Learning All About Online Teaching

In reading chapter 7 (Ko and Rossen), as well as reflecting on the slidecast presented by Lisa, some things really stood out for me.  There are so many different elements that we can include in an online classroom, but I keep coming back to what Lisa talked about, having a pedagogical purpose behind each activity/assignment you give and each online tool you use.  I like the idea of using both

1. Blackboard AND
2. A Blog

in the courses I might teach online (psychology).  Using the Discussion Board in Bb allows for students to give each other feedback and creates community.  Using a Blog set up by the professor, gives each student a chance to respond to information posted by the professor.  I agree that it is necessary to give students direction and guidance on what makes a good post, including a grading rubric with samples of good and bad posts.  It is also important to keep in mind how much time it may take students to find links, form thoughtful, reflective responses and input those comments into the online class activity.

Some creative elements that would be great for an online psychology class include using reflective writing assignments (tie the information from the class to your personal experiences), using case studies or scenarios to explore information, even adding the element of debate into the class (do vaccines cause autism? http://ajp.psychiatryonline.org/article.aspx?articleid=668180 ).  (VERY important to tie learning objectives into assignments or activities).

I am curious to know how many professors use peer evaluations as part of the student’s grade in an online class?  That is not something I currently use in my f2f classes.

I created an account on diigo and bookmarked an article.  I wasn’t able to make notes or highlight the article.  I will probably create links on Bb in my online classes, but I would like to explore diigo a bit more.

There were many elements of creating community & time saving tips that stood out from the readings and videos from this week.  I do not teach an online class yet, but I would like to include the following bits:

1. Engage students early by posting a welcome video with detailed instructions at the entrance point of the course or by email.
2. Post a couple brief, informal videos throughout the semester (personalizes the class a bit).
3. In transitioning my class from on-campus to online, I may have to decrease the number of assignments I assign.  I will have to look closely at my learning objectives and make sure I keep the most important assignments.  I don’t want my students to miss out on any learning opportunities.  I really enjoy the focus on pedagogy through this class.  I think it will make me take another look at my on-campus classes and make them better.
4. I would organize my online class by week (not topic) and establish a rhythm by having assignments due at the same time each week…reading each week is due by Sunday at midnight, do learning activities (handouts or quizzes or papers) by Wednesday at midnight, post reflections by Friday at midnight.  Then, start the next week over with the same pattern.
5. I would allow them to see the reading assignments in the syllabus at the beginning of the semester, but I would not post weekly assignments until the beginning of each week.
6. I would include both a downloadable/printable syllabus and an online syllabus with live links.
7. I agree that it is important to have more than one form of graded assessment – papers (research and personal reflections/thoughts), quizzes, tests (essay and multiple choice), poster presentations, simple handouts to augment learning…etc.
8. I agree that students should always track their grades online in the Blackboard gradebook.
9. Communicate appropriate expectations of when your are available to students and what the best way to reach you is.  “I check email everyday, and will try to respond within 48 hours.  Make sure you include your class number (Psyc101, Student Name) and student name in the subject line.”
10. From the videos…. what really stood out for me…”there are many ways to get it right,” “place is important – just different.”  When you start out as an online teacher, focus on the teaching, not just the technology – being good enough is enough and expect to get better over time.   Your pedagogy should shine in your class, not just your technological skills.  Be simple, direct, and straightforward.
11. Encourage students to answer each others questions, not just to wait for the teacher to respond.
12. Good idea to have pre-written email for crashers at the beginning of the semester that you can just cut and paste.  You can do this with grading papers too (cut and paste common comments) – or better yet, use audio comments to save time.

Here are some questions I thought of when going through all the readings and videos:

1. The biggest question I have is about group work.  I have students engage in the classroom in group discussion and cooperative learning activities.  I have not yet had them peer review or do collaborative group projects.  I teach beginning psychology classes.  It seems that in the online classes, group collaborative projects are often used.   Again, with my focus on pedagogy, how important is peer review or collaborative group projects in the online class?
2. If I want the students to work in small groups to help each other complete handouts/quizzes, would I divide them into small groups and then let them work away?  Do you give the amount of time you think they should devote to a project (so they don’t spend too much time)?  It seems like group work online could really slow down the speed of work?  I allow for that process in my on-campus classes, but seems like you’d need more time online?
3. For Lisa’s 7 things… http://lisahistory.net/wordpress/2011/01/seven-things-id-want-to-know-as-a-new-online-teacher/, do you create test questions in word, then cut and paste to Bb to create tests/quizzes?  When and where have you had to bust out your HTML skills?
4. Does anyone use the concept of the “student lounge” online?  Is this helpful to students?
5. Is twitter really necessary?  Is it enough if I just plan to use email to communicate with students?  And, not the Bb email, their regular email (that you can access via announcements on Bb or via surf)?

Since the link in my last post did not work, here is my second attempt to add the link for additional help on HTML,  www.tizag.com/beginnerT/.

Mammoth Mountain

Week 4 has a lot of information!  Wow, I find myself watching videos or reading the assignments a couple times over to make sure it is sinking in.

