End of Course Reflection Essay:
Date: December 2008
Course: Introduction to Online Teaching and Learning
This half of the course has been informative and worthwhile to me for 4 main reasons:
1. Learning about and applying different learning theories as they relate to the online environment.
2. Applying learning theory to the learning opportunities and objects used in the online teaching environment.
3. Differentiating between student centered and teacher centered environments and relating this to the online learning environment.
4. Learning about and producing an e-portfolio; experimenting with a wiki; perusing websites and investigating the use of different media (static and dynamic) in those websites.
Learning about and applying different learning theories as they relate to the online environment.
Reading about online learning theories and ideas makes one aware that this is not a new medium for tertiary education in the USA. I found the seven principles particularly useful to frame what we seek in university classes and courses and then applying this to the online environment sent the message home. One of the great benefits of the online medium is that it does cater to different knowledge levels in students. By layering available resources and including functions such as ‘going deeper’ one can accommodate many levels of knowledge. Since one never knows what a students tipping point, or where their learning edge is, I do wonder when and if students are bored and unchallenged by material that I present. In future I can improve courses by adding these extra layers.
2. Applying learning theory to the learning opportunities and objects used in the online teaching environment.
There are so many different static and dynamic learning objects available as a results of programs and software, that I fail to imagine a student who could not find something to be motivated about in an online environment. I like podcasts for audio learners and also just to provide variation in information presentation. I like powerpoint (either captivated or PDF) for presentation of ‘static knowledge’ that is knowledge that does not alter to much year to year (neuroanatomy/definition of therapeutic techniques). I like media video files for showing what is meant and providing a full example about a situation to the students and I use videos of children in my cerebral palsy course to send the message home. I like different types of programs for different types of student communication: wiki for collaborating; twitter for quick crucial communications (maybe clinicals); blogs for students tracking, integration, and reflection of learning.
3. Differentiating between student centered and teacher centered environments and relating this to the online learning environment.
The challenges of providing information that must be mastered so that the student reaches a certain level of competency and student centered teaching where the students knowledge level and perspective drives their learning needs is a difficult one to navigate. I guess that it will depend on the subject as too what is done by the teacher. I do need to have basic competencies set in lots of courses. I can deliver material in a student centered way, but their achievements need to reach a certain level. When you have a large class of students, it is very difficult to be student centered if students deviate from the typical expectation. Students fail in these circumstances. There are numerous resources for teachers to become more student centered and constructivist in their course design.
4. Learning about and producing an e-portfolio; experimenting with a wiki; perusing websites and investigating the use of different media (static and dynamic) in those websites.
I’d have to say, besides the actual material that I mention above and interacting and reading the posts of other students, the most enjoyable part of this course was putting together and looking at e-portfolios. I am not sure how much my synthasite website will hold in terms of the digital imaging that we will learn. I hope that it will cater to my learning needs. E-portfolios and blogs cater to the integration and reflective parts of Blooms Taxonomy and are a really great learning tool. The e-portfolio is a good place to feature and display skills. Mine are basic, but we’ll see how they change over the next 3 courses. Some good websites that we located as exemplary examples were an Alzheimer’s site; a parenting site; and a children’s mathematic site.
Wednesday, December 10, 2008
Thursday, November 6, 2008
Week 10 student centered teaching
This blog will be brief as I am in the process of thinking through student centered goals for courses. I find the differentiation for student versus teacher centered learning most interesting. I understand much of my frustrations about classes and colleagues that I couldn't pinpoint before.
My interest now is how do I write learning objectives that the students will sign on too. I am thinking that perhaps choices of objective, or choices of learning activities for the same objectives might be the go.
There is no point locating learning activities if the goals are teacher centered and based on what the teachers wants the student to listen too.
Onwards!
November 6th, 2008
My interest now is how do I write learning objectives that the students will sign on too. I am thinking that perhaps choices of objective, or choices of learning activities for the same objectives might be the go.
There is no point locating learning activities if the goals are teacher centered and based on what the teachers wants the student to listen too.
