On March 1st, WritingwithMachines hosted a workshop on how to know and intervene for online composition students. Our goal was to consider the agency we have as instructors to increase access and equity for our students, and then share experiences and strategies for getting to know and intervening for specific student groups and individuals in our online classes.
Watch an archive of the discussion:
Some reflection from me:
In my own onsite classes, I set a goal to know every students’ name by the 3rd class meeting. Online, that’s harder (because sometimes, I never have a face to put with a name) or it’s way easier (because I always have a student’s name available and proximate to the work I’m responding to). To get a better sense of who my students are, I use an excel sheet to keep notes on names, pronunciation, pronouns, and personality traits. After attending the CUE Equity-minded Teaching Institute last summer, I added columns to track participation (engaged / distracted; talkative / quiet) based on gender and ethnicity. This allows me to really see who I’m responding to or calling on (or ignoring), who volunteers information (or doesn’t), and who participates differently based on small group dynamics. It’s been a game changer.
This excel sheet looks like this:
In my online composition classes, I use my first week, “introduce yourself to the class” assignment to collect information on each student. For students who describe themselves as busy or worried about English, or who submit a very short response, I set up a 10 minute Zoom meeting where I ask them about themselves, their past experiences online and in English, and their sense of the class so far. This is something Jim does with all his students in the first week. Again, a game changer.
After Week 1, I track the number of discussion responses each student contributes, and I track when I have featured a student’s work in a weekly announcement, lecture, or synchronous meeting. I try to feature every student at least once during the semester, and for students who seem less engaged or worried about the course, I try to feature their work early on.
When a student realizes their name is the answer to one of my announcement quiz questions about “whose amazing work is featured this week?” they’re stoked.
What do you do to identify, track, and actively get to know each of your online (or onsite) students by name, personality, and circumstance?
Within your ability to affect mindsets and create equitable conditions, who in your online writing class, specifically, is on your radar? Which specific student, by name, whom you feel you have an opportunity to intervene for and support this semester?
On two separate days in February 2019, faculty from Letters as well as disciplines across the college collaborated to explore different ways technology can enhance knowledge building activities and active learning experiences. Starting with pedagogy (as Lisa Lane and all Program for Online Teaching veterans would insist), we look specifically at models for using devices in the classroom, wall monitors that facilitate small group collaboration, and Zoom for simulcasting (which turned into an adventure for us–by the way, sorry for the pops in the audio; I’ll figure this out one day).
Watch an archive of the discussion:
Questions and topics we explore:
What types of activities (in general) encourage students to generate knowledge in classroom settings?
How would technology enhance the active learning experience?
laptops/devices in the classroom?
active learning stations?
What other benefits or utility do google docs, access to devices, and active learning stations offer?
The contemplative, pedagogy-obsessed nerds of WritingwithMachines are excited to resume our conversation about teaching, writing, and technology in the 2019 spring semester. We will continue our exploration into equity-minded pedagogies and contemplative projects that facilitate more inclusive and meaningful learning experiences online. We will also dive into discussions of onsite practices, including the use of active learning stations and digital forums in the traditional and flipped classroom.
To this end, we will also host 4 FLEX eligible discussions on the 1st Friday of each month (plus one Tuesday in February) focused on pertinent topics:
Topic 1: Active Learning Stations: Reading and Writing with Tech in the Onsite Classroom
February 5th (Tuesday) 1:00-2:00 pm in C3 and Zoom
Our final meeting of the fall semester was mellow. Nothing to read or prepare beforehand. We simply used the first half of the meeting to share the highs and the lows of our experiences teaching online this semester, and then we dedicated the second half to looking ahead at the next semester, specifically on how to design community-oriented and relational activities during early on.
We enjoyed a rich exchange of cool ways to facilitate first week experiences.
Watch an archive of the discussion:
Questions and topics we explore:
Which of your core pedagogical values are expressed in Week 1 activities?
How do your Week 1 activities reach out to and equip
new online students?
new college students?
students of color?
students who might feel intimidated by English coursework?
