REFLECTIONS
WEEK EIGHT, MODULE EIGHT (THAT'S A WRAP)
This week our conversation turned to managing the online course in such a way that it doesn't take over our whole life. We all shared time management tips and ideas that in the long run will help prevent the facilitation of such a course from becoming a 24/7 burden and instead be the fulfilling challenge it's meant to be. Our discussion also included a reality check on the feasibility of online facilitating as a full-time career. Apparently it is a rarity, but not an impossibility.
Next steps for me include finishing up the E-Learning and Online Graduate Certificate program. This is the last course in the program and then this fall I will take the practicum. I continue to be amazed at the quality and standard of excellence exhibited in the program. I look forward to its completion and whatever the future holds for me as an online educator. My goal is to teach online at the secondary level, as well as to teach online for my church denomination.
In the meantime, I am getting both of my daughters ready to begin another year of school, one as a sophomore in college, and one as a second year eStem student. I marvel at how much of what I learned carries over into their learning environment and how I now view their school systems with new eyes. The new technologies I have discovered, and in turn shared with my girls along the course of this semester, will aid them in new and exciting ways this coming school year with their own learning objectives and discoveries. And that in itself has made all this hard work worth it.
My favorite comedian ended her show every week the same way, and I share her sentiment at the end of this class. I'm So Glad We Had This Time Together.
This week our conversation turned to managing the online course in such a way that it doesn't take over our whole life. We all shared time management tips and ideas that in the long run will help prevent the facilitation of such a course from becoming a 24/7 burden and instead be the fulfilling challenge it's meant to be. Our discussion also included a reality check on the feasibility of online facilitating as a full-time career. Apparently it is a rarity, but not an impossibility.
Next steps for me include finishing up the E-Learning and Online Graduate Certificate program. This is the last course in the program and then this fall I will take the practicum. I continue to be amazed at the quality and standard of excellence exhibited in the program. I look forward to its completion and whatever the future holds for me as an online educator. My goal is to teach online at the secondary level, as well as to teach online for my church denomination.
In the meantime, I am getting both of my daughters ready to begin another year of school, one as a sophomore in college, and one as a second year eStem student. I marvel at how much of what I learned carries over into their learning environment and how I now view their school systems with new eyes. The new technologies I have discovered, and in turn shared with my girls along the course of this semester, will aid them in new and exciting ways this coming school year with their own learning objectives and discoveries. And that in itself has made all this hard work worth it.
My favorite comedian ended her show every week the same way, and I share her sentiment at the end of this class. I'm So Glad We Had This Time Together.
WEEK SEVEN, MODULE SEVEN (EASy as.....)
This week has been about taking the same old, same old and transforming it into something better. EASy - Evaluation, Analysis, Synthesis - a different way to go about lesson development as an option to Bloom's theory of learning. More than one option means less chance of getting stuck at the crucial time of creating exciting learning experiences. Writing a lesson using this model was actually a pleasure, and made for what should be an exciting unit.
We also developed a list of prompts, extenders and redirections that could be used by being modified for the subject matter. In a F2F situation, I always had the initial prompt, but never the follow up extenders and redirections. Those came as a reaction to what happened in the discussion. The AHA for me here was that in those situations, the discussion was leading me, instead of me leading the discussion (or at least keeping it from derailing). My follow-ups were a reaction to whatever was said before, instead of planned extenders and redirections for when things would stray. Good lesson learned.
Getting and giving peer feedback, especially in this area was an enlightening experience as well, because it helped me to clarify even more the direction those conversations were to take. I have always had peer feedback as a part of my life/career, so it is something I'm accustomed to and am comfortable with. It's great to have objective onlookers offering their perspective, as sometimes we can't see what's right in front of us. I don't claim to know it all, and there is a certain synergy that happens when others come together in mutual respect and collaboration toward the common goal of learning and growing together.