Onwards!
November 6th, 2008
Sunday, October 12, 2008
Third blog entry
October 13th,
One of the aspects of this online teaching and learning experience that has caught my attention is creating course content and learning activities that can connect people in the course to each other and to the instructor.
The issue of 'high tech-high touch' caught my attention. I have been rather pre-occupied with making the courses that I have taught very content and visually rich. I am wondering if I can increase the 'touch' component by improving ways to connect people beyond just the discussion boards and group assignments.
From my new knowledge and skills, I can say quite certainly that the horizon classroom and Wimba will help me to facilitate a more personal experience for students. I guess I would be termed a truly distance instructor for my Chicago based students.
After two years of running 2 courses 9 months out of the year, I am ready to step the courses up in the hope of caputuring the interest and motivation of students with more real time communications.
The reason that this has distrubed me somewhat is that beautiful presentation of really full content can fall flat if studetns are not engaged with each other and the instructor. All of the effort of creating a nice looking course is lost if students don't spend the time engaging with the material.
So I have learned to look at my courses in a different way--more student centered I suspect!
Helen
One of the aspects of this online teaching and learning experience that has caught my attention is creating course content and learning activities that can connect people in the course to each other and to the instructor.
The issue of 'high tech-high touch' caught my attention. I have been rather pre-occupied with making the courses that I have taught very content and visually rich. I am wondering if I can increase the 'touch' component by improving ways to connect people beyond just the discussion boards and group assignments.
From my new knowledge and skills, I can say quite certainly that the horizon classroom and Wimba will help me to facilitate a more personal experience for students. I guess I would be termed a truly distance instructor for my Chicago based students.
After two years of running 2 courses 9 months out of the year, I am ready to step the courses up in the hope of caputuring the interest and motivation of students with more real time communications.
The reason that this has distrubed me somewhat is that beautiful presentation of really full content can fall flat if studetns are not engaged with each other and the instructor. All of the effort of creating a nice looking course is lost if students don't spend the time engaging with the material.
So I have learned to look at my courses in a different way--more student centered I suspect!
Helen
Saturday, October 11, 2008
Second post from Helen
October 11th, 2008: Update on learning about online teaching and learning
Here at the end of 6 weeks in the online teaching and learning course, I find myself considerably further ahead in knowledge.
Many of the tools for communication between students and instructor were familiar to me: the discussion boards, email, messages/announcements. These instruments are for asynchronous communications and can be very effective. New learning has included using the horizon live classroom and Wimba for real time communication. I have found that the real time communication has made me feel more like a member of the course.
Another new experience was being part of a group for an assignment and again the lack of real time communication left me wondering if my students will really connect with me (as their teacher) without some from of meet and great.
Other experiences and knowledge that have been very useful to me over the last several weeks, is the experience of being a student again and being reminded of my own learning style. As a blended learner with 3 main styles, I can pretty quickly adapt to different learning situations. But viewing the discussion boards reminded me load and clear that this is not the norm. Students have a range of learning styles. For future reference the DVC learning styles questionnaire is located here.
Once we reviewed learning styles we took our understanding a step further by exploring our own teaching styles and reactions to online teaching and learning. I was happy and somewhat relieved to learn that I am a combination of high facilitator, expert and delegator. The website for this questionnaire is worth saving for future reference.
One way that I would like to use these surveys is for a ‘student insight’ assignment for students at the start of my courses. I’d like everyone to discover their learning and teaching preferences and biases so that accommodations can be made during the course. Similarly all of the resources for students about how to be a successful online learner are crucial and I’d include them too!
My reactions to online teaching and learning are excitement, enjoyment and I am overwhelmed. I am defeated by the fast and complex nature of the medium in some ways. With an excellent facilitator and advanced technical skill, online courses are a very enjoyable way to get an education. I look forward to implementing my new knowledge and skills there!
In summary, I have met every objective for this section of the course to my own satisfaction. I look forward to further exploring online teaching and developing my teaching skills overall.