How do your Week 1 activities introduce students to experiences with skills, concepts, technologies, routines, etc. that are important to your course?
Can you draw a direct line from the experiences your Week 1 activities offer to the outcomes you hope to see performed in your mid- to end-semester assignments?
In our October WritingwithMachines discussion on equity-minded teaching, Jade offered an analogy of a tree to illustrate her approach to “being intrusive, relevant, race-conscious, community-centric, and relational”: first, she designs activities around a solid and reliable trunk that then leads students out onto diverging, pliable branches.
In my attempt to design engaging online courses, I rely on a different but related analogy: first I build narrow corridors that then lead students into wide-open yet enclosed spaces. When I’ve talked with Chad about course design, he offers a balanced abstraction: it is essential to design defined space and it is essential to design space to be explored.
In our November discussion, Tony, Jason, Chad, Jim, Donna, and I explored further analogies, philosophies, and practical approaches that allow us to design interesting spaces where students find compelling reasons to engage–even play–with reading, writing, and thinking.
Watch the archive of the discussion:
Questions we explore:
How do we design our online courses so they are navigable yet surprising?
How do we encourage participation that is compelling and not compulsory?
Topics we discuss:
Defined navigation and instruction | Undefined navigation and instruction
Linear modules | Explorable spaces
Prescriptive assignments | Open assignments
Isolated spaces | Community-centric spaces
Required participation | Provoked participation
Podcasts we reference:
Nicholas A. Holt’s emphasis on play suggests we should increase the dialogic interactivity of our course design and bring students into greater degrees of contact with each other (maybe) and ourselves (definitely).
Laura Gibbs‘ digital storytelling course design sends students into individualized blog spaces initially and then equips them to share, exchange, and collaborate as a group later.
Early in the 2018 fall semester, I invited my colleagues who teach online composition courses at MiraCosta College to collaborate with me in a series of 4 discussions focused on pedagogy and practice. Our first discussion (which sadly, I did not record) focused on the learning experiences we design specifically for the 4th week of the semester, a week when it is important to infuse a little disruptive enthusiasm to encourage and motivate students who are starting to fade a little in the discussions and activities.
During that discussion, my colleagues raised several perennial topics: how to increase retention and foster an inclusive online community, how to re-imagine course design and student experiences with navigation, and how to build more interactive presentations and lectures. While I felt each of these topics deserved their own space to unpack, I initially saw a clear and intriguing intersection with Dr. J. Luke Wood’s keynote address to the 2018 Online Teaching Conference.
So, for our second WritingwithMachines Discussion (archived below), we focused on equity-minded practices. The arc of our discussion followed Dr. Luke Wood’s description of 5 equity-minded practices for reaching, retaining, and supporting underserved students and specifically students of color. After a quick discussion of how “equity” is defined, we responded by sharing what we currently do, what we felt inspired to do differently, and what questions about online course design or assignments are raised by each practice.
Here’s how Jade, Shelli, Jim, and I related each equity-minded practices to our online course design, communication with students, and composition assignments:
The inquisitive, pedagogy-nerds at WritingwithMachines are excited to resume our conversation about teaching, writing, and technology in the 2018 fall semester.
This semester, we are following the lead of our colleagues at MiraCosta and the CUE Equity-minded Teaching Institute who are focused on equity research, culturally sustaining pedagogies, and contemplative projects that facilitate more inclusive and meaningful learning experiences.
Pursuing this work, we will host a table at the Pedagogical Breakfast during MiraCosta’s FLEX week. We will welcome a cohort of new and returning faculty to the 2nd half of our 10-week Certification Sequence, which begins September 4th. We will also host 2-3 discussions over the course of the semester focused on pertinent topics:
Topic 1: technology and writing in the traditional, onsite classroom
Topic 2: contemplative projects in the digital writing classroom
Topic 3: equity-minded course design that facilitates recursive reading/writing experiences
Each of these discussion will kick off with an email invitation to all MiraCosta faculty to contribute resources, perspectives, questions, theories, hopes, and dreams to a discussion board in our Canvas site, which will be collected into an annotated bibliography. Over the course of a two-week window, those who are interested will explore the topic independently via research, classroom practices, skepticism, questions, and ambitious proposals. At the end of the two weeks, those who participate will be invited to join a culminating discussion in Zoom or, who knows, maybe we will help break in MiraCosta’s new Teaching and Learning Center! All time spent in any of the activities described above can be claimed for FLEX credit. The result of this work, including an archive of the meeting, will be published to this blog.
