Create a new post on your blog about your reaction to the video. What did you come away with? Did anything surprise you?
The students who responded in this video all generally said the more the merrier. They prefer detailed one-on-one feedback from their instructor or tutor. They said that discussions, e-mail, and blogs are all helpful when critiquing student work. Many students complained about shoddy feedback such as just giving marks or a grade rather than sentences or discussion about the material. Students also seemed to want to know what to do with the feed back meaning can they apply what is given to make their work better. Some students can do this on their own, but some wanted assistance. Also, students seemed to want to hear positive criticism and explanation for exactly which parts of the assignment are being referred to. The information that I come away with is that details are important and if I'm going to spend time giving feedback then it should be detailed with positive criticism. I'm not surprised at anything the students said, I would want the same from any instructor.
Sunday, May 23, 2010
Discussion Boards
The articles listed below both reference how to appropriately use a Discussion Board in an online setting. Benefits of using a Discussion Board include that due to the reflective nature students often learn more with this type of activity. Students are often asked their opinion and must use evidence to support it giving them the ability to take a stand on a certain subject. Since the student is ‘behind the screen’ and cannot be seen they tend to participate more so than they would in a classroom. With all students participate a community is sensed within the online environment which builds trust among the learners. The second article lists and describes several methods used to set up a quality learning environment in a discussion board. For example, give a rubric that sets up expectations within the course and keep the descriptions within short paragraphs that the students will not be overwhelmed with. Also, if students are put into groups then they muster up a sense confidence in their response because they know that only 4-7 other students are going to read their post. Also, it makes them want to learn and own up to what they know so that they ‘look good’ when compared to the other students.
These articles benefit educators because they show how to build confidence and ownership of learning among student groups. This is a challenging task however, the steps in these articles are simple and easy to follow. I would recommend both articles for other educators because they clearly state the objectives of the articles to the left which makes it easy to pull the main ideas from. One example includes the following statement, “encourage your students - especially those who do not normally speak out in class.” (ATC 2010) This statement is listed to the left of the page and clearly summarizes the main idea for the story to the right. I don’t feel that the articles did a very good job discussing how an instructor is supposed to reply and post in a student led discussion board. This article would benefit from a list of comments that could be used by the teacher in a discussion board.
These articles benefit educators because they show how to build confidence and ownership of learning among student groups. This is a challenging task however, the steps in these articles are simple and easy to follow. I would recommend both articles for other educators because they clearly state the objectives of the articles to the left which makes it easy to pull the main ideas from. One example includes the following statement, “encourage your students - especially those who do not normally speak out in class.” (ATC 2010) This statement is listed to the left of the page and clearly summarizes the main idea for the story to the right. I don’t feel that the articles did a very good job discussing how an instructor is supposed to reply and post in a student led discussion board. This article would benefit from a list of comments that could be used by the teacher in a discussion board.
The Online Community
Let me set up this scenario for you… you enroll in my online class unsure of what to expect and scared that you may be unsuccessful. There are many steps that I am going to take to make you as the learner comfortable. First of all my site will have a clear set of rules that you and I follow within the syllabus. This will be present 24 hours a day to review. You will always be able to contact me and should expect a response within 24 hours if not sooner. My response will guide you to the answers that you seek whether they be technology or content based. There will be time for you to get to know myself and the other learners through activities, blogging and e-mail contact. I expect for each student to gain content knowledge from this course.
The articles listed below gave me some ideas about how to accomplish this wonderful online classroom persona. “It is up to the online facilitator to set the tone for the online course so that learners are comfortable enough to interact and build relationships with other learners, including the facilitator” (Vasquez, 2003) As I mentioned before, it is important to have consistency in the classroom and it is meaningful to propose a set of rules. These rules lay the basis for any classroom. Secondly it is important for the students to feel emotionally attached and to be involved educationally. Ice breakers can be used to involve all students from day one to ensure relationships pursue throughout the course. (Virgil, 2002) Last it is important to show students who you are. You can do this through e-mail, blogging, and in person. As you would in a face-to-face classroom it is important to include all students and give detailed answers when responding to each and every student.
These articles are helpful to any teacher who is starting out in a classroom and/or online. They would be helpful to returning teachers as well because they set up a sense that the environment of your ‘classroom’ is just as important as the content material. From personal experience a student who favors a specific teacher or subject is more likely to succeed in that classroom. I would like to have read more material about how to conduct ice breakers in an online format. This article was particularly unhelpful. However, I would recommend each of the three articles to anyone who has never taught an online course before. They can easily be used to set the stage for the teacher and learners in an online environment.
Bibliography:
Holman, Janice. Bridging the Divide: From Outsider to Insider in Online Learning. 2007.
http://www.cvc.edu/2007/03/bridging-the-divide-from-outsider-to-insider-in-online-learning/
Varvel, Virgil Jr. Icebreakers. 2002. http://www.ion.illinois.edu/resources/pointersclickers/2002_01/index.asp
Vasquez, Martha. Your Online Voice: How can you set the tone? 2003.
http://www.eschoolnews.com/2003/11/01/your-online-voice-how-can-you-set-the-tone/
The articles listed below gave me some ideas about how to accomplish this wonderful online classroom persona. “It is up to the online facilitator to set the tone for the online course so that learners are comfortable enough to interact and build relationships with other learners, including the facilitator” (Vasquez, 2003) As I mentioned before, it is important to have consistency in the classroom and it is meaningful to propose a set of rules. These rules lay the basis for any classroom. Secondly it is important for the students to feel emotionally attached and to be involved educationally. Ice breakers can be used to involve all students from day one to ensure relationships pursue throughout the course. (Virgil, 2002) Last it is important to show students who you are. You can do this through e-mail, blogging, and in person. As you would in a face-to-face classroom it is important to include all students and give detailed answers when responding to each and every student.
These articles are helpful to any teacher who is starting out in a classroom and/or online. They would be helpful to returning teachers as well because they set up a sense that the environment of your ‘classroom’ is just as important as the content material. From personal experience a student who favors a specific teacher or subject is more likely to succeed in that classroom. I would like to have read more material about how to conduct ice breakers in an online format. This article was particularly unhelpful. However, I would recommend each of the three articles to anyone who has never taught an online course before. They can easily be used to set the stage for the teacher and learners in an online environment.
Bibliography:
Holman, Janice. Bridging the Divide: From Outsider to Insider in Online Learning. 2007.
http://www.cvc.edu/2007/03/bridging-the-divide-from-outsider-to-insider-in-online-learning/
Varvel, Virgil Jr. Icebreakers. 2002. http://www.ion.illinois.edu/resources/pointersclickers/2002_01/index.asp
Vasquez, Martha. Your Online Voice: How can you set the tone? 2003.
http://www.eschoolnews.com/2003/11/01/your-online-voice-how-can-you-set-the-tone/
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