Wicked Problem Project – Part D Findings and Implications

The Wicked Problem Project was basically not as functional for me as I would have liked it to be this semester.  This is ONLY because I am currently not teaching.  I actually gained much from the project!  I was able to identify a problem (a lack of authentic language exchange), and create a solution to the problem (use the web to have web conversations with native speakers), and even implement some of the solution (make a plan, explore potential technologies, talk with the Lansing Community College help desk, AV support, and my chairperson), although not wholly.  Thus, I write this blog on findings and implications within an incomplete context.  I do really look forward to being able to implement the project and to learn from it, but I need to wait until the fall when I am scheduled to teach again.  Thus, no, my project did not get implemented as planned, yet (formative).  In terms of summative evaluation, I don’t have evidence of success yet either. 

I have basically tried to gain as much as possible throughout this class to apply it to the project.  Since my project solution involves meeting online, I learned that the technology must be easy to use, free, and as seamless as possible as to not distract or inhibit learning.  Lessons I have learned will come in the future.  One point I can add here is a lesson I learned from one of my peers in this course, and that is to be flexible and let the project evolve.  If the technology does not seem to be working, or if there is an easier way to do something, I need not be afraid to make changes.  Sometimes I see myself and other teachers make a plan and stick with it because that is “the plan” rather than making accommodations when barriers (a.k.a. opportunities) arise.  I’ll try to keep this in mind as I implement the project this fall. 

I certainly will endeavor to do the same project again.  I know this because I have already tried to do a non-digital version of the project in the past.  The problem exists, and I want to deal with it!  CEP 812 opened my eyes to the idea of using educational technology to achieve the goal of my student’s having authentic Spanish language exchanges throughout the courses I teach.  I feel that this course has enabled me to build on the idea and make it better.  Just writing out the plan and discussing the Content, Pedagogy, and Technology aspects have helped me see how the Universal Design for Learning model can be applied to benefit my students in more than one way.  For example, instead of having one face-to-face Spanish conversation, they can have several, gain instructor input, review their work, and compare their progress to their first conversations.  I look forward to learning about other benefits and learning from my student's experiences and my own.  This is very inspiring to me as a foreign language instructor and hope my students will be inspired by the project as well!