If you are interested in participating in these WritingwithMachines Discussions, please look for emails coming to your inbox throughout the semester. Also, if you are interested in completing or beginning our Certification Sequence, please email curry at email@example.com.
Thank you for taking the time to consider participating in our community of practice. Have an excellent semester.
The following list of resources and annotations seeks to explore:
writing/reading assignments, activities, instruction, and assessments that promote equity, diversity, and inclusiveness
modes of content delivery–tools and apps–that activate cultural capital, foster class community, establish teacher presence, facilitate non-cognitive skill building, and invite and support multilingual discourse
pedagogy and theory, such as Laura Rendon discusses in Sentipensante, that allow us to imagine and practice student centeredness within the fully online classroom
Thank you to Tony Burman, Nery Chapeton-Lamas, and Jade Hidle for contributing!
Things to Listen to
“Equity in Learning Design” with Christian Friedrich. Teaching in Higher Ed Podcast, December 7, 2017. http://teachinginhighered.com/podcast/equity-learning-design/
Friedrich offers an assessment of course design based on three principles of autonomy, competency, and relatedness, which, she argues, activate ones natural curiosity and motivate students to not only persist but engage within instructional experiences online. Her theory culminates in the following advice: “Examine your courses. Take the answers out. Put the challenges in.”
Students extract main points from Partalo’s argument about the relationship between advertising/marketing and her identity as a first-generation immigrant, then apply that point to a current ad campaign that reflect topical issues of cultural, ethnic, and/or racial identity.
Although this book isn’t focused specifically on the online environment, Rendon’s focus on a feeling/thinking pedagogy is wonderful, and many of her examples and discussions of content can easily work in the online environment.
Why it’s cool: Tony chose this piece because of the points the authors make about online course design. Specifically, I appreciate the discussion they present in Chapter 5: Four Phases of a Course:Themes and Happenings. In this discussion they address course beginnings(where they discuss presence, community, and clear expectations), early middle(best practices and principles), late middle (letting go of power), and the end (pruning, reflecting and wrapping up). Constructivism…learners create knowledge
Tony contributed this article because the author (1) examines academic writing as a ‘discourse’ informed by ideology, a nice departure from academic writing as correct writing, and (2) provides a number of examples of how the online writing space can allow students to write in a variety of different discourses and thereby see the value in their own writing/voice/etc. LeCourt argues that the online space can actually allow us to repoliticize writing in ways that focus on giving students power even if they aren’t experts in academic discourse(s).
The Association of College and University Educators (ACUE) has a lot and they also sponsor a podcast that’s great. You can sign up for their newsletter and check out there podcast on the ACUE community page.
curry created this collaborative activity last semester to facilitate a discussion about a dense article that was integral to a major writing assignment.The activity merges “fessing up” group strategies with equity techniques that pre-position every student to participate. By assigning roles, managing space, and validating all forms of contributions, this activity increases the opportunities for each individual student to contribute to and benefit from the discussions, from the quietest student to those who did not read before class. Feel free to make a copy of the linked google doc, and treat the topics and questions to fit your discipline and outcome goals.
The technology that supports active reading in digital environments is getting better. Common devices and freely available software make it possible to apply traditional, mindful reading practices to pdfs, digital textbooks, and Open Educational Resources. Still, these high-tech tools are not themselves enough to teach students how to meaningfully engage with text. Along with ever improving technologies and the exciting benefits of OER come a need to maximize the impact of classroom instruction, so students truly benefit from the reading/hearing/playing/watching/swiping they bring to new interactive modalities that are becoming ever more common in higher education.
