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.
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
Past
Past
Present
Present
Future
Future
My classes tended to do the same routine thing each week (probably my Type A personality!). It was time to get more creative now that our college was using Canvas. I was mainly using the discussions each week for the students to reflect and analyze the topics and communicate with their peers. I provided feedback, but was interested in how I could incorporate the SpeedGrader rubrics into my weekly grading.
In my @ONE Dynamic Teaching course, I was introduced to the OEI Course Design Rubric and was asked to reflect on Section B: Interaction. I believe I do a good job explicitly stating in multiple areas where/how/when students can contact me. I also provide a friendly tone in my emails/direction so students know they can contact me. I respond quickly to email inquiries which I believe is a great start in the communication process. To allow for more contact, I think that I could also provide some video chat times/zoom office hours in case students want to connect in that way.
I use weekly discussion forums as a main form of student-to-student interaction (as well as instructor-student). Here I find that this is a great forum for students to be open and share their responses and connect with other students. I also provide "food for thought" questions to further their interest. In larger online classes though it is sometimes difficult for all students to really engage, as well as meet all the different cultures and communication styles.
I now realize there are so many tools at my fingertips: Flipgrid, group interaction tools, peer reviews, wikis, and much more. The Classroom Assessment Techniques from the Dynamic class were very meaningful for me. I now have two self-reflection/assessment assignments in all of my online classes (see below).
My thinking has been transformed in terms of how I can be more dynamic with delivering the content. The language of “Student-Generated” content (disposable vs. non disposable assignments) is now something that I use daily when creating assignments and reinvigorating my courses. I am working to support more student-generated content and open pedagogy so students can learn from one another. This will be empowering!
I will also be experimenting with other smaller group discussions, peer reviews (one-on-one), FlipGrid, and Wiki assignments.
Examples
Examples
Self-Assessment: Muddiest Point
Self-Assessment: Muddiest Point
Prompt
You made it through week 1! This is a quick assessment to help you and I see what needs to be clarified and address any concerns you may have. Please briefly answer the following two questions:
- What is your muddiest point (if any) regarding the topics so far?
- Is there anything else you would like me to know or address as we move forward?
Submission and Grading
You will submit this short self-assessment via the assignments text editor. To enter your response, select Submit (top right corner). This is graded as completed/incomplete.
This self-assessment is assigned at the beginning of week 2; this is my second semester implementing. 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 also adjust my presentation of the week 1 materials (i.e social theories) and provide additional examples based on the student needs.
Mid-Term Course Check-in: Rosebuds and Thorns
Mid-Term Course Check-in: Rosebuds and Thorns
Prompt
You covered a lot of ground so far in this class! Here's your chance to check in. Take a moment to reflect on your experiences so far in the class. Identify one thing that is going well (a rosebud) and one thing that could improve (a thorn). Do you have anything else to share with me…
Submission and Grading
You will submit this short self-assessment via the assignments text editor. To enter your response, select Submit (top right corner). This is graded as complete/incomplete.
This check-in is assigned mid-semester; this will also be my second semester implementing this. I respond individually to each student so they know that I am involved in their class experience. Based on the students' feedback, I have altered the course design. For example, students requested that the modules be available a day before to allow more time to work on the week's material. Others have asked for additional examples or clarification on certain concepts so I have added this content when requested. Finally, I had a student last semester suggest a prompt for a discussion so I added it as an option for the next week. The students loved it and it created a dynamic experience.
Infographic Discussion
Infographic Discussion
This discussion assignment requires students to create an infographic on a topic of their choosing from the week's materials in their Death and Dying class. The use of non-disposable vs. disposable assignments was foreign to me until I took some @ONE courses. I believe this is a good representation of student-generated work.
Rubrics
Rubrics
To grade the weekly formative discussion assignments, I use the Canvas SpeedGrader to provide feedback. I have created a grading rubric based on the criteria for the assignment and use this to assess. In addition, I provide written assignment comments as needed in the box at the bottom. Weekly discussions are usually graded within 24 hours after the forum closes.
Rubrics are used for the summative assignments as well.
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