Ch. 5 – Interesting Points & Recommendations/Things I am Most or Least likely to Incorporate into my Class:

1. Syllabus is so important – YES!  I have continued to refine my syllabus over the years.  I will continue to refine my syllabus.  I notice if I am not clear enough in my syllabus, then in class we spend too much time discussing details about due dates and style, rather than the important content of the assignment.  I will be adding a chart which includes objective in one column and assignments in the next column for next semester.
2. I really like the idea of posting a “welcome” at the “entrance” of the course.  I will do definitely do that.
3. The point about clarifying due dates and times including time zone was something I hadn’t thought of.  I know the POT course is taken by people in all time zones, but is this an issue for most other classes at MiraCosta?  Don’t students need to be relatively close so they can come on campus at some point?
4. The reading really emphasized how important sequence is on the syllabus.  They talk about being really comprehensive, which I can agree is important.  However, how long is too long?  At what point is there an overload of information, and then none of the important things stand out?     I like the idea that Pilar suggested of providing link in the syllabus to certain policies or assignments, so that is it not too overwhelming.  See Pilar’s video:
6. I will certainly include clear expectations about teacher presence in the online class and response time to students.
7. It makes sense to organize the online class by weeks, so that is something I will do.  I will clarify which assignments are due at what point each week.
8. For my on campus classes, I spend the first class meeting reviewing the syllabus and course details and doing introductions.  Is that what you would spend the first class time for in a blended class?  Or would you expect them to come to class already having gone over that info online?

Pilar’s video is extremely helpful as a tutorial in creating an interactive syllabus in Blackboard.  I will use many of the suggestions she made:

1. Organize syllabus by weeks
2. Be consistent in the order of assignments you provide and make sure it is purposeful
3. Each week should culminate in an assignment of some sort that reflects the weeks learning.
4. Put due dates in red.
5. Use pictures in your syllabus to make it appealing.

Getting Started with HTML – This one I had to read a couple times, then I did create a web page using HTML code in notepad.  I was able to open it up and see my work from the web, impressive!  I needed more help, so I used this website and I was able to make it work  http://www.tizag.com/beginnerT/.

Well, it is week 3 and a very busy time for me (and all of us I am sure).  One of my favorite places to hike is Torrey Pines Beach (see picture below).  It is a wonderful retreat from the busy moment to moment lifestyle.  On, to my official blog…    The reading this week was packed with information.  I like how it brings us “back to the basics,” reminding us to remember our course objectives when designing assignments.  For my classes, I come up with assignments to address the course objectives, but haven’t done the exercise they suggest, putting it all into a chart.  The chart currently exists in my head :).  I like the idea of putting it all into a chart, because then I will be able to see if I am giving more assignments for certain objectives.

In looking at the sample classes, I thought there were a lot of great ideas.  I like how Pilar has her course set to open to the page that offers help on getting your own computer set up and also includes tips on how to work in Blackboard.  See Pilar’s online class tour http://www.screencast.com/t/VAxAGd8Dq0.  In my Human Development class, I have them use links in Blackboard to access outside resources.  One of the articles I have students read is about The Bucharest Early Intervention Project of 2001, a startling example of how humans need social interaction and comfort to grow and develop http://americanradioworks.publicradio.org/features/romania/a1.html.  The picture of what looks like 5 or 6 year old boys sitting at a table, is actually teenage boys who did not grow as a result of the environmental and social deprivation they endured in the orphanage.

Low Tide at the Beach

Did you get your waffles today?

This was a brief questionnaire that made me reflect on my pedagogy.  I wanted to use more than one answer on a couple of the questions.  My score was a 16.  I believe that what you put into something is what you get out of it.  I believe that teaching is not telling.  I think that the things you really learn in life are not something you read in a text book.  I want my students to learn, by experiencing the material in some way.  I am continually trying to figure out the balance of how much lecture, group discussion, class activities provides the best mix, especially with all the different learning types and different personalities.  I am curious about how you get students to “experience” the class information so they really learn in an online environment.

The 2nd part of this blog is about how I am getting along.  I feel eager and excited to learn, yet frustrated, at times, at my own novice.  For example, I went to another computer to print out the questionnaire, and had to go back to an old email with the POT class link mentioned, because I could not find the class syllabus under the Blackboard “Classes You Are Enrolled In,” even though I clicked on POT.  I wonder, “is that just me?”  It is a bit frustrating as it takes longer for me (I think) than others just to navigate around the website.  I believe I installed Akismet to avoid spam on my blog, but I am not 100% I did it correctly, so I am just crossing my fingers.   I am hopeful that I will learn a lot in this class, because I believe that what you put into something is what you get out of it.

Oh yes she did!

Welcome to my first blog site.  My name is Laura Olson Bermudez and I am an associate faculty professor in Psychology at MiraCosta College.  I am looking forward to learning all about online teaching.  Since I am brand new at this, I am moving a bit slow getting all of this set up and figured out.  That being said, I am having fun delving into this.  I can’t wait to see all the different blog sites!