This week has been about taking the same old, same old and transforming it into something better. EASy - Evaluation, Analysis, Synthesis - a different way to go about lesson development as an option to Bloom's theory of learning. More than one option means less chance of getting stuck at the crucial time of creating exciting learning experiences. Writing a lesson using this model was actually a pleasure, and made for what should be an exciting unit.
We also developed a list of prompts, extenders and redirections that could be used by being modified for the subject matter. In a F2F situation, I always had the initial prompt, but never the follow up extenders and redirections. Those came as a reaction to what happened in the discussion. The AHA for me here was that in those situations, the discussion was leading me, instead of me leading the discussion (or at least keeping it from derailing). My follow-ups were a reaction to whatever was said before, instead of planned extenders and redirections for when things would stray. Good lesson learned.
Getting and giving peer feedback, especially in this area was an enlightening experience as well, because it helped me to clarify even more the direction those conversations were to take. I have always had peer feedback as a part of my life/career, so it is something I'm accustomed to and am comfortable with. It's great to have objective onlookers offering their perspective, as sometimes we can't see what's right in front of us. I don't claim to know it all, and there is a certain synergy that happens when others come together in mutual respect and collaboration toward the common goal of learning and growing together.
WEEK SIX, MODULE SIX (TIME MANAGEMENT, TIP SHEETS AND TEACHING SMART)
I've noticed how we're slowing down on the discussion boards this week, and I'm wondering if it's the new format, or if people are tired, or maybe just managing their time in a different way - working smarter instead of harder. Less is more, maybe? And so the reflection prompt made me chuckle a bit as I reflected some more on Time Management Tips for Online Teachers. I'm all for anything that can save me time and energy, allowing me to focus on giving my best to my online teaching and still having energy at the end of the day to give to my family.
One of the tips that strikes me as a wise one for an online instructor (as well as in all areas of life), was to Work smarter, not harder, at grading. Keeping and re-using news announcements, comments that are applicable, rubrics, etc. from previous semesters means you don't have to rewrite the same things over again each semester. Also, spreading out the grading, having shorter assignments staggered between more complex assignments allows the time and energy necessary to focus correctly on the student's work in order to give it the grade it deserves.
The other tip that is one I know I will be using is Use the right tools. We have so much technology at our fingertips right now to make our job as educators easier - the key, as I've been learning throughout this course and others, is choosing what works best in a given situation. I don't need a bonfire when a simple match will do, and in the same way, it's important to know when the bonfire is needed! I used to use the bookmarking feature on my Mac, but what I ended up with was an endless list of links that had no rhyme or reason. Using Del.icio.us has enabled me to make some sense of the bookmarks I have and even share them with others if I so choose. Another tool that I discovered this semester and could see many uses for is Screencast o-matic. When a student is having difficulty understanding how something functions or where to find something, this is a great way to make a short video using the screen shot and show just what they need to see and record voice directions for them as well. It can also be used to go review a procedure, and since it can have a recording time of 15 minutes in the free version, reviews of student work can also happen here in a more personal way with audio comments making the assessment more personal.
I enjoyed this week because I'm beginning to see connections between what we're learning and how that translates to who we are as online instructors. It's all beginning to make sense. (Finally)
I've noticed how we're slowing down on the discussion boards this week, and I'm wondering if it's the new format, or if people are tired, or maybe just managing their time in a different way - working smarter instead of harder. Less is more, maybe? And so the reflection prompt made me chuckle a bit as I reflected some more on Time Management Tips for Online Teachers. I'm all for anything that can save me time and energy, allowing me to focus on giving my best to my online teaching and still having energy at the end of the day to give to my family.
One of the tips that strikes me as a wise one for an online instructor (as well as in all areas of life), was to Work smarter, not harder, at grading. Keeping and re-using news announcements, comments that are applicable, rubrics, etc. from previous semesters means you don't have to rewrite the same things over again each semester. Also, spreading out the grading, having shorter assignments staggered between more complex assignments allows the time and energy necessary to focus correctly on the student's work in order to give it the grade it deserves.