Here at the end of 6 weeks in the online teaching and learning course, I find myself considerably further ahead in knowledge.
Many of the tools for communication between students and instructor were familiar to me: the discussion boards, email, messages/announcements. These instruments are for asynchronous communications and can be very effective. New learning has included using the horizon live classroom and Wimba for real time communication. I have found that the real time communication has made me feel more like a member of the course.
Another new experience was being part of a group for an assignment and again the lack of real time communication left me wondering if my students will really connect with me (as their teacher) without some from of meet and great.
Other experiences and knowledge that have been very useful to me over the last several weeks, is the experience of being a student again and being reminded of my own learning style. As a blended learner with 3 main styles, I can pretty quickly adapt to different learning situations. But viewing the discussion boards reminded me load and clear that this is not the norm. Students have a range of learning styles. For future reference the DVC learning styles questionnaire is located here.
Once we reviewed learning styles we took our understanding a step further by exploring our own teaching styles and reactions to online teaching and learning. I was happy and somewhat relieved to learn that I am a combination of high facilitator, expert and delegator. The website for this questionnaire is worth saving for future reference.
One way that I would like to use these surveys is for a ‘student insight’ assignment for students at the start of my courses. I’d like everyone to discover their learning and teaching preferences and biases so that accommodations can be made during the course. Similarly all of the resources for students about how to be a successful online learner are crucial and I’d include them too!
My reactions to online teaching and learning are excitement, enjoyment and I am overwhelmed. I am defeated by the fast and complex nature of the medium in some ways. With an excellent facilitator and advanced technical skill, online courses are a very enjoyable way to get an education. I look forward to implementing my new knowledge and skills there!
In summary, I have met every objective for this section of the course to my own satisfaction. I look forward to further exploring online teaching and developing my teaching skills overall.
Saturday, September 6, 2008
Learning about online teaching and learning!
Welcome to Taylor-Land!
My name is Helen Bourke-Taylor and I am venturing to extend my online teaching skills through being a student. I have been teaching through Web CT for two years and can see that this is a medium with huge potential. Online teaching skills are very important for several reasons. One is that it reduces distances for students who cannot get into class physically, another is that Generation Y needs a different vehicle to learn than the old chalk and talk method. Also, there are 1:1 multimodal learning opportunities and the learner logs on when they have the time and inclination, rather than on someone elses schedule. All more conducive to learning if you ask me! I am excited and believe that it is a very important skill to have as an academic. Here begins my journey!
About myself: I am an occupaitonal therapist and lecturer at La Trobe university in Bundoora, Australia http://www.latrobe.edu.au/occtherapy/Staff/bourke-taylor_h.html
I am currently writing up my PhD in my field which has been a study about the health and occupations of Victorian (my state) mothers of school aged children with disabilities. Concurrent with this reaearch, I teach in a course through GSU in subjects about children with cerebral palsy. Through this course, I have learned about online methodology somewhat. I want to extend my education and online learning knowledge so that I will be able to participate in full time academic work after I complete the PhD (April next year). I would like to design an online curriculum in my field. That is my long term goal.
This blog is for the sole purpose of recording and practicing my skills. Already, I have identified several skills that I am deficit in! One is creating a blog! I want to learn about pod casting; virtual classrooms; use of videa and other media; audio files and how to create upload and provide in a form students can use and assessment methods. One of my aims is to create an online curriculum for a degree course. I have created two full 3 credit hour subjects that are passable, but quite basic when compared to this course. I definately feel competent to a middle level, but incompentent beyond at present. So my goals for the course are:
1. To understand adult learning so that I can use the online medium to create an engaging course
2. To develop technical skills to create audio, video files
3. To gather resources so that I have my own library to refer to for assistance when I build my own curriculum
4. To meet other people and hear about what has worked with their students and what has failed miserably (as I would likely do it too without warning!)
5. To enjoy this medium. I figure that if I enjoy putting material together, a studetn might also enjoy interacting and learning from the material.
6. To accomplish decent skills at creating fair student evaluation tasks.
Helen
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