Using these principles while developing my course has opened up my thoughts on creating successful teaching environments both in the online and f2f platforms.
The Role of Mistakes in the Classroom | Edutopia - 0 views
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Daniel Hacker - 1 views
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ONLINE TEACHING AS A CATALYST FOR CLASSROOM-BASED. INSTRUCTIONAL TRANSFORMATION. www.suny.edu/sunytrainingcenter/files/Faculty01.pdf
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Remember that learning is an adherent capability within people. You don’t have to put it in to people, you have to encourage it and bring that out.
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“What have you got yourself into. I feel overwhelmed! Can I pull this off? Should I drop this class? Is it worth it? How could I ever build an entire online class over the course of a summer? Is she nuts? ….Oh yes, she’s definitely nuts!”.
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In life, as taught in this course, we must: Reflect, Connect, Organize, Build, Refine, Implement, and Evolve. These are not only the titles of our modules this semester, but a guide to success. If we fail to use these seven principals, we will never be the best educators possible and will have mediocre learning environments, and non engaged students. Stay one step (or several for that matter) ahead of your students. The best quote from this class that I will use until the day I die, “Assume Nothing, Anticipate Everything”. Remember to breathe! You can do this! -Professor Pickett
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Can Schools Help Students Find Flow? | Greater Good - 0 views
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is not really learning because students aren’t really grasping the material enough to apply it beyond the context of the test
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Schools are too focused on grades, he argues, and fail to take advantage of kids’ intrinsic desires to learn
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feeling the need to achieve—in the absence of true student engagement—led to cheating, sleepless nights, depression, and drug abuse
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lessons that offer choice, are connected to students’ goals, and provide both challenges and opportunities for success that are appropriate to students’ level of skill.
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Microsoft Educator Network - Hot Topics : Personalized Learning : Flipped Learning: tec... - 0 views
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. Understanding the details of the world in which a learner lives allows the learner to the ability to shape and manipulate that world to his advantage. Content mastery must be accompanied by healthy relationships in a learning community that fosters curiosity within learners. Focusing only upon content can lead to a cold, rote learning environments; spending all our energies on relationships can be done at the expense of content mastery; and developing curious learners without strong relationships can lead to learning in isolation. Essentially, the flipped learning approach allows teachers to spark interest, provide initial exposure, and deliver content through easy to make teacher created video so class time can be used to foster healthy relationships and engage students in higher levels of cognition to help ignite curiosity. Simply using video as a teaching tool will not fundamentally change a classroom. But rethinking how class time can be used for things other than direct instruction and lectures will transform a classroom from a teacher-centered instructional environment to a learner-centered laboratory of learning. Flipped learning is a transitional tool for teachers who know they want to move the attention away from themselves and on to student-centered learning. Flipped learning is not an end, but a means to greater teaching and deeper learning. You can read more about Flipped Learning in our upcoming book: Flipped Learning: Gateway to Student Achievement which can be pre-ordered here: Jonathan Bergmann & Aaron Sams Flipped Learning, Gateway to Student Achievement, Bergmann, Sams piln.hottopic.onPostDisplayInLineLoaded(); Pictures and videos var thumbRatio = [1, 1]; $(function () { initializeGallery('/Gallery/Media/', '138408f4-616a-4cc9-ab2c-9e7543cf50e4') }); Cover of Jon Bergmann & Aaron Sams' book: Flipped Learning $('.galleryDescription').hide(); $('#bigImage').load(function () { var newHeight = $('#bigImage').height() + $('.galleryDescription').height() + 60; if (newHeight < 360) { newHeight = 360; } $('#progressbar').hide('blind', {}, 300); $('#loading').animate({ height: newHeight + 'px' }, 300); $(this).fadeIn('slow'); }); $('.galleryDescription').fadeIn('slow'); gallery created by Jon Bergmann {{if error}} ${name} ${sizef} Error: {{if error === 1}}File exceeds upload_max_filesize (php.ini directive) {{else error === 2}}File exceeds MAX_FILE_SIZE (HTML form directive) {{else error === 3}}File was only partially uploaded {{else error === 4}}No File was uploaded {{else error === 5}}Missing a temporary folder {{else error === 6}}Failed to write file to disk {{else error === 7}}File upload stopped by extension {{else error === 'maxFileSize'}}}The resolution of this image is too big {{else error === 'minFileSize'}}The resolution of this image is a little small. The minimum size is 160x160 {{else error === 'minResolutionSize'}}The resolution of this image is a little small. The minimum size is 160x160 {{else error === 'tooWide'}}This image is too wide for our gallery to display correctly. You will need to replace it with something that is proportional to your monitor. {{else error === 'tooTall'}}This image is too tall for our gallery to display correctly. You will need to replace it with something that is proportional to your monitor. {{else error === 'acceptFileTypes'}}Filetype not allowed {{else error === 'maxNumberOfFiles'}}Max number of files exceeded {{else error === 'uploadedBytes'}}Uploaded bytes exceed file size {{else error === 'emptyResult'}}Empty file upload result {{else}}${error} {{/if}} {{else}} {{if thumbnail_url}} {{/if}} {{/if}} {{if type === 'image'}} ${description} $('.galleryDescription').hide(); $('#bigImage').load(function () { var newHeight = $('#bigImage').height() + $('.galleryDescription').height() + 60; if (newHeight < 360) { newHeight = 360; } $('#progressbar').hide('blind', {}, 300); $('#loading').animate({ height: newHeight + 'px' }, 300); $(this).fadeIn('slow'); }); $('.galleryDescription').fadeIn('slow'); {{html ""}} {{else}} ${description}
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a situation in which lower order thinking is removed from whole-class teaching time and placed upon the individual regardless of whether video or any other technologies are being used.
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Content mastery must be accompanied by healthy relationships in a learning community that fosters curiosity within learners.
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so class time can be used to foster healthy relationships and engage students in higher levels of cognition to help ignite curiosity
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Annie Murphy Paul: Why Teaching Someone Else is the Best Way To Learn | TIME.com - 0 views
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Above all, it’s the emotions elicited by teaching that make it such a powerful vehicle for learning. Student tutors feel chagrin when their virtual pupils fail; when the characters succeed, they feel what one expert calls by the Yiddish term nachas. Don’t know that word? I had to learn it myself: “Pride and satisfaction that is derived from someone else’s accomplishment.”
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On a subsequent test of their skills, the students who had observed agents using rules of reasoning to solve a problem “significantly outperformed” students who had only practiced applying the rules themselves.
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A 2009 study of Betty’s Brain published in the Journal of Science Education and Technology found that students engaged in instructing her spent more time going over the material and learned it more thoroughly.
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The benefits of this practice were indicated by a pair of articles published in 2007 in the journals Science and Intelligence. The studies concluded that first-born children are more intelligent than their later-born brothers and sisters and suggested that their higher IQs result from the time they spend showing their younger siblings the ropes. Educators are experimenting with ways to apply this model to academic subjects. In an ingenious program at the University of Pennsylvania, a “cascading mentoring program” engages college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic.
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etap687 Joan Erickson - 3 views
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Synthesizing and formulating a mini-thesis is where learning becomes meaningful for me; this is where mere information becomes MY knowledge
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Then I think about the etap course now. The teaching presence is so apparent. I see it from the professor in the way shes asks questions and my classmates in their posts. I listen to the exemplar courses interviews and think “wow, it must be interesting to be in that course!”
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I don’t really care how students categorize me as a certain type or style of teacher. I want to know if I am a good teacher in terms of challenging students to obtain knowledge.
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” yeah, Joan Erickson is not easy but she can get you to do really good work. And you know you are learning stuff in her class.”
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learning.
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I love my subject, but I have failed to utilize the human nature to my advantage. I forgot how powerful social interaction, motivation (how to engage), and the need to feel ownership can be in helping students learn.
