One week before the new quarter began, I met with my coordinator Robin to iron out what we were going to try to accomplish in this Research Project of Independent Study. I was given access to a local college’s online course by an obliging instructor, arranged for me by Robin. I am supposed to view the course and answer what I thought was done well and what I might do differently, if I saw something I did not think was quite the way I would do it. I am to write these thoughts in a weekly blog post. I am to lurk only or not participate in the class as it unravels in the coming weeks. This will give me an insiders look into how a 100 level course is conducted by a truly professional instructor with the academics behind him/her to take on this task.
I would like to write about my first reaction to his/her course. When I first viewed it, I felt like I had just walked into a lecture hall with 60 students grabbing the available desks in a major university in the 1970s. It seemed like I might have taken a step back in time. When I started reading the introduction material to the course, I was thinking about how little things in the course had changed in some ways. I hoped to find some way to resolve the conflict I was feeling about the way the course was being presented. I will attempt to write my thoughts in the following paragraphs.
Once inside the course, I carefully looked at what was being done and had a few ideas of what I would have done differently. First the highly skilled instructor showed his/her doctoral learning with a very “wordy” (thorough…something you learn to be in your doctoral studies, as a grad student) “Getting Started” introductory page. I would have produced two five-minute Jing videos. The first one would be how to navigate the LMS or online system. The second one would be used to describe the instructor’s tools, text books, email, video and etc. Also, I would try to use ebooks instead of the expensive texts sold in the college bookstore or at Amazon, if at all possible. Actually I dislike the idea of text books; however, they might be required given the nature of certain courses.
Next I want to comment on the Syllabus. I have read many online syllabus postings by university professors during my courses this year. This was by far one of the best. The instructor listed 7 course objectives. I think I would try to keep that to around 5-6. Since there is no stated “Big Idea” I am hoping to pick out the underlying idea when I finally have the time to read the modules, over the next seven or eight weeks. I truly liked the style of that syllabus. I might add a rubric in order to help the student learn to self assess their work.
His/Her weekly discussions were in keeping with the concept of online teaching and I cannot wait to read them. Since I have not read the assignments I cannot comment on what type of work is being done or will be done by the students in the class. The comprehensive last quiz or summative assessment is not something I would do. I do like the idea of a weekly quiz which is required. I think I would prefer a summative/formative project (the instructors proposed paper is a form of the project idea) rather than a 100 question summative quiz. Time will tell if I have this quiz thing right or not; to me it seems like something out of the past and a bit too summative and out of touch with digital learning. I would like to think they have digested the material and would present it in their blogs and discussions without having a quiz. Also, the definitions could be entered in a Wiki Space each week by the students collectively, instead of using the quiz. It is a shorter form of a quiz and the pressure is off a bit, since it is a collaborative exercise.
Instead of having my students write a 4-5 doubled spaced paper, I would want them entered in a blog ( average about 1600 words) for a few reasons. One, the instructor and other students could read them and comment. Two, if you know outside people might be reading your published blog more effort might be put forth. Finally, you have a place to keep and document your growth as a student, which you can refer to at a later date when putting together a professional ePortfolio, Resume or Vita.
I do like the idea of asking them to come up with an experimental design to test hypotheses which the instructor gave them as an optional paper. By using this assignment as one of the options for the students, he/she is moving the students towards expert behavior in the sciences. Research design is everything to a good research psychologist or sociologist or political scientist. And the other options for paper topics were designed to do the same thing I am certain. That is to say, the assignment is designed to move them from novice to experts in their chosen field at some point in the future.
Moving on to the Instructor Evaluation portion of the syllabus, I found the break down of points was particularly useful and appropriate for online teaching. I do think I would help the students self assess by using weekly feedback questionnaires and a rubric. This was missing in the syllabus. However, overall, even with these slight differences in my style and the instructors, I found the syllabus to be succinct and to the point. I would definitely follow the lead of the instructor on building it like this.
In the Course Structure and Expectations portion, I found the instructor to be very “wordy” with two pages of single spaced information that could have been conveyed in another way. I think I might have set the course up to have one synchronous meeting on Elluminate or Skype or in a classroom as a hybrid class ( also see the video at the end of this blog) or used a weekly Wimba video and saved it, like the woman in the video below has done.
The instructor went on to give the students a weekly break down of what they should be doing on each day of the week. I think maybe he/she has a reason for this, but I think it takes away the ownership of the learning from the student. I would want to move my students to self-directed learning and this may not be the way to do it. However, I do not know if that is actually feasible in a virtual classroom of some 60 first year or level 100 class students. If this was something that needed to be done, once again it could be creatively conveyed through a Jing broadcast or Camtasia ( I have not yet used this Camtasia tool). I could just as easily make it a You Tube Video.
I absolutely loved his/her warning label!! I would definitely use something like this in my class with far fewer words! Short, brief and to the point might get their full attention in a Glogster posting. Then there was the break down of the assignments which I found to be helpful. Again, I might make this idea clear with a power point turned into a You Tube Video presentation of not more than 5-7 minutes. Digital Learners have a short attention span and will turn off if there is too much writing and reading presented to them. They like to skim and skip through material. A well presented video might capture their attention a bit more.
Finally the instructor’s bio was (to me) a rather intimidating introduction to her accomplishments. I, for one, would be a bit afraid of sounding a bit silly or underdeveloped in her class given her credentials. I think I would give a few short concise statements (unlike those made for my courses in elearning) that neither reveal too much or too little about me. I would want this to convey succinctly to the student that I have the expertise but am there to facilitate their learning and to create a warm, safe environment and community. I would like to say something about my children; but I think in doing so, I would seem a bit above the less fortunate people in the course who might have problem children and problem lives. This is only my opinion about what I would do. Each of us is unique and knows what works for them. In summary, I truly like what he/she stated about their lives in the bio. I found the person to be a highly intelligent and capable instructor and person. To say any more might identify whether that person is male or female. So I will leave what I might like to say about this bio right here.
Finally, I think I would have built-in some means of clarifying the “muddiest points” with a few CATs ( classroom assessment techniques) or cyber classroom response techniques. I think being able to explain where I am having problems, without stating who I am, would be wise and helpful for those students who might feel uncomfortable revealing their problems with the course materials each week. I tried to avoid my professors as much as possible during my university years. I always felt a bit shy and incompetent in my earlier years of study. They intimidated me with their brilliance and knowledge. Unlike Jen (my essentials of elearning instructor for this certification), they did not make me feel I was on their level in our conversations and interactions…or that was my perception.
With just a few minor adjustments, overall the course seems to be laid out in an excellent format. I like to spice things up with pictures and videos and want to make the course site as attractive and cordial as my living room. I want my students to walk in and feel like this course will be fun! I cannot wait to read what the students are posting in the instructors class, however! While the course seems a bit conservative or traditional, tradition has its place.
I am including a video on some tips for teaching online in Blackboard. I like the weekly activities checklist! Also, I really like the new ideas presented in the video.
JOYSTECHTOOL 