The following list of resources and annotations seeks to explore:
How to support effective academic reading skills given the range of devices and apps present in our classrooms?
What new forms of effective reading are possible in networked, digital environments?
What digital practices best target comprehension and recall, critical reading and response, and/or active reading and intellectual engagement?
How to promote time management, preparedness, and accountability despite the distractions of digital access?
I have been working with several students who are frustrated with digital reading. Something I have been trying is both hand-written and digital mind-maps to interact with the text. When students mind-map, they slow down, process better, and their visual map of the information matches/ reflects some of their own cognitive processing. This video has some examples of hard copy and digital mapping and a few ways it can be used in a classroom setting. Here is the link to the Coggleit site.
MiraCosta’s Open Educational Lunch Extravaganza
Nicole Finkbeiner from OpenStax, Keynote
Things to Listen to
Assessing the Impact of Open Educational Resources hosted by Bonni Stachowiak of Vanguard University of Southern California with guest C. Edward Watson, the Associate VP for Quality, Advocacy, and LEAP Initiatives with AAC&U. Teaching in Higher Ed Podcast, http://teachinginhighered.com/podcast/assessing-impact-open-educational-resources/
A 30 minute podcast focused on the exciting impact of Open Education Resources on student success. The conversation offers compelling statistics and anecdotes, but it also arrives at one clear drawback stated by students about OER materials: digital content is harder to use than printed texts. Listen to this podcast to get excited about OER, and then explore the resources below that address the need to teach students how to succeed with digital resources.
Igniting Our Imagination in Digital Learning and Pedagogy hosted by Bonni Stachowiak of Vanguard University of Southern California with guest Remi Kalir, Assistant Professor, Information and Learning Technologies at CU Denver. Teaching in Higher Ed Podcast, http://teachinginhighered.com/podcast/igniting-imagination-digital-learning-pedagogy/
A 30 minute podcast that focuses on play as an approach to learning and accessing digital annotation technologies like Hypothes.is. The conversation explores social reading as a mode for professional development for faculty, but also digs at the potential combination of digital annotation with classroom discussion as a powerful means of accessing texts.
Most of us who teach in reading-heavy disciplines have, ourselves, developed effective reading habits that combine highlighting, post-it notes, dog-eared pages, marked moments, coffee stained favorites, and kinetic flipping-across-pages with one’s own hands instead of clicks. O’Donnell’s source offers analog (nostalgic?) touch-stones that we might start to imagine transporting into digital environments.
Recommended by Megen O’Donnel
Welcome to the Post Text World. Multiple contributors: Farhad Manjoo, John Yuyi, Nellie Bowles, Mike Issac, Claire Cain Miller, Sapna Maheshwari, Amanda Hess. The New York Times, 14 February 2018. https://www.nytimes.com/interactive/2018/02/09/technology/the-rise-of-a-visual-internet.html
A mash-up of articles exploring current multi-modal mediums. While some articles offer angst, others, describe empowering modalities. The central question that threads these articles asks how traditional media consumption habits and routines will necessarily change. For us, that question might be: what shifts in classroom instruction should we adopt to facilitate more effective reading/playing/watching/listening/swiping?
An interactive tutorial. Bonilla weighs the pros and cons of using eReaders, focusing on the preferences, behaviors, and outcome goals a student or instructor might bring to an act of academic reading. This is a great source to start encounter early, to weigh the value of eReaders yourself.
Most of the devices and programs discussed here are outdated, but the theory that underpin this study still ignites the pedagogical imagination on fire. In fact, some of the tools linked at the bottom of this bibliography seem to have caught up with Wolfe’s ambition. This is definitely worth skimming to gain a framework for thinking about current technologies and programs.
A one year study of first year college students who were taught “think-aloud” strategies–screen-casting while reading and responding out-loud–as a means to actively read digital texts. The video-audio think-alouds allow insight into “the cognitive and affective processes” students employ while reading in digital environments when their goal is to write a source-based paper. What’s interesting: many of these students demonstrate they are reading at the sentence-level opposed to the level of concepts or ideas when reading on screens. This article essentially calls for instruction supporting “reading strategies specific to digital environments.”
