So this is how I’m getting on with the course on-line, focusing on 5 responses to my experiences so far. In my post about learning aims, I left you as I was about to enter the on-line site. Immediately I experienced something that was familiar but unexpected:
Remember when you first went to school, college, university? You found the building and stood in the hallway looking at all the signs, the many doors and the other people who all appeared to know what they were about. It was like that. I got onto the site, which looked just like a Facebook page, by which I mean lots of possibilities with no clues about how to proceed. So what to do? I hadn’t expected to feel so lost or uncertain. Where do I go? How do I find out? Have I time for coffee? I don’t want to be here.
I was surprised by my own sense of powerlessness, and of the familiarity of these feelings of disorientation from all the occasions when I had begun courses in the real world. And even more surprised because I have sat on the other side of the screen, as it were, and done some on-line tutoring. Hah!
I like the idea that being intelligent means knowing what to do when you don’t know what to do. I had been emailed some joining notes. First find your group.
And now, after three weeks I know exactly where I’m going and I go there. I ignore all distractions, invitations to chat, linger and discuss the writing ideas of other people. I go straight to my course and do my stuff.
Note to self: remember you always feel like this when a course starts. Just get to the right place at the right time.
2. The seduction and distraction of praise
Praise is such a difficult thing. I’ll be honest, I’d love people to be stunned by my writing, exclaim over its brilliance, its depth, the imagery and characterisation etc etc. But I notice that when I am praised (and I have been!) it gets in the way of reading the other bits that will be more helpful in the longer term. This is, after all, a course about self-editing and my intention is to improve my novel with the skills learned.
Feedback is a wonderful thing and I am getting a great deal out of both receiving it and giving it. But if there is praise I have to steer myself past it to see the stuff that I need. I have discussed praise in other places (see Annethology and Norah Colvin’s blogs for example) and its relevance to learning.
Note to participants: please don’t stop the praise if you think it’s deserved. I will get to that useful stuff.
Note to self: it’s about time you ditched this childish need, it is in danger of inhibiting your learning.
3. Disadvantages of being on-line
In a classroom I would hear all the contributions of every participant. As we make our comments on each other’s topic lines this is not quite so easy. I would have to check 14 lines every time I entered the site, as well as checking the Wall. It’s permanent so it has advantages, and it’s not that difficult. But I have to make the effort, which is challenging when I’m in a hurry.
4. Advantages of being on-line
On the other hand, we are freed from the restrictions of all turning up at the same time, in the same place. Suits me. And the comments wait until I’m ready.
And I’m learning lots. I wanted to develop some skills, and some insights into my novel and the work I need to do to take it from a first full draft to a better crafted second draft. I am beginning to see how I could do that. I’ll say more about this in a later post.
A major issue for me now is that I also want to steam ahead with another writing project (non-fiction) with a March 2016 deadline. The three authors had a 3-day write-in last week, so I’m brimming with ideas. How will I manage both?
Any comments about on-line writing courses? Anything from my fellow participants? Or tutors?
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