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I don’t know yet if my online students will step up to the plate, actively and enthusiastically contribute what they know to the community.
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Kind of like a wedding planner who walks through the empty reception hall and can foresee the problems with lighting, photography, food, and traffic pattern… I am the course designer, it is my job to minimize any possible glitches. It is my job to provide students with a doable and engaging learning environment.
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I see more clear vision of myself as an educator. During this summer course I was confronted with questions that challenged my teaching practices. I started asking myself why I wouldn’t try to trust my students more, let them develop the social presence in the f2f class? What was the harm in that I wouldn’t even consider trying it?
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I’ve finally made the connection between theory and application. I witnessed firsthand the benefit of social constructivism. It can be done. Our etap687 course is a living proof.
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I understand myself better as a learner. This course pushed me to think honestly what I truly want to do.
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Taking education courses is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas. I needed it. It’s reshaped my outlook on teaching.
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have 2 weeks left. I want to make a difference. I CAN make a difference. I can use the web 2.0 applications as my allies. There is enough time for me to plan and implement changes in the f2f courses before school starts.
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My reflecting puddle may seem small, because there is so much to learn and I’ve just begun. But my puddle is deeper and its water runs clearer now. Taking education courses is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas. I needed it. It’s reshaped my outlook on teaching.
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2 weeks ago I wrote my tagline on this blog as my “reflecting puddle”. I still think it’s a puddle; it is still small(but so much deeper!). I can recount the discoveries on this etap687 journey when I stare into the puddle. I see the following things:
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’t believe we are coming to the end of this course. It wasn’t that long ago I was installing diigo toolbar, signing up for voice thread, and setting up this blog site.
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Now the excitement of trying new tools has settled a bit. I start to think how technology tools will impact my teaching.
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My self efficacy is low. Does it matter in the end? I only have two options: If I cant’ seem to do the work, I should leave the course. Or, I try with my darnedest effort, and see where I land. Time to take a chance! I think I will have a lot to gain!
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So this is what I’m gonna do: I will blog here periodically and document my journey in the Ed Psych course. Let’s see if I can be honest with myself. Learn because life in general is interesting and worth exploring, and I can’t capture all on my own. So I go to the experts and learn knowledge from them.
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For weeks and weeks I was obsessed with making Jing videos, trying new communication tools. I thought WOW, these are the coolest things I’ve learned this summer! Now the excitement of trying new tools has settled a bit. I start to think how technology tools will impact my teaching. What other tasks should be let go in order to make room for the new things in my practice? What educational principles do I base on to justify the changes? What kind of measured learning outcomes and students’ perceived learning do I anticipate after the changes are implemented?
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I added several communication tools. I want the students to feel that I want to talk to them. I want them to hear and see me. (again, teaching presence and social presence.)
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shared by Kristen Della on 30 May 11
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New Challenges for Universities: Why They Must Change - 0 views
www.springerlink.com/...x5275470r6062662
Universities colleges technology learning teaching research organizational models models culture
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New Challenges for Universities: Why They Must Change. This chapter identifies the critical motivations and dimensions for change in today's universities. While the introduction of technology into teaching, learning, and research makes the necessity of change apparent, it is neither the only reason nor the only area in which universities will have to adopt new organizational models. The following questions are considered: what is the function of universities in today's societies? how can technology help the transfer to viable new futures of universities? why is the old culture of teaching and learning failing? what new forms of teaching and learning are needed for the twenty-first century? what is the prevailing culture of universities and why does this prevent necessary changes? how can the necessary changes be brought about?
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Our Big Idea: Open Social Learning | blog@CACM | Communications of the ACM - 0 views
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Access. In 1996, Sir John Daniel estimated we would need to create a major university every week to educate the 100 million students qualified to enter a university who have no place to go. Fifteen years later, universities have simply not kept pace with the staggering demand for college education
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2007 Silent Epidemic study funded by the Gates Foundation, I had what my students would call (pardon their French) a WTF moment. Eighty-eight percent of high school dropouts have passing grades. Huh? Nearly half say they are bored and classes are not interesting.
