I think we all have wondered what crazy mistakes we can make with just a couple extra key strokes on the computer. Well, when tired and working in the Moodle program that I don’t know really well, I ended up with 887 extra topics added to my course page for my Introduction to the Old Testament course! And it didn’t question my sanity! Yes, on one course page, the Moodle program allowed me to add 888 topics, when I was only planning to add 1! Beyond perhaps 25 topics, even 100 topics, don’t you think there should be a little reality check with a pop-up box asking, “Do you really want to add 888 topics to this course?” A nice way of saying, “Are you really that crazy!?!”
Unfortunately, it takes about 20-25 seconds to delete each extra topic. I tried to search for a multiple delete option, but I didn’t find one. So, these next few days when I’m streaming PBS news or YouTube videos on carving marble statues or traditional Japanese wood joinery, I’m deleted topics from the Moodle page. I have only 733 more to go.
If life wasn’t so full right now, it wouldn’t be much of an issue, as it is something to twiddle with while streaming something. And tonight, the task gave me a reason after several very full days to watch the news and some amazing skill that creates beautiful works .
There were new students to meet on Monday with orientation sessions. On Tuesday, we had our opening convocation to launch the academic year. Our inaugural presentation of the award given for the strongest bachelor’s essay in exegetical theology was awarded to Johanna, and there was a wonderful sense from the community that this is a good thing, especially for students who will be continuing their studies in international programs. I took Johanna to lunch, and I came up with a brilliant idea. She wants to keep her Hebrew active, and I have one student, Lena, who will be studying Hebrew independently by watching lessons on a DVD and working through the workbook. So, Johanna agreed–and was eager–to be a resource for Lena via phone/Skype. (They actually live on almost the opposite ends of Sweden!) I love win-win situations!
Every other spare during these days moment was spent preparing for lessons on Wednesday and Thursday.
On Wednesday, I had three, 45 minute sessions on building a bridge from the Old Testament “then” to “now,” with a healthy dose of motivation to encourage preaching and teaching from the Old Testament. Half were my students from last fall, so that was fun. They know my integration of small group discussion questions with large group debriefing. I also tried the “devil’s advocate” role playing, which a great way to engage critical thinking, a teaching strategy modeled to me by an excellent Fuller seminary prof. (Thanks, Charlie!) I think it went quite well, and not just because the case study from my PhD research resulted in two students wondering where they could get my PhD dissertation to read. In fact, one told me that it is now posted for pre-sale for an Oct. 15 availability. Wow! That surprised me. But with the $85 price tag, I told these folks that if they wanted to read a bit, the PhD defense copy is in the library. I told them that I could email them the executive summary and save them slogging through reading a whole book of difficult academic language. The best thing for me was the conversations that this stimulated. One student is renewed in her desire to study the Hebrew language and more Old Testament. Another is going to start some Bible studies on OT books at his church. Wonderful!
Today, Thursday, I had 4.5 hours of class on the first day of Introduction to the Old Testament. What a long time to be at the top of my game, especially when I’m always assessing my speech to try to use simplified vocabulary. Other than ending with a dehydration headache, it went quite well. The exercises, activities, conversation groups intersected the presentations (most with bilingual PowerPoint slides), and used to strategically develop key points. There were some encouraging words, and even an email after class from a student. So, it seems I was able to get them interested in studying the Old Testament and be willing to engage learning in “out of the box” ways.
My main concern is for one student who is an immigrant with an Iranian background. He is fluent in Swedish, but not in English. He can engage the reading, writing and taking exams purely in Swedish, but obviously the classroom time is not helpful. Please pray that I can figure out some creative solution to support his learning beyond the book. I’ll be following up with him tomorrow.
However, first, I’ll be off to my Swedish tutoring. Lennart is helping me translate the methods summary handouts to be bilingual. With students who aren’t comfortable in English, this is so important!
With blessings,
Beth
Wow, so glad/proud/rejoicing with and for you in your position there, opportunites there, and coming from a love of the Word and the students. Yeah!!!