Scenarios
The purpose of this exercise was to take stories from our own experience and show how we can learn from these various stories something about online teaching and e-learning. While most of us used scenarios from our internship experience, some shared from their own online teaching experiences. What we discovered is just how much our own experiences as well as those of our instructor, serve as learning opportunities for each other. Below are my scenarios, and some of the
responses to them.
responses to them.
Scenario 1
Domineering Dude
Patricia Morlock Feb 1, 2014 2:40 PM
In one of my classes, I experienced a guy who felt the need to dominate all conversation no matter the topic, assignment, or grouping of students, usually in a negative manner.
It became a source of frustration for almost everyone and several times there was an attempt by the intern or the instructor to redirect the discussion in a positive way. It was a clinic on how to effectively use positive redirection to basically shut the dude down to a more "appropriate" level of participation.
So here's a question as we work with students. I find myself writing and rewriting responses several times before I post because tone is so difficult to convey. TO achieve just the right amount of "firmness" or lightness, or whatever it is that is needed is challenging when there are no visual cues. Any thoughts?
Patti M
Re: Domineering Dude
Dennis Oconnor Feb 1, 2014 5:30 PM Tone is subtle.
Consider use of images or emoticons to make things more explicit.
Caution when using humor is a good policy as well.
Regarding the domineering dude... Sometimes a phone call can work wonders. If the fellow is tone deaf one to one verbal coaching can solve the problem.
You may have to coach this fellow privately for several weeks before he gets the message.
Dennis
Re: Domineering Dude
Laura Pearle Feb 2, 2014 8:09 PM Patti, I hear you! I've been in those situations, too, and the fact that it's the whole class (plus teacher, plus intern) also struggling makes the situation a little easier because you're not alone. When it's a class you've paid tuition for it's even more frustrating because you don't want to completely ignore someone and yet, emotionally, you do.
Dennis' suggestion about phone coaching does make sense, but I wonder what the next step would be if they don't respond. How much of a penalty do you give to "bad participatory techniques"? Can you fail someone whose work is otherwise exemplary?
Laura / Farmington
Re: Domineering Dude
Marilyn Fassett Feb 2, 2014 8:58 PM
How much of a penalty do you give to "bad participatory techniques"? Can you fail someone whose work is otherwise exemplary?
My questions is, is it part of the rubric or should it be part of the rubric?
At my grade level we always have to consider "bad participatory techniques."
Marilyn@ Long Island, New York
Re: Domineering Dude
Patricia Christian Feb 3, 2014 6:31 PM
A large piece of online learning is the discussion board. If participation is in the rubric and the student needs to respond to others who make comments on their post it would hurt their grade if that portion is weighted highly.
Patricia@LI NY
Too many posts
Eric Beckman Feb 4, 2014 9:47 PM Students are often conditioned that academic success is all about work completion, as opposed to meeting standards or doing higher level work. Maybe instructors need to be explicit that more posts is not always better. I grade f2f discussions in my AP history class I tell the students that whoever talks the most will not get the highest grade. Domineering Dude may be clumsily attempting to overachieve. In addition to the other suggestions here expectations and rubric should make the pitfalls of overposting clear.
Cheers,
Eric in St. Paul
SCENARIO 2
Oblivious "Olivia"
Patricia Morlock Feb 11, 2014 8:15 AM
You ever have that student who just doesn't seem to "get it"? I mean things like how to navigate the system, add a link or whatever, not be able to order the right textbook for some reason, fail to follow the rubric, (even after repeated reminders to check the rubric carefully and edit work appropriately), complete only partial assignments with the excuse of "not seeing" the other pieces of what to do. DO you A) chalk it up to first week jitters, B) be firm and grade accordingly C) Wait and see D) Other......
Patti M
Re: Oblivious "Olivia"
Patricia Christian Feb 11, 2014 10:00 AM
Is this oblivious "Olivia" a first timer in e-learning? I would chalk it up to first week jitters, be firm and restate the rubric guidelines in the general forum to all and wait and see what she does next. She may need to spend more time navigating the portal and become more familiar with where things are. I might even suggest that to her. You could also log in to see how much time she is spending compared to others. That would clarify quite a bit. I know on the instructor side of the track it took me some time.