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Technology doesn't help either. They find video lectures and Powerpoints boring, and they read less with e-textbooks than with traditional textbooks. These kids aren't failing out of school; they are simply disengaging.
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What, then, engages this generation? Social media, for one. They spend 10-15 hours a week on Facebook
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Open Social Learning. Imagine a Facebook where the point is to study together, not trade pictures and jokes. Imagine a World of Warcraft where students earn levels and points by helping each other learn. Not a video game that teaches physics; instead, let's create an educational experience that is social and game-like.
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we built a site called OpenStudy , the first large-scale social network that enables students to connect, get help, study together, and earn social capital through game-like rewards.
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It is a vibrant community of students and teachers, teenagers and adults, people from more than 150 countries engaged in a single activity: learning.
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Communication in Online Courses: Strategies for Providing Feedback - 0 views
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Be prepared to use a variety of delivery systems for feedback in case the technological system fails
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Take note of students who don’t participate during the first session, and contact them individually after class. They may have technological difficulties
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Provide substantive critique, comment, and/or evaluation for work submitted by individual students or groups, referring to additional sources for supplementary information where appropriate.
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Thank students publicly for comments submitted to the Virtual Classroom showing insight or depth. This will serve to model the types of responses and critical thinking skills you expect from other participants as well as give positive reinforcement to the student who contributed the message.
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the instructor should recognize quality work and intervene as the work is being developed to steer students in the right direction
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Do not comment on every student posting. Much like in face-to-face class discussions let the conversation develop and give students a chance to participate before jumping in with in depth comments/feedback or analysis.
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Use your students' feedback regarding course content, relevancy, pace, delivery problems, and instructional concerns to improve your course for the next time you teach it.
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Stephen Hicks, Ph.D. » Fichte on education as socialization - 0 views
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To start with, education must be egalitarian and universal, unlike previous education, which was feudal and elitist: “So there is nothing left for us but just to apply the new system to every German without exception, so that it is not the education of a single class, but the education of the nation.” Such education will aid in the creation of a classless society: “All distinctions of classes … will be completely removed and vanish. In this way there will grow up among us, not popular education, but real German national education.”[75]
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Real education must start by getting to the source of human nature. Education must exert “an influence penetrating to the roots of vital impulse and action.” Here was a great failing of traditional education, for it had relied upon and appealed to the student’s free will. “I should reply that that very recognition of, and reliance upon, free will in the pupil is the first mistake of the old system.” Compulsion, not freedom, is best for students: On the other hand, the new education must consist essentially in this, that it completely destroys freedom of will in the soil which it undertakes to cultivate, and produces on the contrary strict necessity in the decisions of the will, the opposite being impossible. Such a will can henceforth be relied upon with confidence and certainty.[76]
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AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online lear... - 0 views
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Sites that are 'local' in the sense that they are made in one context and culture, but visited by other cultures Category 2 Sites that are 'international' or designed specifically for cross cultural participation. (See Figure 1.)
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the inclusive or perspectives approach which imports the social, cultural and historical perspectives of minority groups, but does not challenge the dominant culture and is therefore cosmetic;
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Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
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cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).
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the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;
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the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.
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Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
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Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.
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Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.
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Relational Context of Teaching - 3 views
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He continues that we can face the future with confidence if we know how to teach ourselves, read between the subjective lines of media, process the vast amount of information that will be available, work collaboratively, and reaching for resources that will expand our capacities – for example a resource like this course!!
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I believe that anyone can conquer fear by doing the things he fears to do, provided he keeps doing them until he gets a record of successful experience behind him.
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However, to be part of the social network and be actively involve citizens, each must become life-long learners.
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... and like it or not life is now technology mediated. No matter who you end up being "when you grow up" if you are not comfortable with technology, can't assess/evaluate information, can't find information when you need it, you will be at a disadvantage.
