Learning All About Online Teaching

Click on the “Week # Post” to view each one.  Each week’s post is filled with my efforts – time and energy.  Over the weeks, I notice they become more sophisticated, less fraught with anxiety about the technology.  I put in significant hours each week watching the tutorials and reading the assignments and posting to my blog.  I took notes on all the readings and often times watched video clips 2 or 3 times (or more), until I really understood the content and process.  While I did make comments on colleagues’ posts, I didn’t have the most insightful posts, as the process was new to me.  I tested out facebook, Diigo, and Twitter, but I did not spend quality time on those sites.

Week 1 Post

Reflections:  My post is a brief introduction in which I share that I am a beginner when it comes to online teaching.  Reflecting back, I was really learning the basics, even the language was new to me, LMS, PLN, wikis, etc.

Week 2 Post

Reflections:  My post is honest and thoughtful and reflects a bit of lingering frustration as access was not so easy for me initially.  However, I was able to embed pictures into my blog for the first time, and I realize, “I think I can do this.”

Week 3 Post

Reflections:  In this detailed post, I am connecting the information from the week directly to my current classes.  I reflect on the links I use and create my first link in the blog.  I continue to practice embedding pictures into my blog.  I was pleased to be able to check out the sample classes online and I especially enjoyed looking over Pilar’s class.

Week 4 Post     2nd Week 4 Post

Reflections:  I spent a lot of time on the content in week 4, which is reflected in my lengthy post :).  I played around with formatting, and embedded a youtube video, added a link and posted a picture.  At this point, it is all still new, but I am doing it.  There is less frustration for me and I feel like I am catching on.  When I struggled with adding a link, I was guided by a colleague and re-posted the link successfully in the  2nd post for week 4.  I am becoming more independent and using the internet to search for help when I need it.

Week 5 Post

Reflections:  The quality of my post this week is creative and thoughtful (and lengthy again).  I have so much to write about as I think about all the elements that I would include in an online class.  I start to question the use of different technologies here.  I can see my process evolving, I am feeling overwhelmed by learning all the new technology, that my tendency is to want to lesson my technology load in hopes of decreasing my anxiety.  I am a bit reluctant to actually use twitter, even though I signed up for an account.  However, my post is insightful and loaded with content.  I continued to practice my skill of adding in links and pictures :).

Week 6 Post

Reflections:  The learning for me in week 6 is centering around having pedagogy for every class activity, and I discuss that in detail with examples.  I continue to explore different technologies (diigo) and recognize for the first time that students in online classes need extra time to navigate the course and assignments.

Week 7 Post

Reflections: The information on copyright and free resources was really eye opening.  I thoughtfully blogged about issues related to classes I am currently teaching.  I expressed concerns about academic integrity and plagiarism as well.  I continue to reflect on the material we read about each week and relate it back to my experiences in the classroom.

Week 8 Post

Reflections:  In week 8, I reflect on the many different resources available to online teachers, remembering that pedagogy should be your guide to the tools that you use.  I shared my own use of polleverywhere.com and how it really adds to the student learning.  I embed a screen shot this week and then try screencastOmatic for the first time.  I was grateful for the guidance I received from Joanne in uploading my video to wordpress.  Each week, I put a great deal of time and thought into this blogging process.

Week 9 Post

Reflections:  I learned about Survey Monkey and developed my first set of FAQ’s for my classes with this blog.  What a great exercise, really got me reflecting on how I present assignments to my class, even how I review the syllabus with them.  Is this the week we watched that brief Youtube video where MCC students talk about what you need to do as a student to be successful?  Love that video and will use it in future classes.  Here it is!

https://www.youtube.com/watch?v=SY0hCiZRev0

Week 10 Post

Reflections:  This was perhaps my favorite blog, filled with reflective thinking, insights, and application to real world.  I could absolutely identify with being a technology novice and the issues surrounding that.  I am reading the materials and as I do so, I am coming up with new ideas in my head, which I shared in my post.  At this point in the semester, I am feeling confident with the content and theory.

Week 11 Post

Reflections:  In week 11, I am really concentrating on my pedagogy, bringing in examples of what works and what does not work in the classroom based on my experience.  I share an example of an assignment I give, and talk about how I will improve upon this activity next time I teach the class.  I use a screenshot to display the assignment that I post on Blackboard.

Week 12 Post

Reflections: During this week, I reflect on my use of technology and collaborative/group work in my classes.  I am motivated to change some assignments for my next class into collaborative projects, utilizing more small groups and peer feedback.  I would like to add different elements into my class next semester, including students presentations using video or power point and having students run discussions.

