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The Dynamic teaching course has expanded my philosophy of online teaching- online teaching needs to be dynamic and instructors should use feedback and insights to monitor student learning and adjust teaching and thereby continually improve their courses. This course reshaped my understanding of the needs of the students such as the importance of quality and timely feedback, using rubric tailored to the assignment rather than using a generic one, increasing student engagement by incorporating more group activities.
Reflections
Reflections
Where I was.
Where I was.
I had no idea that online teaching needs to be dynamic. I also did not know fully the importance of using course analytics, formative assessments to continually improve my courses. I used to use a mid semester anonymous survey to find out what was working/ what was not working and thereby improving my instruction. But I realized that it was not enough- I needed more student feedback to build an equitable learning community.
Where I am.
Where I am.
I revised my courses by making them dynamic. I use course analytics, direct feedback from students, indirect feedback from students to gather data to revise my course content and design. I also use a master course shell for engaging in ongoing course design and revision. I keep a list as I am teaching. After the end of the semester, I look at the course and the feedback (what worked, what did not work, which concepts students found difficult, which assignments students liked/disliked etc.) and then make changes at the end of the course in my master course shell. I just copy the master when I next teach the course.
Where I'm headed.
Where I'm headed.
I continuously work on to refine my course materials. I am planning to align my course to OEI rubric and get reviewed by OEI to make my course ready for OEI Course Exchange.
Please see below some examples.
Examples
Examples
Discussion_elasticity.docxTo open this document in a new window, click the arrow icon in the upper right corner.
Design of a Formative Assessment
Design of a Formative Assessment
In my principles of Microeconomics course often time students struggle with a concept called 'Elasticity'. I have designed a formative assessment that allow me to assess student learning and provide timely and dynamic feedback to the class or to individual students. Please check it out to the left.
dynamic learning_wiki.docxTo open this document in a new window, click the arrow icon in the upper right corner.
Student generated Course content
Student generated Course content
One of the most successful ways to engage students and create dynamic content is to include students in developing course content. Then use this course content within the course to help students learn course content and skills. Creating course content gives students agency in their education, encourage a learn-by-doing philosophy, and boost their self-confidence. Please check out to the left an example of an assignment of student generated course content that I have created for my class.
Another Example of Formative Assessment
Another Example of Formative Assessment
At the end of each module, I add a ungraded anonymous survey where I ask students to answer the following two questions-
1. What was the most important thing you have learned in this module?
2. What was the muddiest point in this module?
After I gather the data, I decide whether I need to reteach a concept or if I need to provide extra support or resources to an individual student or a group of students.
Please feel free to contact me at fahmida.fakhruddin@evc.edu if you have any questions.
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