Patricia@LI NY
Oblivious, lost or other issues
Monica Goddard Feb 11, 2014 11:58 AM
PatriciaI,
I agree with Patricia and it could be beginner Elearning/first week missteps. When I was adjuncting, I usually gave my students about a month to acclimate to working online. However, if it continues, you willl have to get a bit firmer. This is always the tricky part. I tended to bend over backwards to help these oblivious Olivia's, because I thought I was helping them. However, at some point they are adults and they need to step up to the plate and take responsibility for their learning. Maybe a phone call to the student would help both of you to clarify and solve the problem. Who knows they may have some personal issues going on.
Good luck
Re: Oblivious "Olivia"
Dennis Oconnor Feb 11, 2014 3:11 PM
Terrific advice so far in this thread. The first week is always high stress and hectic. Even veteran online learners get flustered and disoriented in a new environment. If the learner is a newbie it's even worse.
Work hard to establish an atmosphere where folks feel safe to ask questions.
Consider:
Offering corrections and advice in small chunks.
Calling the person on the phone and walking them through a process. You learn so much from a phone call.
Switch up modes. Use an audio message instead of a written communication.
----------------
OK now lets IMAGINE that we're working with a student in our program who is in their 2, 3rd, or 4th course. How would that change things?
Dennis in San Diego
A serial offender
Laura Pearle Feb 11, 2014 4:25 PM
I think my first step would be to speak with the program's administrator - were there any tips/tactics that previous instructors had passed along? What is the quality of this person's work (are we dealing with a real technoidiot but a genius in other areas, or is this someone who is trying to get a credential but doesn't have the skills in any area)? Is there any way to coach them, or to send them to a cybertutor?
If the technology skills needed have been laid out clearly, with something included in the rubric that can back up lowered grades, then the student should be aware of the problem and either doesn't care or doesn't have the tools to self-correct. If it's the former, I'd suggest breaking out the w(h)ine and chocolates before looking at their work or trying to help them!
Laura / Farmington
Domineering Dude
Patricia Morlock Feb 1, 2014 2:40 PM
In one of my classes, I experienced a guy who felt the need to dominate all conversation no matter the topic, assignment, or grouping of students, usually in a negative manner.
It became a source of frustration for almost everyone and several times there was an attempt by the intern or the instructor to redirect the discussion in a positive way. It was a clinic on how to effectively use positive redirection to basically shut the dude down to a more "appropriate" level of participation.
So here's a question as we work with students. I find myself writing and rewriting responses several times before I post because tone is so difficult to convey. TO achieve just the right amount of "firmness" or lightness, or whatever it is that is needed is challenging when there are no visual cues. Any thoughts?
Patti M
Re: Domineering Dude
Dennis Oconnor Feb 1, 2014 5:30 PM Tone is subtle.
Consider use of images or emoticons to make things more explicit.
Caution when using humor is a good policy as well.
Regarding the domineering dude... Sometimes a phone call can work wonders. If the fellow is tone deaf one to one verbal coaching can solve the problem.
You may have to coach this fellow privately for several weeks before he gets the message.
Dennis
Re: Domineering Dude
Laura Pearle Feb 2, 2014 8:09 PM Patti, I hear you! I've been in those situations, too, and the fact that it's the whole class (plus teacher, plus intern) also struggling makes the situation a little easier because you're not alone. When it's a class you've paid tuition for it's even more frustrating because you don't want to completely ignore someone and yet, emotionally, you do.
Dennis' suggestion about phone coaching does make sense, but I wonder what the next step would be if they don't respond. How much of a penalty do you give to "bad participatory techniques"? Can you fail someone whose work is otherwise exemplary?
Laura / Farmington
Re: Domineering Dude
Marilyn Fassett Feb 2, 2014 8:58 PM
How much of a penalty do you give to "bad participatory techniques"? Can you fail someone whose work is otherwise exemplary?