Week 13 Post

Reflections:  I share my excitement for my insights in this week’s post.  I have a clear picture of what is working in my classes and what I need to add more of.  I learn that reflective thinking is crucial to deeper learning, and start to think of more ways I can incorporate that  into my classes.  Through readings and videos, I am starting to have a deeper appreciation for the use of twitter (and blogging).  I relate those things to what I am familiar with in the field of psychology.  I am using reflective thinking to understand these POT concepts :).

Week 14 Post

Reflections:  Building upon my insights of the importance of reflective thinking and meaningful, long term learning, I created a 6 minute Youtube presentation on The Use Of Blogs to Enhance Reflective Learning.  I enjoyed reading about the topic and demonstrated how these concepts can be used in my Lifespan Development class to make it better :).  When I watch my presentation over, I realize I sound nervous in the beginning, and slowly relax as I get into the presentation.  It is my first official Youtube presentation (other than the 1 minute sample earlier in the semester).  I hope I will sound more relaxed throughout my entire recording next time I do this.  I benefited greatly from taking this class.  “The more you put into something, the more you get out of it.” – So true!  I am more aware of and focused on theory, collaborative student learning, the importance of reflection, and of course the technology all around.  Also, “the more you learn, the less you really know.”  I realize that I have a lot more learning to do in this field.  I am eager to jump in and teach in the online field.

Click here for my Youtube Presentation

                      OR

click on the Youtube video below

https://www.youtube.com/watch?v=B5uvbhS1Jyw

Using blogs to enhance critical thinking 

Using blogs and others elements as constructivist learning tools

Cooperative learning group activities

Reflection in service learning and assessing levels of reflection

Something “clicked” for me through this weeks readings and videos.  I feel like I am “figuring this all out,” “seeing the big picture,” “it’s all coming together.”  While at the same time, I realize that the more I learn, the less I really know.  Where am I at right now?  I am excited and eager to jump into this further.  About 4 weeks ago, I was frustrated, not really seeing how the online environment could benefit my students, and not really seeing how I could possibly enjoy the process of teaching online.  So, what I walk away with this week is the beginning of “the big picture.”  I have more clarity in terms of what I feel is really a recipe for success in my f2f classes.  I enjoy the concept of the flipped classroom.  While previously, I have relied heavily on my students to read material from the class textbook, I am more open to and aware of other sources in which they can gather their information (videos, online articles, research…).  Then, once they have gathered their information, we can assemble in the class to apply it in some meaningful way (less lecture, more active involvement).  One thing that I have been missing is this element of reflective learning.  I have them reflect on what they think about material before coming to class, but I have forgotten to have them reflect afterwards.  I just assume the exam or paper takes care of this.  However, I think they would benefit significantly from class time dedicated to reflecting – whether it is on the topic, assignment, class activities, etc.  My background is in clinical psychology and I have been teaching for over 15 years.  To me, the process of blogging or even twitter is a bit like what we would call peer supervision, which is an important professional activity in clinical psychology.  Through blogging or twitter (or whatever medium you use), you are able to think about your processes in the classroom (both your successes and failures) and rework them, make them better.  Just by spending the time thinking about it in an effortful manner will be beneficial.   Then, to get positive encouragement and support, and guidance, makes the process that much richer.

Now, I need to start to think about ways that I will act on these new insights….

For my presentation, I would like to focus on the online material available to enhance our classes (in both online and f2f classes) and/or the role of reflective thinking in learning (in both online and f2f classes).  These are 2 different things that will certainly change my teaching.  For this class, week 6 is “Coming Together: Student Activities” which includes a focus on multiple learning opportunities and the importance of reflective learning.

While I teach face to face, I definitely incorporate technology into my classes, in various ways.  I use Blackboard to post all assignments, the syllabus, outside readings or videos, lecture notes (PPT) for each class, office hours, and grades. After this class, I will utilize even more.  What I don’t use enough of is group work/collaborative learning.  I do have these activities, but I am leaning towards adding even more.  Reflecting upon those activities, they are class periods that I enjoy and I can see the students become more lively.  In George Siemens post on theory and MOOCs, he discussed the term “resonance.”  This made a lot of sense for me and I can see this when my students are given collaborative activities.   It is hard to gauge whether students are really taking in the content during lectures. Yes, there are always those students who actively participate, but I am always wondering about my more quiet students.  This is why it is so beneficial to do collaborative work where students are applying and demonstrating their understanding of the content.  It encourages students to come to class with homework/readings done, so they are ready to work. This fosters “autonomous and self-regulated learning.”