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I agree. I am concern for the students who are not exposed to this technology. In our district, the computer teacher was laid off, yet we kept all the coaches/sports. Adults, who are not on board with the technological needs of their students, are the ones making these decisions.
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Eleanor Roosevelt
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June 21st,
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What I would like is to have the option of posting and assessing it as NG (no grade)
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Finally, I carefully considers there are no place where Alex might say “can you tell me more”
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Since our blogs are shared work-spaces, we are suppose to engage in collaborative reflective discourses, creating a shared understanding, leading to collaborative knowledge
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Dewey states: “I assume that amid all uncertainties there is one permanent frame of reference: namely the organic connection between education and personal experience. (Dewey 1939:25).
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Dewey was a great believer in the connection between the educational system and the social community. "It was forgotten that to become integral parts of the child's conduct and chracter they must be assimilated; not as mere items of information, but as organic parts of his present needs and aims -- which in turn are social" (Dewey). In his book, The School and Society, he talks about the deep connection between home and school, between home and work, and the importance of the school as the connector.
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pay attention
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I had a doctor describe ADD very aptly to me. He said think about your child's surroundings as radio waves. Your child is picking up every radio wave that is out there and he does not have the ability to ignore any of it. When my son was 11 he described his inability to understand things in school like this: it's like I'm looking through a window that is foggy. I can see, but it's not clear enough to make sense.
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This was a good explanation of ADD. Do you know that there is a college that is set up for ADD students? It is called Landmark College and it is a remarkable place!
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then I go on an adventure and troll through the internet and my books to satisfy my desire to learn. I continue, immerse in my hyper-focus state of mind, until I feel that I have a deep understanding of whatever I am exploring.
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This is a good thing; it's what online learning is all about. I realize it's probably frustrating to you because you focus so intensely on what you're doing, but I definitely see your presence in this course, so I wouldn't worry that you're not interacting enough. Just for the record, 12 posts is difficult for me as well when you consider how much research goes into each one.
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I will investigate and use group Wikis
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detailed rubric
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I need to create a rubric for my "Book Club" forum. Any suggestions for where to start? Do I reinvent the wheel, or are there sites that have pre-fabricated rubrics that can be tweaked to fit my needs?
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Hi Donna, Whenever youi can do not reinvent the wheel. I am going to post either today or tomorrow a post on building a rubric. First I need to see what Alex wants us to do
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plan on using Alex’s rubric for my instructional design,
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Hey diane, sometimes I never know when I am ready to write. I thought I had the pattern down. Read the material, take notes, reflect and research on what interests or inspres me, but this module I was not ready to blog and i started writing something, and some crazy stuff just came out. It might have been the two best blog posts of the semester.
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While i agree with you I think I would not push myself sometimes if I wasnt forced. I might have chosen to slack instead of worked when I was tired or busy with life. Do you think you can use different models of teaching with different students in the same class?
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I agree with Ian...it reminds me of doing sports in high school. If my coach didn't push us harder and harder we wouldn't ever have been successful! Alex is our coach and we can either choose to step up to the plate and work our butts off or we can sit on the bench and let the game, or in this case the learning, pass us by!
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I am saddened and concern for the positivist, behaviorist methods she employs and models. I
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poor grade.
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This is the second time you've brought up this issue. The way I see, Alex is the instructor, and she has designed a course with rubrics. I really don't see that the rubrics are that difficult to understand. I understand you wanting to get an "A" but if you want the "A" you have to work hard for it. If your life circumstances prevent you from doing what she considers the fair amount of work, that's not her problem. I don't feel an instructor should change the syllabus or rubrics for every student that complains about the work load, unless the instructor has received numerous complaints. I think that perhaps you have a lot on your plate right now, atleast that's the feeling I get from reading some of your posts. I can understand that, I've been through a lot myself this semester. However, it's unfair to expect Alex to change the point system just for you. May I suggest something: Clearly you are a hard working student, but circumstances are obviously preventing you from putting in the amount of work needed to earn an "A." Just accept that and work toward a "B" which is a perfectly acceptable grade. Take the pressure off of yourself. It's just a grade. A year or two from now it won't matter. All that will matter is that you learned about online teaching and came away with a robust course that you can teach. I think that's a good deal.
