Monthly Archives: September 2013

Week 4: Online design and pedagogy II

I’m off to a good start. I finished my second chapter on Blackboard. The course is aimed at incorporating many levels: Structure, cultue, review and evaluation. When I was finishing the review part of my class, I came upon an obstacle: Youtube videos that state they are copyrighted. Can I use copyrighted videos in my online courses?

As I was reading the Article: Chickering and Ehrmann, Implementing the Seven Principles: Technology as Lever (1996), I was hit with many ideas that would improve my course. The main one was to create a tab providing links to cultural events happening as we speak in town or on the Internet. This would promote active learning, one of the seven principles. It would also promote an engaging and authentic experience.

The videos from former POT grads were very insightful, especially from Vanessa and Pilar. I borrowed some ideas and designs from their courses. One design that I thought was invaluable was working with modules within Blackboard.

Hello,

In this post I will talk about my pedagogical goals and objectives. My department has a set of SLOs which are writing, speaking, listening, and reading and integrating Hispanic Culture, as well. Therefore, in my lectures via group, pair or/and individual activities all of the components need to be fullfilled.

In our textbook Vistas, we cover six chapters, and these chapters are divided into sections. The sections that I will focus on will be Culture, Vocabulary, Structure, Recap and Evaluation. For each section, my students will read, study or watch videos and complete the online activities I selected from each chapter. Once they finish each chapter, my students will be assessed by completing a written and oral exam. For this assessment, I will use Wimba, the Voice Board and/or the Discussion Board.

For my oral assessments, I will use Skype (skype.com) , Voicethread (voicethread.com) and Youtube (youtube.com), and for the written exam I will most likely use the Discussion Board. If anyone has any other suggestions, please let me know.

Converting my F2F class to online will be changeling but satisfying as well. In Chapter 3, one of the many things that I learned was that my online class needs to involve an effective and coherent experience–a sense of community. Also it made me think about the “formative” and “summative” aspects of assessing students’ work.  How much I should grade and how much feedback I should give?

This week I was introduced to various ideas and methods for creating my online class, thinking specifically about a pedagogy platform, design, presentation, etc. In the Begginers Questionaire I discovered that my teaching technique involves group work and discussions, which I want to incoporate to my future online classes. I also noted that assessment is important because this is a method I use to see student’s understanding and progress. I received 15 pts.

After reading the first chapter in the textbook, I realized that I could be doing more asynchronous activities to enrich and enhance learning in my conventional class this semester. I will begin a discussion board on the topic we covered in class this weekend.

Lastly, I was happy to meet all the professors who attended the Pot meeting on Friday. Thank you for the support.

Hola a tod@s.

My name is Paulino Mendoza and I am an adjunct professor here at MiraCosta College. I am very new to teaching online, but I love technology. I have taught a hybrid course at Palomar College and hopefully next year I will teach my first full online course. It is going to be a very wonderful experience completing this program.

Greetings to all!