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
Reflections
Where I was.
Where I was.
As a counselor, I have often heard complaints from students taking online classes. "The instructor doesn't respond to them, it's not engaging..." the list goes on. I found myself creating a list of things not to do while I listen to their experiences. I wanted to learn how to engage students, especially since some of the topics we cover (ahem, study skills) can be a bit dry. More than anything, I wanted students to know that I am a real person who is here to support them, and hopefully, they would learn a thing or two along the way.
Where I am.
Where I am.
I feel very fortunate that I haven’t taught online yet because I’m building my sandbox from the ground up. My biggest concern is my course not being engaging enough. I’m hoping that the tools I’ve been introduced to in this course will make all the difference—particularly the student-generated content and utilization. There’s no denying that students are going to put forth more effort in work that interests them, and in which they can see the benefits. In an environment where pseudo-anonymity is the name of the game, I think it’s important to provide as many opportunities as possible for students to feel like they are part of a community. I want to try to replicate the interactive nature of the classroom in the online environment as much as I can.
Where I'm headed.
Where I'm headed.
I plan to create a course that engages students from its onset. I will be emailing students prior to the course so that they know what they’re getting into (and can run!... just kidding). I think welcome emails are a really nice touch that I’ve always appreciated receiving, and my students get the added bonus of a welcome video. I want my students to know who I am, especially because I am also a counselor on campus that they may very well end up seeing at some point in their journeys.
I recognize that I am part of their overall experience, so I intend to create a Flipgrid for our first meet-and-greet discussion and participate in it as well. I will give my students ample opportunities to interact with one another throughout the course—through discussions and group activities/projects. After taking a pulse at the beginning of the course to gauge who my students are and what’s important to them, I will revise any discussion or reading material that will be most relevant to them, while still meeting the COR. More than anything, this course has reminded me of the importance of keeping the course fresh so that I am constantly meeting the needs of my students.
Examples
Examples
gathering feedback
gathering feedback
I like the idea of having an end of course survey. I would use this as an opportunity for students to earn some extra credit points (since students always ask). So, by completing the survey, students would receive 5 extra points. It’s not much, but it can definitely help those students who need it. I chose to do this at the end of the course because students would have already experienced the whole ride, so to speak, and would be best equipped to comment on what worked and what didn’t. I want students to use this survey as a means to express their overall experience in the class—the good, the bad, and whether they feel it better prepared them for college. I want them to know that they have a voice and can help shape the course for students in the future. I want them to know I’m listening.
student generated content & utilization
student generated content & utilization
One of the most meaningful concepts that I learned about was the student-generated content and utilization. It really helped me revise my project so that student investment and engagement will increase because students would now be able to help build the course content.
engaging through zoom
engaging through zoom
I've seen others use Zoom, but had never personally experienced it as a host. It took a little bit of getting used to, but eventually I got the hang of it. My husband graciously served as my guinea pig, and we struggled initially with how to have him add his annotations, too. Eventually, we figured it out! Now that colleges are moving to using Zoom, having this practice is priceless.
self-assessment
self-assessment
One assignment I plan to give at the end of the course is having students reflect on their experience in the course via FlipGrid. These videos serve as good feedback for me regarding students' experience so that I can improve my course and meet students where they are. They also provide a student perspective that I would post (with permission, of course) for future students to see and gain tips on how to succeed in the course.
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