The other tip that is one I know I will be using is Use the right tools. We have so much technology at our fingertips right now to make our job as educators easier - the key, as I've been learning throughout this course and others, is choosing what works best in a given situation. I don't need a bonfire when a simple match will do, and in the same way, it's important to know when the bonfire is needed! I used to use the bookmarking feature on my Mac, but what I ended up with was an endless list of links that had no rhyme or reason. Using Del.icio.us has enabled me to make some sense of the bookmarks I have and even share them with others if I so choose. Another tool that I discovered this semester and could see many uses for is Screencast o-matic. When a student is having difficulty understanding how something functions or where to find something, this is a great way to make a short video using the screen shot and show just what they need to see and record voice directions for them as well. It can also be used to go review a procedure, and since it can have a recording time of 15 minutes in the free version, reviews of student work can also happen here in a more personal way with audio comments making the assessment more personal.
I enjoyed this week because I'm beginning to see connections between what we're learning and how that translates to who we are as online instructors. It's all beginning to make sense. (Finally)
WEEK FIVE, MODULE FIVE (70/30 RULE)
This week it was my turn to facilitate discussion, and to prepare for that, I carefully read the assigned work for the week, and was sure to have done due diligence in my own work before asking my small group to do the same on the discussion board. It was interesting to watch who would respond, and how, especially when a question was asked, but not really answered. I'm working on how to deal with proper responses then, when the discussion doesn't specifically answer the question, but runs a parallel track of sorts. In church work we say that 80% of the work is done by 20% of the people, and I wanted to make sure that this small group was 100% motivated to participate by keeping the flow of the conversation interesting, stimulating and challenging.
The 70/30 rule basically says that we as instructors should put 70% of our effort into the time before the course ever starts up through the first week, being well prepared, having good pre-course communication, in order to reduce as much anxiety as possible and foster a sense of confidence and trust between the instructor and the learners. This will go a long way toward a smooth start. Another reason for this heavy effort at the front end is because if a student is going to drop a course, it is likely to happen in the first week. Building confidence through communication, survey, email, sneak-peek at course, all go a long way toward keeping learners interested and engaged from the very start.
Other triumphs or challenges? Well, I'm taking two very challenging courses, working full time, have 2 teenagers, and a husband to take care of. There are days when I'm not sure if I'm coming or going, and I'm perpetually tired. I can see the light at the end of the tunnel though, A few more weeks, and things will return to some semblance of "normal" at least for awhile. Juggling school, professional life and personal life is always a challenge, but one that in the end has its own rewards.
This week it was my turn to facilitate discussion, and to prepare for that, I carefully read the assigned work for the week, and was sure to have done due diligence in my own work before asking my small group to do the same on the discussion board. It was interesting to watch who would respond, and how, especially when a question was asked, but not really answered. I'm working on how to deal with proper responses then, when the discussion doesn't specifically answer the question, but runs a parallel track of sorts. In church work we say that 80% of the work is done by 20% of the people, and I wanted to make sure that this small group was 100% motivated to participate by keeping the flow of the conversation interesting, stimulating and challenging.
The 70/30 rule basically says that we as instructors should put 70% of our effort into the time before the course ever starts up through the first week, being well prepared, having good pre-course communication, in order to reduce as much anxiety as possible and foster a sense of confidence and trust between the instructor and the learners. This will go a long way toward a smooth start. Another reason for this heavy effort at the front end is because if a student is going to drop a course, it is likely to happen in the first week. Building confidence through communication, survey, email, sneak-peek at course, all go a long way toward keeping learners interested and engaged from the very start.
Other triumphs or challenges? Well, I'm taking two very challenging courses, working full time, have 2 teenagers, and a husband to take care of. There are days when I'm not sure if I'm coming or going, and I'm perpetually tired. I can see the light at the end of the tunnel though, A few more weeks, and things will return to some semblance of "normal" at least for awhile. Juggling school, professional life and personal life is always a challenge, but one that in the end has its own rewards.
WEEK FOUR, MODULE FOUR (Eureka!)
