Since many of the students used their journal to record their notes and resources - I thought I'd copy in the word doc I used as a "holding tank" for some of my notes, a bit of a jumble.
Notes for final paper:
1. downloadable work that is titled to load in a specific order that way students are clear about the order I want them to be working in. This would replicate the “learning management” work that I use in class, so each can build on each other.
2. All docs are formatted as pdfs to ensure correct readability in all platforms.
meaningful cooperation among students
I would like to submit this proposal for an online version of Art 80: Elements of Photography which is one of our primary GE classes on Tracks X and Y of the Education code. As this is a lecture-only course, I feel it is well suited to the online formats.
Key Elements:
The course will consist of the following elements
• Each section will start with a multi-media style lecture.
• Assignment critiques will happen online to foster understanding of critical thinking and to help create a sense of community and student-studetn learning.
• Study groups to evaluate specific issues.
• Strong instructor interactions and participation in the discussion boards.
• Office hours on computer.
Hi Ann,
Sorry for
the delay in responding to this--I hope it's not too late.
Some of the
problems I've heard colleagues discuss are usually based on lack of
participation in discussion forums and not submitting weekly homework
assignments. Those are far and away the most common.
One problem
I have, that I'm currently in the process of trying to solve, is making sure
that my student are reading my lectures each week. I have them posted
as powerpoints, and I can tell, from the mistakes that students make in their
essays, that some of them simply aren't reading the lectures. I'm starting
to write some lecture-response quizzes that will, hopefully, address this
problem.
My dilemma,
though, is how to find that right balance. They already have a
lot of reading and response work to do from the course textbooks since this
is a composition course, so I have to find a way not to over-burden them by
just adding more to their already-full workload.
I hope that
helps! Let me know if there's anything else I can do. I promise
to respond more quickly next time :)
XXXX
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Sent: Monday, April 4, 2016 9:21 AM
To: Ann Mitchell
Subject: Re: Problem with Online?
Some follow up -
Here are three strategies that can be used to encourage peer-to-peer, student-to-student engagement and thus the building of a course community. Note that an online instructor wants to develop three types of presence:social presence, teaching presence, and cognitive/content presence.
• Launch the class with a personal introduction posting so that students can get to know one another and you get to know "where students' heads are." The types of info often shared by faculty and students include info on professional experiences, personal information such as family/friends/pets, and a photograph. Faculty also often include a note about their teaching philosophy and research projects.
xxxxCourse construction and excite the learnersThe two challenges I find in my online course construction are: how to best evaluate learning and how to excite the learners.
My current method is basically, just make sure they do the work. They read the text, take a quiz, respond to a study guide and contribute to a relevant discussion. Their two projects are individual and one involves reading and analyzing a play, the other is a "See a Play Paper". I would say more than 50% of my students have never seen a live play. I enjoy their record of discovery. I already have decided that many changes are due. I want to add group projects so I am looking forward to seeing how that works as we work with our respective groups.
Also, I am doing a lot of thinking about how I can improve my classes so the learners are inspired to discover the world of theatre. I use Power Point lectures but need to update them and add transcripts and audio. I use youtube to assign design, acting and directing clips that demonstrate an artistic choice. I would like to learn how to add more complete plays and videos. I would also like to learn how I can assist my students in acquiring current plays without major investment. Technical assistance at Solano Community College is good but I am learning how to be a better teacher from this class.
Trying to peak students interests can be very difficult. Because of that, I’ve also tried to improve my powerpoint presentations as well. I tried to create Prezi presentations because I think it’s more visually interesting than powerpoints. I even added videos to my presentations to make them more interesting. However, I went to a workshop about ADA compliance where I was told that Prezi isn’t ADA compliant. I now have to change those lectures back to powerpoint presentations.
Another concern that this article brings up is the online resources schools that colleges have. We are obligated to offer the same or similar resources to online students as we do to on-campus students. Online students need more than just technical support; they also need access to student services which are designed to help students success. This is especially important for online students because the geographical distance may make it prohibitive for them to come on-campus. Some schools are very good about offering those student services online, but many are still do not have the technological capabilities. The class that I’m hoping to teach online requires that students complete on educational plan which necessitates meeting with a counselor. However, many of the online instructors don’t require that students meet with a counselor because that resource isn’t available online. This is a disservice to online students because they don’t receive the same benefits as on-campus students.
In my 12 week (so far) experience with Canvas, the Discussions are very smooth to facilitate. Instructors can customize a lot of features and settings at the overall Discussion level down to individual posts. And there is a Peer Review option right in the Discussion setting.
I haven't done a group project entirely in Canvas yet, but have entered group project grades. It is very user-friendly to set up groups and grade options for group work, even with groups who have different project due dates (such as presentations).
For phone conferences, you can try a technology like Adobe Connect. I used that for virtual office hours and chats within a class. It has different "rooms," and areas where you can display artifacts or files. That is one of many online conferencing platforms.
Some type of Rationale
