Three online classes I viewed and enjoyed among others:

☞ I like the class designed by Janeen Apalatea: similar to Blackboard in regards to the layout and very clear for anyone accessing it. I like the divisions on a weekly basis and the sections to the left with “student ressources,” etc. I do some similarity with my own Blackboard. More details than mine, of course since it is an online class.

☞ Trisha Hanada-Roger: very rich in information. I am very impressed by the number of files, images, etc. which are part of this online class: the sky is not the limit about this course: I see it as being very complete for online students or just any students curious to know about dances all over the world  (extra credit opportunities, dance videos, shared discussions about various topics, tutorials, etc.) There are aspects of it I could learn from if I ever design an online class in the future.

☞ Jean Proppe‘s class was very good also: all the field trips were listed with very good descriptions about each one.

The three courses use the same format: the weekly layout, which I like very much. It is clear and you know what to expect to do. I use this but I also give myself more options: a mix bag of weekly, daily tasks and the entire semester ➸ the latter focuses on titles of assignments but details are given a few weeks before as we get near to the due date).

Ideas after viewing these online classes: planning a class ⬇

I would need to prospect some new technology:

Jing, Moodle ressources MLS and the directory structure to manage files on T. Hanada Roger’s class. The chat room also is something I never used in Blackboard but having a hybrid class, I have not contemplated the possibility or even the desire to use it. My students at the present time do not want an online class because it is simply not the purpose for now but I might add a few more things for “testing” purposes.

I now need to make some research about Jing, Flicker and other online help. I am not sure what to use yet and what can be really useful and easy for both the the teacher and the student.

Chapter 3 “Teaching online” on how to build a class:

➸ The feedback is very important: how to improve a class by asking students what could be better to make it “profitable” to them. The feedback from the teacher is essential but asking students what they think is too. Individualized comments on specific assignments and general comments as well for the entire class for the same assignments also so that students can see that the teacher cares about each individual and for the entire class as well. It also shows what other classmates do or think. Community effort.

➸ Ideas on group projects / assignments: to start them early is an excellent option besides the individual projects. It is clear that both are essential to an online class.

➸ The section on “Redesign from longer to shorter:” the tendency to say and to add too many subjects should be cut down whenever necessary. You don’t want to overwhelm students by throwing too much at them: it is a question of selecting the right material. One topic can be chosen without adding several sub-topics, which could be redundant.

Being practical (what to add, what not to select) and understanding the purpose of the class (what I want students know about my class) are the essential keys.

Francophone culture in the world

Link to  knowledge: http://www.frenchteachers.org/bulletin/articles/culture/onteachcult.pdf

Pedagogical goals and objectives for a  class:

A couple of  objectives among others I have for my class  are the following and which I always present each semester :

1- Web-based researchs (by group and individual works)  to make sound comparisons between European and American cultures or from other countries (having a multicultural class, I tell students to also compare European  culture to their own if different from American culture).

2- Engage students in meaningful exchanges with foreign college students through letters and a blog. These written exchanges offer different views on various topics of life ranging from music, education to how people of all ages live in different countries.

➳In the tutorial under “Design Elements”, I would put these two objectives in the “Tool” section. These two objectives  would be labeled in the “Component of course, as “posted writings.”

I was looking in the tutorial at the different storyboard designs : I find them similar to Blackboard where I already do a mix of day by day and weekly assignments.  I also post in advance (as reminders) the “big” assignments for the entire semester.

But after looking at Lisa Lane’s self-paced “Where the hell do I start?” I now think that I should add auditory cues to make it more “interesting” and not just visual cues.

A) I spent some time on the “Beginner’s Questionnaire” this week (I scored 13 pts.) and I was hesitating on some of the questions thinking that not just one answer would be the correct one.

Breaking it down, here are my results:

• Interest in material: #3 “The small group…” is definitely the appropriate answer but I would like to give a try to the answers 2 and 1 where students  can be given choices also. I am now thinking of implementing these new ideas as to learning new material on a different angle. Possibly a mix of these three could lead to “perfection”………
• Content: I once again go towards the small group discussions, # 4. This is always one of the right answers. BUT #4 is what I always do too! Based on my own experience, students need some directions given by their instructor so they know where they are going based on the learning material from the educational website connected to the book we are using. Hopefully….
• Roles: #5 is my favorite number! That is the instructor’s role: control of the knowledge primarily. I am still open to other horizons also: meaning in this case that #3 makes students responsable in part of their knowledge. It is a team work after all.
• Assessments: This is the question, which gave me some “problem” in regards to choosing one final answer: I agree with the three answers. When I set up a test, I want to cover the facts (what we learn in class) , the application of skills (applying what we learned in class by discerning the difference between the correct and incorrect answers) and the learning process (obviously linked to all we do in class). These three answers are connected to each other. When students learn a foreign language, for instance it is not just about the grammar and the vocabulary: students also show how they think, how they envision certain concepts, ideas via essays.

B)  POT Getting Started Chart

Here are the options I chose, which reflect my teaching method:

I need some help at various times not thinking that I know everything!

Blackboard is the tool that I use daily but some students don’t use it daily, though….My main worry at times! It is an excellent tool when used properly in an effective manner to make the learning process enjoyable and fun.

Blackboard is the tool where I insert various contents: for instance, quizzes from different Internet sites, material for the onsite class and students can always go back to them at their leisure.

I insert my free (no fee) external blog via NING, a cultural interactive place for my students at Miracosta but also for students overseas (the latter is a brand new idea put together this week with a college in Europe). More details below about my blog.

My class is a typical hybrid one: using Websites I find useful for my students, Blackboard and on site teaching.  One can say that I also lecture about grammatical concepts but always directing myself towards students with group work and individual assignments as well. I like a combination of lecture (some; not for the entire class) and group work. Good basic foundation.

I very often use videos to implement new points (culture, grammar, vocabulary) besides what using the assigned book. I like diversity and I want to avoid “complete” boredom to my students….Learning is a community effort involving everyone: the instructor and the students to make it perfectly balanced and worth learning. The students’ horizon is not just contained in a classroom but it especially reaches elsewhere: the world basically!

On that same note, I took a workshop at an Apple store recently and one of the technicians was telling me about these educational websites from MIT, Harvard and others. I saw some excellent videos to apply to my class. Just to say that new ideas just don’t stop on my “porch:” they go much further!

Blog: I started this new concept of learning strictly about culture to contrast cultural facts between Europe, The US, South America, Mexico and Asia. Not all discussions cover all the different continents each time there is a new subject to discuss about simply because it is all based on the origins of my students. The American culture prevails since the majority of my students are from the States.

My week 2 is finished!

Oceanside museum of art, 2011 during art reception for 1st annual photo contest.

A bit late, so sorry….

Getting to familiarize myself with POTCERT: this is  a new adventure for me.

Bonjour tout le monde  /Hello everyone,

My name is Danièle Arnaud and I am from Nice, France. I have lived in France for many years and I went to school there but I did my graduate studies at UCLA in Los Angeles. I go back to France almost each year, lucky I am!

Now it is time to catch up with my reading with the “Practical guide on online teaching.” I have the 1st week to catch up with….

I read Rachèle de Meo’s introduction and it is nice to know better our work colleagues, who are interested by POT as well .

See you soon for Week 2 on POTCERT!