My questions is, is it part of the rubric or should it be part of the rubric?
At my grade level we always have to consider "bad participatory techniques."
Marilyn@ Long Island, New York
Re: Domineering Dude
Patricia Christian Feb 3, 2014 6:31 PM
A large piece of online learning is the discussion board. If participation is in the rubric and the student needs to respond to others who make comments on their post it would hurt their grade if that portion is weighted highly.
Patricia@LI NY
Too many posts
Eric Beckman Feb 4, 2014 9:47 PM Students are often conditioned that academic success is all about work completion, as opposed to meeting standards or doing higher level work. Maybe instructors need to be explicit that more posts is not always better. I grade f2f discussions in my AP history class I tell the students that whoever talks the most will not get the highest grade. Domineering Dude may be clumsily attempting to overachieve. In addition to the other suggestions here expectations and rubric should make the pitfalls of overposting clear.
Cheers,
Eric in St. Paul
SCENARIO 2
Oblivious "Olivia"
Patricia Morlock Feb 11, 2014 8:15 AM
You ever have that student who just doesn't seem to "get it"? I mean things like how to navigate the system, add a link or whatever, not be able to order the right textbook for some reason, fail to follow the rubric, (even after repeated reminders to check the rubric carefully and edit work appropriately), complete only partial assignments with the excuse of "not seeing" the other pieces of what to do. DO you A) chalk it up to first week jitters, B) be firm and grade accordingly C) Wait and see D) Other......
Patti M
Re: Oblivious "Olivia"
Patricia Christian Feb 11, 2014 10:00 AM
Is this oblivious "Olivia" a first timer in e-learning? I would chalk it up to first week jitters, be firm and restate the rubric guidelines in the general forum to all and wait and see what she does next. She may need to spend more time navigating the portal and become more familiar with where things are. I might even suggest that to her. You could also log in to see how much time she is spending compared to others. That would clarify quite a bit. I know on the instructor side of the track it took me some time.
Patricia@LI NY
Oblivious, lost or other issues
Monica Goddard Feb 11, 2014 11:58 AM
PatriciaI,
I agree with Patricia and it could be beginner Elearning/first week missteps. When I was adjuncting, I usually gave my students about a month to acclimate to working online. However, if it continues, you willl have to get a bit firmer. This is always the tricky part. I tended to bend over backwards to help these oblivious Olivia's, because I thought I was helping them. However, at some point they are adults and they need to step up to the plate and take responsibility for their learning. Maybe a phone call to the student would help both of you to clarify and solve the problem. Who knows they may have some personal issues going on.
Good luck
Re: Oblivious "Olivia"
Dennis Oconnor Feb 11, 2014 3:11 PM
Terrific advice so far in this thread. The first week is always high stress and hectic. Even veteran online learners get flustered and disoriented in a new environment. If the learner is a newbie it's even worse.
Work hard to establish an atmosphere where folks feel safe to ask questions.
Consider:
Offering corrections and advice in small chunks.
Calling the person on the phone and walking them through a process. You learn so much from a phone call.
Switch up modes. Use an audio message instead of a written communication.
----------------
OK now lets IMAGINE that we're working with a student in our program who is in their 2, 3rd, or 4th course. How would that change things?
Dennis in San Diego
A serial offender
Laura Pearle Feb 11, 2014 4:25 PM
I think my first step would be to speak with the program's administrator - were there any tips/tactics that previous instructors had passed along? What is the quality of this person's work (are we dealing with a real technoidiot but a genius in other areas, or is this someone who is trying to get a credential but doesn't have the skills in any area)? Is there any way to coach them, or to send them to a cybertutor?
If the technology skills needed have been laid out clearly, with something included in the rubric that can back up lowered grades, then the student should be aware of the problem and either doesn't care or doesn't have the tools to self-correct. If it's the former, I'd suggest breaking out the w(h)ine and chocolates before looking at their work or trying to help them!
Laura / Farmington