I would like to thank all of you who stopped by to read my blog posts this semester.
I enjoyed sharing my thoughts and practices with everyone. It was great fun!
Goodbye Everyone and Enjoy Your Summer!
Lorrie
Sunday, May 9, 2010
Thank you for visiting my Blog Posts this semester!
I would like to thank all of you who stopped by to read my blog posts this semester.
I enjoyed sharing my thoughts and practices with everyone. It was great fun!
Goodbye Everyone and Enjoy Your Summer!
Lorrie
Instructor Online Presence
When speaking with students on the phone, many times I have heard comments on how they are not used to the help they are receiving, or the timely grading of the assignments or my Instructor online presence.
This semester one of my students emailed me about something I wrote in his Lab Feedback. He said that he did not think he could ask me for help since this is an "online course". Despite emails that tell everyone to write or call for help, he still believed that he had to go it alone. After my reply encouraging him to seek assistance, that's just what he did for the remainder of the semester.
I like my students to be aware of my online presence. I tell them in my very first Welcome Email that they will notice me online everyday and often. I always hope they will connect my dedication to them and the course with expectations for student presence and performance.
Lorrie
This semester one of my students emailed me about something I wrote in his Lab Feedback. He said that he did not think he could ask me for help since this is an "online course". Despite emails that tell everyone to write or call for help, he still believed that he had to go it alone. After my reply encouraging him to seek assistance, that's just what he did for the remainder of the semester.
I like my students to be aware of my online presence. I tell them in my very first Welcome Email that they will notice me online everyday and often. I always hope they will connect my dedication to them and the course with expectations for student presence and performance.
Lorrie
What if it doesn't work?
Sometimes I have created what I believed was a thought-provoking and insightful discussion topic that would be both interesting and also easy for my students to research, only to have it fall flat on its face.
Either the goals were somehow confusing, the topic not as interesting for students as it was for me, or the hints in my own introductory post directions were not read, in which case science was "misapplied".
What can an instructor do if a topic that was expected to be just "great"...is far from it?
Tweak it or Trash it.
Editing the criteria and/or providing concrete examples of expected outcomes might help.
However, there are just sometimes when what seems like an awesome topic (or slant on a topic) just has to be trashed in favor of one that will produce the expected class participation and enthusiasm.
Lorrie
Either the goals were somehow confusing, the topic not as interesting for students as it was for me, or the hints in my own introductory post directions were not read, in which case science was "misapplied".
What can an instructor do if a topic that was expected to be just "great"...is far from it?
Tweak it or Trash it.
Editing the criteria and/or providing concrete examples of expected outcomes might help.
However, there are just sometimes when what seems like an awesome topic (or slant on a topic) just has to be trashed in favor of one that will produce the expected class participation and enthusiasm.
Lorrie
Thursday, May 6, 2010
Maintaining Standards for Discussion Posts
I had composed this post about my standards in the discussion area by the second week of the Spring semester but I never published it. I guess I was concerned that maybe I was being too O.C.
But after seeing the thread of posts in the Faculty Discussion area I thought about my own post once again and decided to publish it after all.
So here goes:
Okay...there's My Space, Face book, Twitter, all sorts of personal blog sites, cell phone text messages and then there are D2L CCCOnline courses.
This is college!
And so, Research Discussions in my classes are expected to be written using proper spelling and grammar. A uniform font style and size is encouraged. A post written in ALL CAPS or all bold type is not allowed. Also not acceptable are posts decorated with brightly colored fonts or fonts which change font family and size frequently within a single message.
Capitals must begin a sentence and a period or other punctuation mark must end a sentence.
The first person "I" must not read as "i".
If a post is difficult to read and follow then an edit is requested.
My insistence on both discussion content and format does not win overwhelming student applause the first 2 weeks of a semester but I stand firm in requiring that discussion posts look more professional than your average "anyone can post here" blog.
By the second unit the majority of student research posts look very professional. Yay! Mission accomplished!
Lorrie
But after seeing the thread of posts in the Faculty Discussion area I thought about my own post once again and decided to publish it after all.
So here goes:
Okay...there's My Space, Face book, Twitter, all sorts of personal blog sites, cell phone text messages and then there are D2L CCCOnline courses.
This is college!
And so, Research Discussions in my classes are expected to be written using proper spelling and grammar. A uniform font style and size is encouraged. A post written in ALL CAPS or all bold type is not allowed. Also not acceptable are posts decorated with brightly colored fonts or fonts which change font family and size frequently within a single message.
Capitals must begin a sentence and a period or other punctuation mark must end a sentence.
The first person "I" must not read as "i".
If a post is difficult to read and follow then an edit is requested.
My insistence on both discussion content and format does not win overwhelming student applause the first 2 weeks of a semester but I stand firm in requiring that discussion posts look more professional than your average "anyone can post here" blog.
By the second unit the majority of student research posts look very professional. Yay! Mission accomplished!
Lorrie
A Compliment? I think so!
What instructor doesn’t like it when a student emails to say that he/she enjoyed the class and that you are a great teacher?
I received an interesting “compliment” and I do take it to be one.
I was told that I was the most legit online instructor that the person ever had but that she thanked me for it.
My personal professional mission statement from the 1970’s to present is:
Never sell anyone’s ability short. Hold the standards high; the majority of people will rise up to meet them.
