This session introduces "fearstorming," a reflective technique adapted from UX research that turns uncertainty into insight. Like brainstorming, fearstorming invites open, nonevaluative expression - but instead of generating ideas, participants are given space to articulate fears and anxieties before diving into new tasks or experiences. For students, this encourages reflection and metacognition. For instructors, fearstorming fosters authentic connection, reveals hidden barriers, informs instruction in real-time, and provides measurable insight into learners' affective growth. Participants will take part in a mini fearstorm, explore a case study from an introductory writing course, and leave with ideas to adapt fearstorming to their own contexts.
Participants will: 1. Examine the potential of fearstorming to support students' affective learning and consider its applicability in their own instructional contexts. 2. Be able to describe the role of affective dimensions of learning and their impact on instructional design.
