I think it was very valuable to do the in class exercises and share sample ways to solve problems thru the online communication. I do teach partially online and often deal with some of the specific problems mentioned in the exercises. Some of the strategies, wording, policies, class structure, etc. make sense and can be directly applied to what I am doing. Such as asking for a reply if you have received the message, asking for other views, or offer additional time and ending the message with an open-ended question.
A lot of the problems we talked about had to do with technical problems and making sure to alleviate student frustrations.
In some of the responses and the instructor comments I found them to coddle the student too much. I know I would not stay up until midnight to ensure a student doesn’t have technical problems. Being on both the instructor and student side I firmly believe that the student should be in charge of their own learning. This fits in with the student-centered approach that is emphasized with this style of learning. Babysitting the computer for those students who wait until the last minute is frustrating to me, as an instructor/facilitator!! As a student, I am one of the worst dealing with procrastination, but I know it is my responsibility as a student to set aside time to work on my assignments and submit them in a timely manner.
I also found it great to go through some of the details of Blackboard. I have used Bb from the student side for about 5 years. I have only had the opportunity to use the system from the instructor side of it for just over a year. I have taught myself how to use the control panel and am still in the process of learning to use all the tools. So, viewing some of the options was helpful.
One of the issues I have noticed with the premise of this style of learning – asynchronous – mentioned in the book is the idea of your students being all over the world, in different time zones, speaking different languages, with differing points of view, motivations, etc. This is a huge issue and a new concept for me to get my head around. I teach online synchronously, so I can directly communicate with my students. This semester will definitely broaden my horizons, not only with the course, but developing my own course online in an asynchronous environment.
Monday, September 24, 2007
Wednesday, September 19, 2007
Online Facilitation
Online Facilitation requires the “teacher” to take a more advisory role. The teacher is no longer the “sage on the stage”, but the “guide on the side.” This style of teaching is definitely more learner centered. The learner has a lot more responsibility for his own education. This may be a very difficult way for most teachers to teach. We are taught mainly a teacher centered approach when in undergrad and earning our certifications. The higher education facilities that are preparing teachers may have to start including more varied teaching styles – especially with the online experience requirement that our public school students now have. We are going to need someone to teach these classes and deal with students who are learning in these environments.
One of the issues I have with online courses is the isolation. This problem can be counteracted with the idea that facilitators will have to make sure that the interaction between students and themselves is very robust. But then how do you measure those interactions?
I also have issue with the idea of team building or groups – most of us in graduate programs have enough problems when working with groups face to face, let alone to add the additional layer of asynchronous online “interaction.”
This is another responsibility that the facilitator has. So although the student has more responsibility for their own learning, the facilitator now takes on additional roles of team builder, guide, motivator, technical support, etc, etc, etc.
Salmon’s five stages help with some of these tasks and turn over some of that responsibility back to the student. The first few stages make a lot of sense to me – making sure that students are able to access and use the technology and start getting comfortable in the environment. There are, of course, problems with this too. Unless you have a cohort group, your learners will come in at very different stages and comfort levels (as is true in f2f courses too). The motivation and socialization are very important steps too. Students have to know the “why” am I bothering with this modality of learning, other than the convenience factor. I think the socialization aspect may be easier for our students who are growing up in the social networking environments.
One of the issues I have with online courses is the isolation. This problem can be counteracted with the idea that facilitators will have to make sure that the interaction between students and themselves is very robust. But then how do you measure those interactions?
I also have issue with the idea of team building or groups – most of us in graduate programs have enough problems when working with groups face to face, let alone to add the additional layer of asynchronous online “interaction.”
This is another responsibility that the facilitator has. So although the student has more responsibility for their own learning, the facilitator now takes on additional roles of team builder, guide, motivator, technical support, etc, etc, etc.
Salmon’s five stages help with some of these tasks and turn over some of that responsibility back to the student. The first few stages make a lot of sense to me – making sure that students are able to access and use the technology and start getting comfortable in the environment. There are, of course, problems with this too. Unless you have a cohort group, your learners will come in at very different stages and comfort levels (as is true in f2f courses too). The motivation and socialization are very important steps too. Students have to know the “why” am I bothering with this modality of learning, other than the convenience factor. I think the socialization aspect may be easier for our students who are growing up in the social networking environments.
Tuesday, September 11, 2007
Welcome to my blog!!
This is my first blog.
I often use blogs as an example of a way that my students can use online tools. I have even suggested and looked at blogger.com. However, this is the first time I have actually started and kept a blog.
I am actually very bad at keeping up with something like a blog. I have a problem with procrastination. I am more about the immediate, the now. Get a specific task done and move on to the next. Keeping up a blog seems like wasted time to me. Maybe this runs back to those junior high days where we had to keep a journal every day – yuck :(
I often use blogs as an example of a way that my students can use online tools. I have even suggested and looked at blogger.com. However, this is the first time I have actually started and kept a blog.
I am actually very bad at keeping up with something like a blog. I have a problem with procrastination. I am more about the immediate, the now. Get a specific task done and move on to the next. Keeping up a blog seems like wasted time to me. Maybe this runs back to those junior high days where we had to keep a journal every day – yuck :(
I know some people find it very valuable and maybe with this specific purpose and our online community I may change my mind. As I said, I have never blogged before, it will be nice to have the actual hands-on example I can relate to my students. My students are classroom teachers. They are dealing with a lot of the new technologies like blogging, social networking, and all the web related content that is new to them but taken for granted by their students. Using these tools may help these teachers reach their students in new ways.
I am interested to learn about the new strategies and techniques for teaching online. I am in the process of transforming a course I currently teach from a hybrid course (50% onGround and 50% online in a synchronous environment) to a completely online course. I have not decided if the course will be asynch or synch (or a blend). Hopefully, through this course I will learn some specific strategies which may help me make my decisions. I am glad that this course will directly apply to my work.
I am looking forward to a great semester!!
-Stacey
I am looking forward to a great semester!!
-Stacey
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