readily available to them, either on their own (cell phones, Internet access) or through the institution?
• Do I need to locate alternative or additional sources?

Trust

• How do I build an atmosphere of inviolable trust and safety between my students, myself and each other?
• How do I maintain it?
• How can my curriculum be gradual enough to allow students time to become secure in an environment of personal storytelling (which can be emotionally difficult) yet move the class forward at an intellectually challenging pace that meets language and curriculum objectives?
• How do I stay on the proper side of the line between encouraging a student to tell a true story and violating their sense of privacy and integrity?

Process

• How can I guide students through the narrative and digital processes in each of the four skills areas?
• What can we do with the products of their work? Do their productions remain small digital treasures that each student keeps, or do we consider making them electronically available to others?
• In what ways have selected public media professionals engaged their audiences in the interactive narrative process?
• What have been their hurdles, successes and lessons learned?
• What work has already been done in this area in TESOL field?
• How can I make this independent study a creative, original project while also not reinventing the wheel?