A survey of tools and classroom activites that promote collaborative exploration of sources. This is a great source to pair with your own exploration of Perusall (linked below under Things to Try), which will also be demoed in our Zoom discussion.
Recommended by Rob Bond
Writing in Online Courses edited by Phoebe Jackson and Christopher Weaver. Myers Education Press, 2018.
This article motivated me to read Proust and the Squid (also another great reading resource) and think about how our brains are structured and that relationship to the act of reading. What I like about this New Yorker article is how it discusses what digital reading seems to do to us. When we digitally read we skim and scan, we flit through other content, and we exhaust faster than reading with a physical text we can hold in our hands. From a double consciousness perspective as both a teacher online and in f2f classrooms and as a coach doing writing center work, this article reveals the struggles our students face reading in the digital age. But this article can also be a jumping off point to possible inform how you will teach digital reading techniques and strategies in an f2f or online writing class.
Recommended by Anne Fleming
Things to Try
Google Play, iBooks, The Kindle app, The Canvas app…and other eReader apps
Common devices that most students bring to class everyday are equipped already with tools that facilitate close reading, highlighting, annotation, quick searches, and more. The benefit: every student can access a digital resource in class immediately. The detriment: instruction on how to use these annotation tools must differentiate because every device and software tool is just slightly different from student to student. The article above offers a nice overview: a starting place to develop a for-all-devices lesson on effective digital reading and annotation.
Jeremy Dean is the creator of Hypothes.is, an annotation program, but this isn’t an ad. They discuss the definition of annotating, different programs for doing it, and detailed ways to use it with students.
This article has been uploaded into Perusall, a collaborative annotation tool that can be added to a Canvas course. You can explore Perusall and annotate the above article on annotation using Perusall by first joining our WritingwithMachines course or you can enjoy a demonstration of this tool by Lisa Lane during our Zoom meeting on March 8th from 7:00-8:00 pm.
This upcoming semester, we would like to reshape the way WritingwithMachines operates by continuing to pursue the best parts of our certification sequence but from our group’s origin point as an inquisitive community of practice. Our goal is to step back from notions of “training” and instead engage in collaborative research and discussion, supporting and edifying each other as writing instructors who utilize technology in our classrooms (both online and onsite).
Our plan is to host 3-4 discussions over the course of the semester focused on pertinent topics:
Topic 1: digital annotation tools and strategies for close reading online/OER texts
Topic 2: cultural responsive pedagogy within the domain of online reading, writing, and learning
Topic 3: technologies that allow for synchronous, online discussions used to support reading, drafting, peer review, and instruction delivery
Topic 4: course design that encourages a recursive writing process
Each discussion will kick off with an email invitation that describes the topic and links to an annotated bibliography cultivated by various Letters and WritingwithMachines faculty. This bibliography will list resources, perspectives, questions, theories, hopes, and dreams and will be housed in our Canvas website. Over the course of a two weeks window, those who are interested in pursuing the topic will explore this bibliography independently via further research, actual classroom practices, criticisms, questions, and ambitious proposals. At the end of the two weeks, those who participate will be invited to share their responses in a culminating discussion by posting to this blog and/or by attending an hour long meeting online.
Our hope is that spreading each discussion out over a few weeks will create asynchronous opportunities for individuals to pop in for 15-minutes here and 20-minutes there, culminating in a rad blog post or a rich synchronous meeting such that by the end of each multi-week period we will be rewarded with cool ideas, new tricks and tips, and refreshing commiseration. All time spent in any of the activities described above can be claimed for FLEX credit.
If you’re interested in participating, please look for emails coming to your inbox throughout the semester. Also, if you are interested in completing or beginning our Certification Sequence, please email curry at firstname.lastname@example.org.
Thank you for taking the time to consider participating in our community. Have an excellent semester.