This class is literally flying by. I can't believe we are at the halfway point already. I've been overwhelmed with all that has come at me in terms of information, tools, what's out there to use, the possibilities for online classroom potential, etc. I must admit, I have a bit of distraction when it comes to looking at anything dealing with new (to me) Web tools. I start the big browse thinking I'll just "take a quick look", and before I know it several hours have passed because I am so engrossed in what is out there . The possibilities are fascinating and endless., and exhausting!
Here was the big "aha" for me this week, after having spent literally hours, looking at over a hundred tools and their possible uses. I DON'T HAVE TO USE THEM ALL! There is a connection between the tools I choose, the learner, and the context! Some tools are easily eliminated by factors such as cost, accessibility, or inappropriateness of use for my purposes. Others can be eliminated simply because they are similar to something else which is easier to use. Creating a Community Matrix was a great start for me in discovering those tools/people I want to utilize as part of a collaborative learning environment. I'm beginning to breathe a bit easier now as I see the connections a bit more clearly.
The other interesting interaction I am enjoying watch unfold is the development of our new role as group facilitator. It is encouraging to see how well the respect comes through as we each try on this role, introducing the discussion prompt for the week, and keeping the discussion from lagging by inserting appropriate comments when necessary, or changing course by inserting a new topic, or even acting as "devil's advocate" to mix things up a bit if we're up to the challenge. So far, everyone has risen to the occasion of facilitator quite well. This coming week is my turn....I would be telling a lie if I said I wasn't a wee bit nervous. Our group had a great discussion this past week on feeling like sometime the discussion requirements can be overwhelming in an online class, one more box to check for a grade. How overwhelming it can become to keep up with it all, yet how necessary to remain connected to the class. There's a fine line, to be sure, in making sure that the discussion has a purpose and a plan, which is why I like the small group portion more than the large, as it's easier to manage and respond to. My goal is to chose a scenario that will be engaging and thought provoking.
This class is literally flying by. I can't believe we are at the halfway point already. I've been overwhelmed with all that has come at me in terms of information, tools, what's out there to use, the possibilities for online classroom potential, etc. I must admit, I have a bit of distraction when it comes to looking at anything dealing with new (to me) Web tools. I start the big browse thinking I'll just "take a quick look", and before I know it several hours have passed because I am so engrossed in what is out there . The possibilities are fascinating and endless., and exhausting!
Here was the big "aha" for me this week, after having spent literally hours, looking at over a hundred tools and their possible uses. I DON'T HAVE TO USE THEM ALL! There is a connection between the tools I choose, the learner, and the context! Some tools are easily eliminated by factors such as cost, accessibility, or inappropriateness of use for my purposes. Others can be eliminated simply because they are similar to something else which is easier to use. Creating a Community Matrix was a great start for me in discovering those tools/people I want to utilize as part of a collaborative learning environment. I'm beginning to breathe a bit easier now as I see the connections a bit more clearly.
The other interesting interaction I am enjoying watch unfold is the development of our new role as group facilitator. It is encouraging to see how well the respect comes through as we each try on this role, introducing the discussion prompt for the week, and keeping the discussion from lagging by inserting appropriate comments when necessary, or changing course by inserting a new topic, or even acting as "devil's advocate" to mix things up a bit if we're up to the challenge. So far, everyone has risen to the occasion of facilitator quite well. This coming week is my turn....I would be telling a lie if I said I wasn't a wee bit nervous. Our group had a great discussion this past week on feeling like sometime the discussion requirements can be overwhelming in an online class, one more box to check for a grade. How overwhelming it can become to keep up with it all, yet how necessary to remain connected to the class. There's a fine line, to be sure, in making sure that the discussion has a purpose and a plan, which is why I like the small group portion more than the large, as it's easier to manage and respond to. My goal is to chose a scenario that will be engaging and thought provoking.
