ABSTRACT In an attempt to transform a skills-based graduate course into a theory-driven multimedia storytelling course, a first-year assistant professor encounters diverse obstacles that upend their initial pedagogical intentions. This evocative autoethnography explores the course instructor's experiences as they deal with issues of decreasing student engagement, complex class dynamics, and growing institutional pressures. As the semester advances and the course becomes completely and forcefully transformed, several attempts are made to preserve key aspects of the original plan, despite the multiple failures encountered along the way. Reflecting on the problems evidenced throughout the entire semester, the instructor re-evaluates the pedagogical value of their approach, vis-à-vis the uncertainty and frustration encountered by their students.

中文翻译：

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当我们脱离时：通过自我民族志教授多媒体的失败尝试

摘要 为了将基于技能的研究生课程转变为理论驱动的多媒体讲故事课程，一年级助理教授遇到了各种障碍，这些障碍颠覆了他们最初的教学意图。这种令人回味的自我民族志探索了课程讲师在处理学生参与度下降、班级动态复杂和制度压力不断增加等问题时的经验。随着学期的推进和课程的彻底和有力转变，尽管在此过程中遇到了多次失败，但仍进行了多次尝试以保留原始计划的关键方面。反思整个学期出现的问题，教师重新评估他们的方法的教学价值，相对于学生遇到的不确定性和挫折。