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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.
My students are more engaged and successful when they are provided with feedback, whether something small or more detailed, which ultimately just lets them know I am here for them and care.
Reflections
Reflections
Where I was.
Where I was.
I like things to be very organized. I built my online classes to have the same format each week - One chapter, one quiz, and one discussion. It was very predictable and rarely changed from semester to semester. Although I like the organized format of the course, I did not consider the impact on student engagement due to the "boring vibe" of my course. It was static and a rigid learning environment for students. I have always had a teaching presence in my courses, especially with providing timely feedback. However, all of my feedback was typed and therefore did not have a personalized touch.
Where I am.
Where I am.
The idea of moving beyond regular effective contact to a dynamic course was something I had no considered prior to the Dynamic Teaching @One course. One of the first changes I made was having dynamic announcements rather than basic reminders. I incorporated feedback for the entire class in my "end of the week" announcement rather that a short announcement with due date reminders. This small change really increased my presence in the course, illustrating my participation in the weekly discussions by being aware of the conversation but not dominating it.
I believe that the Dynamic Teaching and Humanizing course both inspired me to start utilizing the video feedback tool in the Canvas Speed Grader. This element of social presence within the course, along with personalized feedback, is a wonderful method to let students know that I am here and care about their success in the course.
Where I'm headed.
Where I'm headed.
Looking ahead is the next semester is always exciting, but I know if I am going to try out new techniques there is likely to be mistakes and learning experiences along the way. Change isn't easy and it takes a lot of time to get a new idea developed the "right" way. For example, while take the Digital Citizenship course, I loved the idea of open pedagogy. I tried out something new the following semester - Having my students write quiz questions for the students next semester. The first time I tried this assignment, students submitted their questions directly to me. Some were great, others were not. Only a handful were high-quality to use the following semester. Looking ahead and adding another new element to the my course, I want to try (for the first time!) group discussions so they can peer review each other. A little peer review will make my life easier!! Perhaps as a group I will have then pick the best of the best to submit.
In order to provide my students with the most robust learning experience, I have to be willing to continually update my course. Another idea that I have considered and would like to test out in the coming semester is having students create infographics about an economic concept. Again, I think peer review is key to increasing the quality of the work and I can use the infographics on the "summary" page of each module. Students will be able to see that their work has a life after the course has ended.
Examples
Examples
Video feedback for discussion
Video feedback for discussion
I started utilizing the video feedback tool in the Canvas Speed Grader. In order to protect student data, the image to the left is a screenshot. In the assignment comments, I first made a typed comment reminding the student that the discussion was due that night. This particular discussion was the first introduction prompt so my video feedback welcomed the student and reminded the student that I am available for help either through email, the Canvas Inbox, the "Ask Professor Pakula" discussion board, or in-person during office hours.
Note: The image to the right is a picture, not a video, in an effort to conceal student information.
Dynamic Announcement
Dynamic Announcement
This announcement is a great example of how I have added a dynamic element to a static announcement. The first paragraph is a reminder about the assignments due that day. The second paragraph highlights the common issue I noticed while reading the discussion posts. I reminded the students about the concept and let them know that they could revise their post if they made an error. I also let the students know that discussion is designed to be a learning experience. The announcement ends with a reminder about my office hours and to reach out if they have any questions or concerns.
Muddiest Point
Muddiest Point
This self-assessment is assigned every few weeks in the course (four times in total for a 16-week course). I respond to students who have specific questions, but if there are repetitive ones then I answer those by posting an announcement/email in Canvas. I have used the feedback to provide additional support to students, remind students about tutoring services available on campus, and add content to modules that students find difficult, and provide additional examples based on the student needs.
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