Two ideas that were discussed in ch 13 are ones that I will likely incorporate into my classes.  I think that students would benefit from using the web for student presentations (PPT, videos, etc).  I also love the concept of having students take turns facilitating discussion groups.  I wonder if I could make that successful in my f2f classes?  When I teach online, that will definitely be a great teaching tool.

I am leaning towards creating  4-5 minute intro video on the week 8 topic of creating class elements.  I can say that utilizing different elements in class has really added to the dynamic nature of my classes.  When I tie pedagogy in with technology and creativity, good things happen in class.

This little phrase means so much.  Do we, as teachers, stand at the front of the class and lecture the material that students have just read for homework?  While I want to shout, “no!” the honest truth is, “sometimes, yes!”  In my experience teaching at MCC over the past 15 years, sometimes this is really helpful and the students benefit, and you can see the material “sink in,” the “aha moment.”  And, sometimes, it is a terrible flop, boring, students look like they are trying for force their eyelids to stay open.  I am pretty receptive to these kinds of bodily cues and try to switch things up if I am losing people in lecture.  I have some great activities in my “tool box” of teaching, that have taken a lot of creative thought and time to come up with.  I require my students to memorize certain things, which they are tested on (beginning psychology classes) and we also integrate theory into discussions.  In essence, we create a foundation of knowledge and then apply that knowledge to the world around us, real situations.

There is not one right answer or one best way to teach or one best method to use, because there are so many different kinds of learners.  Technology will be increasingly incorporated into mainstream education and we need to continue to find better ways to motivate students, and to get through to them – “the human touch – the magical connection.”  Sometimes some things will work great for some students, while others just feel lost.  I can think of so many of my own examples.  Mostly, I have students who come to class ready to do activities based on the reading they did for homework, while others come to class not having read and really need the lecture so they have a basis from which to start the activity.  I tell students, “make sure you do the reading and be ready to jump into our class activity” to encourage them to come to class ready to go.

Whether in an online class or f2f, what you put into it, is what you get out of it.  You must put in the individual work first, to be able to benefit from the group/collaborative experience.  If a student isn’t motivated or disciplined, they will struggle in both settings.  In the best case scenario, students would benefit from collaborative work as it is engaging and requires them to apply what they have learned.

See below for an example of an assignment.  Next semester, I will have students do the obesity theory paper in groups, allowing them time to discuss their thoughts.

Obesity Theory Assignment

Of all the readings this week, the one that spoke to me the most was Lisa Lane’s (2009) Insidious Pedagogy //firstmonday.org/ojs/index.php/fm/article/view/2530/2303 

The message…don’t let the technology at hand (CMS or LMS) dictate your pedagogy.  Unfortunately, for those like me (novice in teaching online) it seems that may be the trend, see what technology is out there and then use those tools in teaching.  (For example, at MCC we have Blackboard, so how can I use the Blackboard tools to teach my concepts?)  As opposed to the other way around, approaching teaching from the pedagogically rich perspective; What are our student learning objectives? What are some of the most effective methods for teaching? and How do we translate those into an online environment?  However, even the assigned readings from Ko and Rossen demonstrate the issue that Lisa highlighted in her article.  E.g., they suggest useful ways to stimulate participation, rather than emphasizing the bottom up approach, what concepts do you want to teach and what is the most effective way to do that?

In the article, Lisa states that the way we solve this problem is to allow web-novice teachers to choose their CMS.  This is an excellent approach, and I think it can be enhanced.  Offering mentoring opportunities would be a great way to address this issue.  This class is an excellent example of a mentoring opportunity, while it also teaches technology.  Another mentoring opportunity, would be to offer a f2f small group opportunity for Web-novice professors to meet with a seasoned online professor, who could offer guidance and direction.  I agree that web-novice instructors try to decrease their cognitive load by limiting use of specific software, but this class is a great way to decrease that issue.  It really allows us to experiment online in a safe environment.

In conclusion, training opportunities for online teachers is crucial for quality of education to be maintained in a online environment.  Essentially, pedagogy needs to be the basis for technology and overall class design.  Providing more opportunities for training/mentoring from that perspective would benefit professors, students, and learning institutions.

I liked that the readings were succinct this week.  Here are the FAQ’s I created for my f2f Psychology 101 class. This is another assignment that I really enjoyed.

Frequently Asked Questions – Psychology 101

What book do we use in this class and what if I don’t have it when the semester starts?