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Donna My comment is a pedagogical one and not an attack on Alex. The point I may not be making clearly, why the number 12? I am not the only student who has stated that a post takes several hours. Does Alex require this? No. Why I take this time is because of the quality I expect to bring to the discussion forum. I was not posting prior knowlege, but new understandings. Learning takes time and the #12 does not seem to recognize this time. I again do not see "choice" in this rubric. I agree the knowlege is the goal, and I have no problem with what I have learned and will continue to learn. However, with the exception of the last grading I have not gotten a "B" but failed every discussion forum except the last. Yes I was teaching a summer online course. I also have home responisblilites. These were stresses, but not obstacles. According to the expectations we were expected to do ~ 45 hours in class work and 100+ hours building our course. I don't know about you but the class work I have done over 150 hours just in class work. Finally, why do I bring this argument up for a second time. It is not for Alex to change; but for you all in this class to not simply copy and use Alex's rubric in your own courses. That is why I speak out.
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Again if I had scrolled down I would have seen that 12 posts were not required.
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In the future I will build my course off line,
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when a student finally understands that their discussions need to encompass teaching, cognitive engagement, and social presence, then the discussion forum truly becomes a awesome learning tool!!!!!!
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Alex, my Shifu, has diligently pushed me down the road of online pedagogy. There were many times when I landed hard and bounced a few times. However, just like the panda, I too will become capable in my bumbling ways. I too realize there is no secret ingredients in 21st century teaching….it still is best practices in education with technology embedded in it.
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I have changed in many ways as a result of this class. I am now and will continue to be a blogger, and use blogs as one way to facilitate learning for my students. I understand the Community of inquiry approach, and have now created a rubric for my discussion forums that reflect the elements of teacher, cognitive, and social presence. I was fortunate to be teaching online as I took this class, and I observed my discussion forums going from conversations to dialogue that exhibit depth of learning. I have observed the pedagogy of my professor and will incorporate similar ways of interacting with my students, using the tools that web 2.0 affords me. I have moved from having little enthusiasm for online learning to embracing it as an essential medium for learning.
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I knew I needed this course to become the better online teacher, what I didn’t know was the transformative change that I would experience this summer.
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ulnerability, especially with the knowledge that their efforts will be evaluated by their instructor.
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Try College 101 « Saylor Academy - 1 views
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However, having a sense of purpose that motivates you and a lifestyle that supports your ability to focus on your academic goals are the basic building blocks of success in college and beyond.
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a new college student or a person considering a college education
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Reading: College Success
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This article is spectacular and it won't let me highlight within it because it is a pdf. But it gives many self-assessment surveys so students can learn where they stand in their college readiness.
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This article is spectacular and it won't let me highlight within it because it is a pdf. But it gives many self-assessment surveys so students can learn where they stand in their college readiness.
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Learning Outcomes
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Unit 7: Academic Writing and Research in College
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This is something that students don't often understand coming into college and causes a lot of stress during the first semester. Students need to be aware of what is expected of them in college and anticipate the heavy reading and writing curriculum that college provides. This could help prevent a lot of failed assignments and help students keep up their confidence for learning.
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first impression people have of you
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Unit 12: The Social World of College
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ry College 101
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There really isn't anything in this course that I don't like. I think it is all incredibly useful, and some of it can be incorporated pre-emptively so that college applicants are prepared and knowledgeable about the college experience.
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This is great, Elena, but i need you to add how you intend to use this resrouce in your course.
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Try College 101
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Socratic Misogyny?-Analyzing Feminist Criticisms of Socratic Teaching in Legal Education - 1 views
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"1) that women fail to participate in class out of fear 95 or out of a general unwillingness to engage in the " showmanship " called for in the Socratic classroom, 96 (2) that some who begin to participate stop because they feel uncomfortable or unwelcome, 97 and (3) that some who are determined to participate and do participate, nevertheless, feel the pressure of speaking for all women."
