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.
This principle supports:
- Applying student self-assessment to guide learning opportunities
- Using formative and summative assessment and course analytics to monitor student interaction and learning and responding appropriately
- Leveraging communication tools to support student success
- Developing plans for improving courses each time they are taught
Reflections
Reflections
Where I was.
Where I was.
Before I started the Dynamic Online Teaching class, I did not give much thought to the types of assignments and assessments that I provided in my class. To make matters worse, I never really improved upon what I taught. Most of the content migrated semester to semester largely untouched.
Where I am.
Where I am.
The Dynamic Online Teaching class stressed the importance of aligning my course with the OEI Course Design Rubric to recognize the strengths of my course and at the same time address the areas of improvement to align with the OEI standards. The use of self-reflections to allow the student to gauge the growth taking place. Also, balancing formative and summative assessments along with integrating course analytics allow for a strategic approach for evaluating student performance.
I also incorporate weekly discussions for my class that focus around the topic for that unit. I feel that the discussions help students interact with each other. One of the most surprising aspects is that the students all learn from each other well before I start to draft a response to their posting. I hope to refine my discussions to enhance the effectiveness of my online teaching.
Where I'm headed.
Where I'm headed.
Since the textbook for my class needs to be replaced, this is a great opportunity to revamp my class to include more self-reflection. I also want to revise the assessments to include more interaction and balance the summative and formative areas. Also, I want to include group interaction for students to work collaboratively and learn from each other.
Our campus sends our students an online survey at towards end of the class. It is an optional survey that I opted-in in order to receive valuable feedback to improve my class. In previous years, the reviews were overall positive. However, I continue to struggle with technology issues with Canvas from time to time.
Example
Example
Assignment Student Generated Content.pdfI created this group bibliography assignment to allow students to work collaboratively and apply their knowledge on the use of library databases along with citing the material that they find in either APA or MLA formats. My hope is that students can learn from each other in a virtual environment in an asynchronous way. I experienced a similar assignment in my SJSU Certificate Program. Although I was resistant to the idea of collaborating in a virtual environment, I found the experience to be helpful for learning the material.
I created this Library 112 presurvey to gauge student experience with library resources and library research. I plan to include more surveys in my future classes as they provide valuable information based on student feedback.
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