Humanized Online Teaching Showcase
Amber Hatter, Real Estate Instructor, Butte College
This site provides examples of instructional resources created in the Humanizing Online Teaching Academy, a professional development program at Butte College, funded by the Culturally Responsive Pedagogy & Practices grant from the California Community College Chancellor's Office.
Reflections
Where I was.
As an associate faculty member of real state and business at community colleges in California, I have been challenged by the different learning management systems used. Now, most community colleges use Canvas LMS Instructure. As for course modality, that will also impact the way a class is taught using technology (partially or not). From the different colleges I have earned badges for online teaching and training, some were required (some not). Everything helps you become a better instructor, no doubt. However, It's not just degrees, certificates, or badges, that make a class better. It's about making mistakes and learning from them so that you can make adjustments and improvements to your courses over time.
Where I am.
To add to my teaching portfolio, is for me to use and apply my newly found teaching tools of the trade which I have learned from the Humanizing Academy. This includes creation and use of a Liquid Syllabus, Welcome Video, Home Page Video, Bumper Video, and Wisdom Wall. Furthermore, I learned how to use Adobe Express to make videos and Flip Grid to make voice threads, and I am comfortable using ScreenPal and YouTube more than I have ever been. Closed captioning is less of a barrier than it was before this class. All of these new teaching tools are of added-value in creating and conducting a humanized course.
Where I am going.
Marching forward in time, I am taking everything with me that I have learned. This includes ideas from my peer's examples and feedback in the Humanizing Academy. Also, I will continue to learn new technological skills, take courses (as a student) in the fields that I teach (Real Estate, Accounting, etc.), and take more challenging courses like this one. Lastly, I will enjoy using some new tools of the trade in the classroom, such as course surveys, and the Wisdom Wall, to get into the hearts and minds of my students. This way I can learn what it takes to better serve them in the class room and be a better teacher, overall.
Liquid Syllabus
I created my liquid syllabus from Google Sites, a free website maker. A liquid syllabus is a virtual document, that incorporates an approachable, welcoming language, and it is visually pleasing to the eye. Also, a liquid syllabus is public which means that students can easily access it before the course starts. In addition, it is mobile-friendly which means it resizes responsively depending on a user’s electronic device. Lastly, it incorporates my Welcome Video so that students can know who I am and how I will support them.
Course Card
For the Real Estate Principles Course Card, I selected the Monopoly Game icons to demonstrate activities and events that happen when you rent, buy, or sell real property. “Monopoly is a real-estate board game for two to eight players. The player's goal is to remain financially solvent while forcing opponents into bankruptcy by buying and developing pieces of property. Bankruptcy results in elimination from the game. The last player remaining on the board is the winner” (Britannica, 2022).
Britannica, T. Editors of Encyclopedia (2022, September 6). Monopoly. Encyclopedia Britannica. https://www.britannica.com/sports/Monopoly-board-game.
Homepage
My Homepage in Canvas is what I use for the Front Page. It looks like a web-site, and it includes all the vital links to the course embedded within it. A student can click onto any links that are included in the entire course. External links include Canvas Help Videos, the Department of Real Estate, First Tuesday Publications, and Butte College Bookstore. Internal links include, Modules, Files, Grades, Q&A' Cafe', Text Book, Syllabus, and Start Here.
Getting to Know You Survey
In my upcoming course, I will use a “Get to Know You Student Survey," which is a short online survey which is designed to help me gather information about my students. It serves to create a strong foundation for the term. For example, if I can contact a student, I can help him or her promptly. This survey sends a kindness cue, "I want to know you, so that I can support you" (Michelle Pacansky-Brock).
Wisdom Wall
A Wisdom Wall is wherein a student has the opportunity to share with new students ideas, opinions, or advice on what the student wishes s/he had known prior to taking the course. This can be in an audio or video format using Flip Grid. In my class, for the first time going around, this is a survey (ungraded).
Bumper Video
The Bumper Video introduces students to a new assignment. It's named "Interview Someone Assignment." The Student Learning Objective (SLO): 1. Describe the benefits and challenges of a career as a real estate professional, including the role of continuing education. The video outlines what students will learn by conducting the interview, and it provides instruction on how to use the interview questionnaire template, fill it out, and submit it in Canvas.
Micro-lecture
In regards to Chapter 17: Real Estate Math. The SLO (Student Learning Objective) is E. Solve basic mathematical problems relating to real estate, analyzing the outcomes of alternative real estate decisions. Specifically, the Micro-lecture I created covers Real Property Tax Calculations. This includes transactions for a purchase, supplemental tax bills, and refinance loans.