Class Text:  Psychology, by James Nairne; Sixth Edition. Publisher: Wadsworth/Cengage Learning; Student Copy ISBN: 978-1-111-83101-1

If you do not have the text prior to the first class, you will find a copy of this text book on Closed Reserve in the MiraCosta library.  That means you may check it out and read it, but it must stay in the library.  Please note, there are only 2 copies in the library, so it may not be available when you need it.

Can I turn in late assignments?

Yes, my policy is that you may turn in late assignments up to one week past the due date.  If an assignment is turned in late, 2 points will be deducted, unless otherwise stated.

If I miss a class, how can I tell what I will need to make up for that day and how will I know what the homework is?

Simply look to the class syllabus for the date of the class that you missed.  The pages we cover in class through activity, lecture, or small group work will be listed as “IN CLASS ACTIVITY.” Homework is posted under “Homework due next class” section (see example below of screenshot from syllabus).

If I email you, when should I expect to hear back?

 I will check my email every other day, so you should hear back within 48 hours.  I will always reply to email, so if you don’t get a response, please check that you have the correct email address  lolsonbermudez@miracosta.edu.

 What if I miss a test?  Can I make it up?  What do I do?

 You need to email me as soon as you know you will miss an exam.  I will send a copy of the exam to the Academic Proctoring Center (APC). Once I receive email confirmation from the APC, you will receive an email from me directing you on how to set up an appointment to complete the exam.

Ch 9 from the text gave a lot of information for resources.  I need time to go through and check some of these out, especially Flickr and Jing.  If I can figure out how to upload from Screencast-O-matic, I think that will be useful (see below for explanation).  I like the tips for designing web pages, these are all good guidelines.  They caution about having too many web links on one page as well as not to use too many font sizes.  There are soooo many resources listed, that I will have to remember to have a pedagogical purpose behind each tool I use.

Currently,  I use polleverywhere.com in my f2f class, and it is a great tool in the classroom.  Students seem to enjoy the use of their phones in the class, maybe this deviates from the norm.  🙂  I usually put them into small groups and have them debate a question, that doesn’t always have one right answer.  Then, using their phones, they text in their answers (one answer per group), and the results are up on the screen in class, so students can immediately see what other groups have answered.  This is a great way to stimulate discussion and thought in class.  Here is a screenshot of www.polleverywhere.com that I use in class

Rather than lecture the differences among this terminology, I have students debate the issue, telling them to use their text books and any other sources (google, etc) to answer the question.  After they answer, I share what my answer would be.

Here is a screenshot that I took when I hit a snag trying to upload the screencast-O-matic audio to WordPress.  I saved my brief one minute sample audio, but then couldn’t upload the file to WordPress.  What I thought might be easy, wasn’t so easy.  I think once I practice this a few times, it will come a bit faster, but for now, I feel like a SLOW learner.  Any tips?  If I can figure out how to embed the screencast-O-matic, I will do so!!!! 🙂  Thanks.

Thanks for your guidance, Joanne!

https://www.youtube.com/watch?v=NJEMGR9jjXg&feature=youtu.be

Reading Ko and Rossen (Ch. 8), and watching the TED Talks video by Larry Lessig (as well as the other online resources) really opened my eyes to many issues surrounding copyright that I had not previously spent too much time thinking about.  I don’t show movies in my classrooms (other than brief Youtube.com, Films on Demand, or Intelecom clips) and we mostly use the class text book, with some supplemental articles online as outside materials.  However, I realize, that this is an important issue, that I need to consider.  I found myself doing the mental checklist, (“nope, I don’t do that, so it’s all good”) as I was going through the material.  But, I have to check myself, and it opens up some questions for me.  I do show a documentary on one of my classes, is that copyrighted?  Do I need to get approval?  I think I will check into that.

I look at how much students in my Psychology 101 class pay for their text book, $246.00.  This is outrageous, and some of them clearly cannot afford it.  I love the idea of free ebooks being posted online and approved for use in our classes.  I briefly searched and there did not seem to be a good fit for my class, but this really opened my eyes.  I did not know these resources were even available!

I really appreciated reading about web accessibility and I believe it is important to make sure our online classes are sensitive to students with special needs.

Lastly, encouraging academic integrity is an important issue in education.  In my f2f classes we review the concept of plagiarism, they watch a brief informational video on it, and they have a simple 10 point assignment where they have to cite a couple sentences.  Even with all this, I still have students plagiarize throughout the semester.  Does anyone have any great methods or tools that seem to be effective in teaching students to avoid plagiarism?

I started working on the mind map, but will need to continue to work on that :).  I am interested in hearing who uses the mind map and how?  Thanks!!