Instructor-generated content: lectures, presentations.
Imagine walking into class and seeing your professor standing in front of a large display screen, and thinking to yourself contently, professor is going to show a presentation. So you settle in thinking you’re going to be able to catch up on a little sleep for the next fifty minutes. But the professor asks if everyone read the last twenty chapters including his blog commentary; last week’s assignment and to your displeasure he begins to lecture.
He began to talk about Alexander Hamilton, steps to one side of the large display screen and touches it with his index finger. A large image of Alexander Hamilton appears and fills display, professor goes on to explain that Alexander Hamilton was the first united State Secretary of Treasury and a founding father. Professor then touches large display screen again and drags image of Hamilton to one side as image automatically reduces in size; he simultaneously taps center of screen with index finger of his right hand initiating play of a 30sec video clip from a PBS documentary about Hamilton.
Discussion, Interaction, Communications: class discussions, interactive work.
Professor asked class; what was the state of the country in March of 1776 when Hamilton joined the military. A voice from a ceiling mounted sound system starts to speak, it was Jason one of the remote students in this hybrid class, Jason talk about the New York Artillery and political environment of the time; professor brought up Jason’s webcam via Elluminate Live so class could see him, then Jason shared his desktop to show class some images as he talked about political environment of the time.
Research: individual and group work.
Professor reminded students of group assigned research reports, an assignment that was post on Blackboard that are due; a rubric provide detail instructions on this group project (rubric: each group are to provide copies of their group assigned research reports to all other class groups. Each group will then develop presentations only from group provide research, and each individual student will write an essays citing each group research reports and 5 other reference publications by midterm).
Mixed Bag: discussions, lectures, presentations, debates, integrated digital literacy.
This behavior went on for the next 40 minutes, professor would lecture, engage students in debates and discussions then like magic he would bring up either a passage of text from textbook and/or text from campus library on-line data bases, or a series of images, short video clips of commentary from a noted historian talking about Alexander Hamilton, then swiping it off screen like a iphone gesture only to quickly gesture something else on screen, when a student would respond or engage in professor guided debates; professor would invite student to pull up content on smart-board that could support their view or comment.
Assessments Activities: quiz, test, projects, peer-base strategies, evaluation and credit for participation.
Before students had realized it the hour had passed and for a moment they just set there wondering if it was over when professor uttered pull out your IPADs or laptops to face-to-face students, and instructed them and remote students to quickly download and take the pop quiz from blackboard he posted just before class, and email to him before class is over or by 55mis to the hour. That’s all folks; read the next twenty chapters, post a comment to my blog commentary and respond to three of your classmates posts for next week.
The above narrative is attempting to paint a picture of the possibilities of a technology enhanced class experience; a classroom without walls where the instructor has the ability to will his captives into a world that immerses their minds into an ocean of content that is a coherent symphony of information.
Reflection: Week 4: Pedagogy and Course Design II
So much good information in chapter 3, I’m not trying to reinvent the wheel here starting on page 63 it states get organized, in POT everything we have done and doing right now is instructing us on how to organize ourselves so we can re-organize, and even with so much instruction on how to get organized, guy’s I still feel overwhelmed.
I like the planning templates Lisa provide us; those layouts will work very well for me and the outline in chapter 3 provides a good guide for developing course structure, even the class tours mirrored this format.
Course Development: Ko and Rossen, Teaching Online
Syllabus, class schedules, content, exams, activities: Pulling from your course objectives and goals.
- Instructor-generated content: lectures, simulations, charts, graphs, presentations
- Discussion, Interaction, Communications: group discussions, class discussions, lectures, labs, exams, case studies, interactive work
- Group-created work and student-created content: collaborative & cooperative, peer activities (reports, BLOGS, class presentations), group projects.
- Research: individuals or group, experiments, fieldwork, interviews, internships.
- Assessments Activities: Tests, essays, projects, any graded assignments, peer-base strategies, portfolios, evaluation and credit for participation (use rubrics to guide students and as a basic for grading work)
Asynchronous discussion: Meaning that participants do not have to be logged in at the same time but can read and respond to messages over a time period. This need to be a coordinated effort and connected to a purpose and learning outcome.
Synchronous discussion: Students are logged in at the same time, ostensibly discussing the same topic. Important to plan ahead with topics to be discussed, technology that will be used, and time zone consideration.
The tours (Yavapai Community College) was very helpful with giving you a feel for different online class environments, approaches, and how rich the online experience can be; like conducting field trips online that is very cool, so much content on the internet. Online class does not have to be static, after building your structure and getting organized you can really get creative so your online class can really take on your teaching style.
My goal for this course is to develop an understanding of how to transform a face-to-face class into an online course, so I can better understand what is being asked of faculty as a technology integrator and instructional media developer; as faculty move to this next level of instructive strategies (online).
It has been helpful for me to think about my goal for taking this POT when I start to write my blog; again I’m not classically trained as an educator, but as an adjunct I taught television and radio production and one of thing things I learned from my basketball and tennis coaches, they would always tell us to watch the pros and take notes.
So I would tell my students; unlike most professions they have the opportunity everyday to listens and watch professional in their field the broadcast industry, I encourage them to watch news programs and listens to public radio programs critically with examination and learn.
For me this POT is my examination of something I need more information about, so I have immersed myself, this is not just a class on developing an online course, ( it’s an online course on developing a online course), so that makes the vehicle and matrix of how this course is delivered to me more than just a class, I’m plugged-in!