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Socratic Misogyny?-Analyzing Feminist Criticisms of Socratic Teaching in Legal Education
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Online Course Design - 0 views
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So establishing teaching presence is what all the designers, Alex, and even I, am doing when we make decisions about the content of the course, the types of activities we want to include, the tools we would like to use, how we want to assess, how we provide channels for providing and managing feedback, how we want to induct students into the course, how we want to wrap up the course….Basically – everything!
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From planning, to execution, to assessment, to revision. So this is why developing a course is an “iterative process”.
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And nothing happens by chance. Everything happens by deliberate design. And I am seeing how this is happening.
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People are important, so… (make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Thinking is important, so ….(make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Learning is important, so….. Content knowledge is important, so… Skills are important, so…
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From this, I have learnt that it is perfectly fine to change your mind, as long as you have solid justification. This was also a useful reminder abot the importance of accurately matching the number of objectives with activities. A designer needs to avoid creating an objective that has no activity, and an activity with no objective, as can sometimes happen through oversight.
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“You need to rethink lots of things, to be open to possibilities, opportunities to options, then you’re more likely to be successful,” says Alex. This kind of openness does not happen as a matter of course. It has to begin with an awareness. This attitude of being open to possibilities, opportunities and options has to be actively worked upon. I failed to understand this at first. So I found it perplexing that Alex would pursue what I thought was a trivial line of discussion. What do you think is not possible to teach and learn online? I volunteered several bright contributions. I was still unaware of the purpose of this apparently innocuous discussion. Of course now I know better. That discussion was supposed to challenge a closed mind. Because with a closed mind, we render ourselves unable to be open to possibilities, opportunities to options. A closed mind works against innovation, progress, improvement, expansion. This is a new frontier, and therefore the stance which can reap untold benefits and leanings should be “Let’s explore!” So the question we should be asking isn’t “What cannot be done?” but rather “How do I make this possible?”
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I need to be open to possibilities, opportunities, to options. I must put aside my prejudices and temporarily suspend “logical thinking” in favor of creative thinking.
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Designing an online course has been, for me, a truly transformative experience. It has allowed me not only to reexamine, reformulate and reassess, but to also move forward to innovate and in some ways, to reinvent myself as a teacher.
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I was therefore quite relieved Alex confirmed what I had feared. I was packing in too much. Even before even before Alex provided her completely justified feedback that my course was too packed (“for you Joy, less is more!”)
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An online environment is different from a f2f setting. Being able to state it in a theoretical way is not the same as understanding it and translating it into practice. Of course I knew the theory. But when the time came for application in the design of the online course, my knowledge did not transfer well into practical application. This is one of the main problems when there is a failure of the student to successfully transfer learning, which is basically one of great challenges of teaching. So basically, what I did initially did was to replicate my f2f activities directly into my online classroom.
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As I feared, and Alex confirmed, this large amount of group work puts a strain on the students and also poses too many logistic difficulties. Perhaps one or two group work activities might work, but not several in each module. It is unrealistic. So I have learnt, in a very concrete and hands-on way, that designing for my online classroom in this instance is different from designing for my face-to face classroom.
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Once again, I am reminded that theory and practice need mutual reinforcement. Understanding the theory is one thing. Transferring the theoretical knowledge into action requires experience, reflection, and feedback from others.
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Having experienced a wonderful sense of community, and seeing how it is done, I do feel that I have a fair idea of the basic ingredients that go into creating a sense of community. However, Alex has set a high, high standard, and I don’t know I have the energy to sustain the community building effort, even if I knew how to do it!
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this is a process
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My present ideas never look like version 1! The result is that the ideas I handed up in the proposed learning activities resemble very little of what I actually have now
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Confucius
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In short – let the students do the work. This is the best way to learn. This principle, I think, has been demonstrated in this course. And I intend to pursue it in my own course. I see the value of giving the students both structure and space.
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