Interesting discussion about Dan's Fundies class, which I think gets back to the ideas I had when I started this thread.
"Hard" and "easy" are subjective and personal terms. A class can be hard (I'm thinking about differential equations here) because the material presented is complex and requires time and effort to master. Or you can make a class involving easier concepts difficult, if you don't allow students enough time to absorb and become facile with them. Or a class can be difficult because the instruction is poor, and the students are left trying to put things together on their own (I think some of the OW examples are like this). You can also make a class difficult if the prerequisites aren't adequate to ensure a properly prepared student (I think one of my cavern classmates was in that situation).
As a point of discussion, I'd like to offer the idea that any class, if well-organized, given over enough time for the students to get enough practice with the ideas to become comfortable, taught articulately and well, and with sufficiently strong prerequisites to ensure prepared students, will not be "hard". It may be challenging, but the feeling of success at the end will keep people from terming it "hard".
"Hard" and "easy" are subjective and personal terms. A class can be hard (I'm thinking about differential equations here) because the material presented is complex and requires time and effort to master. Or you can make a class involving easier concepts difficult, if you don't allow students enough time to absorb and become facile with them. Or a class can be difficult because the instruction is poor, and the students are left trying to put things together on their own (I think some of the OW examples are like this). You can also make a class difficult if the prerequisites aren't adequate to ensure a properly prepared student (I think one of my cavern classmates was in that situation).
As a point of discussion, I'd like to offer the idea that any class, if well-organized, given over enough time for the students to get enough practice with the ideas to become comfortable, taught articulately and well, and with sufficiently strong prerequisites to ensure prepared students, will not be "hard". It may be challenging, but the feeling of success at the end will keep people from terming it "hard".