Reflections on week 2

Well as I approach this weeks information here is where I am starting from:  I used blackboard for 4-5 years to supplement my F2F history courses and a little over a year ago I fully switched over to Moodle as it became more supported by the districts in which I teach.  I really do like the flexibility that Moodle offers in comparison to blackboard and I find the Q&A forum type to be invaluable with certain types of online assignments.  So I already had a good idea where I was heading on Lisa’s flow chart but I went over it anyway.

Having looked over the getting started chart and taken the beginner’s questionnaire (and scored a 17 on it) I feel like I am emphasizing lecture and large group discussions a little too much in my F2F classes. Some of the pedagogical goals I have for the class are:

1) While I currently have about 7 assignments that use primary sources in my average history class I want to modify the type of assignment that I do with them. Rather than just giving everyone the same document and having them provide some straight forward answers and analysis, I would like to assign a number of different sources or give them choices (maybe I will have them signup for them) and in addition to having them discuss the sources I would have them do web research on the background of their document and present their findings to their fellow classmates (possibly on a discussion board)

2) Make sure that they understand some of the connections between a variety of historical events. I would normally do this through PowerPoint assisted lectures combined with some Socratic questioning in a F2F class but I am not as sure if/how I will modify this for an online class. Should I just truncate/split/modify my PowerPoint presentations and do a voice over with something like Camtasia? I am not entirely sure at this point.

3) Especially during the first few semesters I want to do some web polls (I hope Moodle can accommodate this, but I bet it can) to gauge student familiarity and access with a variety of technologies to better modify the class.

4) Being glowingly accessible for both my online and F2F students with some form of online chat/IM system. I am leery of using a synchronous communication system for a required element of the class because it seems to me that one of the great advantages of online classes is to do the work when you want to and not according to a fixed schedule.

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3 Responses to Reflections on week 2

  1. Lisa M Lane says:

    A quick comment on your last two.

    3) Moodle’s “Choice” feature is good for quick polls.

    4) Pilar and I have been using Plupper with some success for IM with individual students, since you can embed a status button.

  2. M. Conrey says:

    I like the idea of polling students to see what their access and experience with various technology is. Sometimes I think (especially with online students) I assume that students are more experienced with technology than I am. I’ve found just because someone is taking on online course, doesn’t mean they are comfortable with all of the technology required.

    I also agree with #4 – I do not want to require my online students to have to be online on a certain day or at a certain time. I’ve had several students taking this course while overseas and I’m not sure how I could require a synchronous session.

  3. Norm Wright says:

    Thanks for the little Moodle/Blackboard comparison. I’m always interested in hearing about that.
    In this potcert class, synchronous sessions are usually optional, though I like to attend when I can. What I really like is that they are usually recorded, so if I can’t attend live, I can watch the replay and then I don’t feel like I’ve completely missed out.

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