WEEK THREE, MODULE THREE (Insight and Intrigue)
I experimented with and reflected a great deal this week on communication in the online class and the way I as an instructor can be perceived in a multitude of situations. I was able to implement a new learning tool to make my response more effective by giving a demonstration with Screencast o-matic. This allowed me to demonstrate the correct use of the compose button when creating a new dialogue thread on the discussion board, by showing the actual screen shot and talking the student through the process at the same time.
I also gained much insight into appropriate facilitator response through the reading of Clegg and Heap. In it, they discuss 3 levels of cognitive skill required by the student as independent learners, and how those skills manifest themselves (or not) on the message board posts. The levels, presenting self, relating new concepts to practice, and relating new concepts to challenge, all can reveal much about the student and their ability or lack thereof to respond appropriately given the necessary cognitive skills for the given task. What resonated most for me was the examples given for each scenario and the appropriate facilitator responses.
Finally, beginning the creation of a PLE or Personal Learning Environment as a collection of new technologies and developments that can be used in our teaching, through a shared community of groups and individuals who also have built their own PLE. Mine can be found on the PLE page under Collaborative Communities in E-Learning.
I experimented with and reflected a great deal this week on communication in the online class and the way I as an instructor can be perceived in a multitude of situations. I was able to implement a new learning tool to make my response more effective by giving a demonstration with Screencast o-matic. This allowed me to demonstrate the correct use of the compose button when creating a new dialogue thread on the discussion board, by showing the actual screen shot and talking the student through the process at the same time.
I also gained much insight into appropriate facilitator response through the reading of Clegg and Heap. In it, they discuss 3 levels of cognitive skill required by the student as independent learners, and how those skills manifest themselves (or not) on the message board posts. The levels, presenting self, relating new concepts to practice, and relating new concepts to challenge, all can reveal much about the student and their ability or lack thereof to respond appropriately given the necessary cognitive skills for the given task. What resonated most for me was the examples given for each scenario and the appropriate facilitator responses.
Finally, beginning the creation of a PLE or Personal Learning Environment as a collection of new technologies and developments that can be used in our teaching, through a shared community of groups and individuals who also have built their own PLE. Mine can be found on the PLE page under Collaborative Communities in E-Learning.
WEEK TWO, MODULE TWO (Something old, something new)
- The new insight I gained this week was through the articles and reading on Social Constructivism . There is a strong focus on social interaction as a defining feature in this educational process. Engaging students in active learning through use of groups who actually find ways to collaborate together in their own learning process is a powerful tool.
- I can see this knowledge benefitting me because my approach to the online classroom needs to be so learner focused in as many different ways as possible. Finding engaging, exciting and thoughtful means by which to do this is key to a successful course.
- Other thoughts....I can appreciate more what my youngest daughter has experienced this year in her first experience in an eStem school whose primary focus is this kind of learning. At first she struggled because she wasn't accustomed to taking on so much responsibility for her own learning, but now she wouldn't have it any other way. On the other hand, my oldest just finished her freshman year in college. Sadly, her experience was one of lectures, papers and very few collaborative efforts. You can imagine which classes she preferred. Putting a name to their vastly different experiences not only makes me more keenly aware, but gives me a deeper understanding.
WEEK ONE, MODULE ONE (Principle and Practice)
- The new knowledge and skills I gained during Module 1 were: An in depth look at Chickering and Gamson's "Seven Principles for Good Practice in Undergraduate Education", which gave me a clearer understanding of excellent strategy practices to be incorporated into my behaviors as an instructor whose main goal is to have the student's best interest in mind.
- The knowledge and skills will benefit me as an online facilitator by...enabling me to start off on the right track with the right goals in mind. If I hold these seven Good Practices in the forefront of my mind every time I plan, my classes will reflect an atmosphere of good teaching and learning taking place.
- Other reflective thoughts....I appreciate the openness of THIS instructor to follow through on what could have been a difficult conversation, and her willingness to concede on a very important point. It speaks volumes to her integrity and commitment to practice what she teaches, and this student is humbled to be learning from her this powerful lesson.