by emilyveno
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Is this learning experience structured to prioritize learner agency?

• Is there a way for individual learners to define their own goals for their work? 

• Is there a process for individual learners to express their goals for their work to themselves and/or others?

• Is there an intentional balance between instruction and construction time in the overall scope of the learning challenge? 

• Are learners free to personalize their work in some way, perhaps based on an individual interest or passion? 

• Are there multiple pathways available to learners in the pursuit of their individual goals? 

• Is there a plan to introduce or suggest a few of the possible pathways learners might want to consider? 

• Is there room to deviate from the suggested possible pathways? What sorts of tools, perspectives, or prompts could you offer to inspire appropriate divergent t? 

• Do the possibilities and prompts offered fit within a vision for an overall learning challenge that is appropriate to the experience and abilities of your learners? 

• Can the product of the learning experience look many different ways? 

• Can the product of the learning experience be "in progress" at the end of the experience? 

• Are learners supported in deviating from their original goals in the event they find a better goal? Are they encouraged to instead persist in their original goal if that is more appropriate?

• Is tinkering, debugging, revising, and abandoning pieces and parts of work allowed and celebrated in the context of learning? 

• Does the experience provide resources that support the learners in pursuit of their individualized goals? 

• Is the choice of resources intentional in its range, timing, formats, and complexity? 

• Are the learners in consistent communication with other learners? 

• Are learners encouraged to look at other learners\' work with a critical and celebratory eye? 

• Are connections between learners made, cultivated, and maintained through an intentional fostering of positive human interactions in the learning space and/or online networks? 

• Are learners presented with frequent and thoughtful opportunities to reflect on their progress? 

• Are the structures for reflection respectful of various modes of cognitive and emotional growth? 

• Are reflections able to be shared with the larger learner community? 

• Do learners have freedom of movement? 

• Do you feel happy when learners show their true selves in the learning community? 

• Do you encourage free expression tempered by careful thought? What structures are in place to support this? 

• How much room is there for nonconformity in this experience? What would that look like? How would you respond?

• Does the idea of this experience excite you? 

• Do you think this experience will be exciting for learners? 

• Does the environment of this experience intentionally acknowledge the equal importance of each learner? 

• Is the experience grounded in an understanding of anti-colonial, critical, and/or feminist pedagogy? 

• Is the experience compatible with and driven by a deep caring for the well-being and growth of learners? 

• Do I think this experience is meaningful? 

This checklist was created by emilyveno

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