Those that do not completely meet them will probably still achieve more than they thought was possible.
Lorrie
I received an interesting “compliment” and I do take it to be one.
I was told that I was the most legit online instructor that the person ever had but that she thanked me for it.
My personal professional mission statement from the 1970’s to present is:
Never sell anyone’s ability short. Hold the standards high; the majority of people will rise up to meet them.
Those that do not completely meet them will probably still achieve more than they thought was possible.
Lorrie
Thursday, April 29, 2010
An Opportunity Not Missed
Students call often for help with Labs. I really like when they do because it’s my time to learn a thing or two as well.
Before ending the conversation I ask one or more general questions about things for which I might make assumptions but about which, without verification, I cannot be certain.
I always make sure students know that I am asking strictly for my own personal knowledge so I can best structure and instruct my course, not to criticize their online or course habits.
Some examples:
1. When you log on to Desire to Learn do you go to a course link such an “You have new Emails” or “You have Dropbox feedback” or do you go to a Course Home Page each time?
2. If you go directly to Discussion or Dropbox areas, do you also visit Home Page News every week? If you do visit News then how often would you say you read News items?
3. How often do you tend to check Email? Do you filter Emails for each of your courses?
4. Did you change any Discussion or Email settings when Tips were provided?
5. If Instructor-made videos were available for Geology concepts such as measuring Interfacial Angles, would you most likely view them? Would you have the time?
Such things are important, need-to-know information that help me to make better decisions how to reach my students with course updates, course changes and new resource materials.
I keep my list of questions next to my computer. I may only ask one question during a single phone conversation but I try not to let the opportunity to do so slip away.
Lorrie
Before ending the conversation I ask one or more general questions about things for which I might make assumptions but about which, without verification, I cannot be certain.
I always make sure students know that I am asking strictly for my own personal knowledge so I can best structure and instruct my course, not to criticize their online or course habits.
Some examples:
1. When you log on to Desire to Learn do you go to a course link such an “You have new Emails” or “You have Dropbox feedback” or do you go to a Course Home Page each time?
2. If you go directly to Discussion or Dropbox areas, do you also visit Home Page News every week? If you do visit News then how often would you say you read News items?
3. How often do you tend to check Email? Do you filter Emails for each of your courses?
4. Did you change any Discussion or Email settings when Tips were provided?
5. If Instructor-made videos were available for Geology concepts such as measuring Interfacial Angles, would you most likely view them? Would you have the time?
Such things are important, need-to-know information that help me to make better decisions how to reach my students with course updates, course changes and new resource materials.
I keep my list of questions next to my computer. I may only ask one question during a single phone conversation but I try not to let the opportunity to do so slip away.
Lorrie
Tuesday, April 27, 2010
Bending a Little
I am a firm believer in not babying online students. I want them to research and "Google" for themselves and I will provide help and hints on "how" to do so in order to guide them along.
However, sometimes an Instructor needs to know when to bend a bit more for the sake of all involved.
Two situations this semester come to mind.
In one case a person misplaced a map that was needed for a Lab and so the student emailed me to ask if I had any advice.
I suggested a Google Image search because a Physiographic World Map can be found on the Internet.
Then I was asked...do I put "Physiographic World Map" into the Search box?
Knowing that several very different Physiographic World Map images could come up, some of lesser quality than others, I decided it was easier and better if I found the map then emailed the link to the student.
In another situation a student was having a great deal of difficulty understanding exactly what was required for a Unit Research Discussion. The information the student had written was not scientifically sound nor was it enough to qualify for 45 points.
By way of an email, guidance was provided to "fatten up" the research with additional facts but every email reply came back with, "Sorry but I still do not know what is required."
Ultimately I decided on a better way to help this student.
1. I suggested a topic title within the main topic. It was something about which I knew the person could find a lot of information.
2. Then I listed 3 specific areas to touch on within the research in order to cover criteria and qualify for full points.
Even if at first an instructor believes that a student should be able to handle an assignment or accomplish a task from start to finish on their own, sometimes it is easiest and best for an instructor to bend a little and do more to help students accomplish a goal.
Lorrie
However, sometimes an Instructor needs to know when to bend a bit more for the sake of all involved.
Two situations this semester come to mind.
In one case a person misplaced a map that was needed for a Lab and so the student emailed me to ask if I had any advice.
I suggested a Google Image search because a Physiographic World Map can be found on the Internet.
Then I was asked...do I put "Physiographic World Map" into the Search box?
Knowing that several very different Physiographic World Map images could come up, some of lesser quality than others, I decided it was easier and better if I found the map then emailed the link to the student.
In another situation a student was having a great deal of difficulty understanding exactly what was required for a Unit Research Discussion. The information the student had written was not scientifically sound nor was it enough to qualify for 45 points.
By way of an email, guidance was provided to "fatten up" the research with additional facts but every email reply came back with, "Sorry but I still do not know what is required."
Ultimately I decided on a better way to help this student.
1. I suggested a topic title within the main topic. It was something about which I knew the person could find a lot of information.
2. Then I listed 3 specific areas to touch on within the research in order to cover criteria and qualify for full points.
Even if at first an instructor believes that a student should be able to handle an assignment or accomplish a task from start to finish on their own, sometimes it is easiest and best for an instructor to bend a little and do more to help students accomplish a goal.
Lorrie
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