Embedded Files
Effective teaching is inherently dynamic. Each time we teach a course, present a lecture, or engage our students in a learning activity, we teach when we respond to student questions and feedback “in the moment.” Effective teachers use experience to modify a lesson from semester to semester. Great online courses are not simply copied from semester to semester without significant changes, or allowed to run on autopilot, but rather are taught dynamically and improved with each iteration.
Reflections- Notes from the journey
Reflections- Notes from the journey
Where I was.
Where I was.
Before taking the Dynamic Online Teaching class, I was meeting regular effective contact with messages and graded comments, but the classes were a bit flat.
I knew I needed to change up the material, start using zoom, and make more videos, but it was not sure where to start.
Where I am.
Where I am.
Where I currently am is creating assignments about help facilitate the experience for students in that meets the Dimensions of Presence foundation.
I have added a Module questions section to each of my units to help me understand what videos or extra content students might need in this version of the class.
Then, I add material that will be useful to them in the class, and I post the link to the new content as an answer to their module question section, as well as in a module support section.
Where I'm headed.
Where I'm headed.
My next steps are to work on designing non-disposable assignments by creating an ePortfolio of students work, using student generated content to study for the mid-term and finals, as well as having students generate an FAQ and student guide, which roles over for future students.
I am hoping that by having students take on more agency in the creation of assignments that have meaning to them, students will become more engaged in creating awesome work.
Examples
Examples
The above image is from my EWRT 2 Flipgrid
FlipGrid Assignment
FlipGrid Assignment
The Dynamic Teaching class exposed me to Flipgrid for the first time. I was immediately blown away by how in could be incorporated into a class to help students feel a part of a community because they could see and hear each other. In this assignment, I use Flipgrid to help facilitate study buddies beacuse students post a question and then reply with answers from our class text or an outside resource. It is a great way to crowd share the learning.
Module 2 Overview EWRT 2
Module 2 Overview EWRT 2
After taking the Dynamic Teaching class, I began thinking deeply about the Dimensions of Presence and ways to incorporate this concept into my classes. One of the things I began working on is clearer facilitaion, students wanted videos at the beginning of the module to go over what the module covered, so I added welcome videos to each module. It helps mimic what I would do in a face-to-face class when I start a new unit.
Fallacies_Wiki_Assignment_Aleonard.pdfLogical Fallacy Wiki
Logical Fallacy Wiki
At the end of the Dynamic Teaching class, I was excited to start trying to add more student generated content to my classes. One assignment that has worked well is the Logical Fallacies Wiki Entry. which I have been using on Canvas. Students really responded well to creating their own logical fallacy content rather than simply reading it from a book. Plus, it made them more invested in peer reviewing each other's work sicne if the wrong info was up their it could hurt their midterm grade. After the success of this assignment, I am working to add more student generated and living assignments like this to my class, so students feel their work is valuable.
Page updated
Google Sites
Report abuse