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Tech & Experimentation
Tech & Experimentation
I was exposed to many new tools in the certificate program. These examples represent my overall goal to take risks with technology and not become stagnant in my practice.
I was exposed to many new tools in the certificate program. These examples represent my overall goal to take risks with technology and not become stagnant in my practice.
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.
I stayed in my comfort zone, sticking to what I knew. I was learning Canvas and all of its neat features, but not doing much outside of that.
Where I am.
Where I am.
I feel very comfortable with Canvas and have also tried out many new tools outside of Canvas to enhance the online learning experience.
Where I'm headed.
Where I'm headed.
I want to experiment with Padlet. I also want to use the Canvas analytics information more as a way to track student engagement throughout the semester.
Course Improvement Examples
Course Improvement Examples
Adobe Spark: I really fell in love with Adobe Spark. Here is a lecture I recorded on writing on a research paper. I have also given students Adobe Spark as a final presentation option.
Zoom: That's me in the corner! I made Zoom live lectures a regular part of my course last semester. I was resistant at first because pre-recorded lectures seemed more practical to me, but I see now how it is humanizing. I give students extra credit for attending. If they can't attend, they can watch it later and write a response for extra credit (to make it more equitable).
Answer Garden: For the first time, I experimented with a no-points word cloud last semester. It asks students to enter one major takeaway after they have learned about the concept of rhetoric...a topic that is challenging for many students.
Flipgrid: I tried Flipgrid last fall and sort of have a love/hate relationship with it. Some students chose not to participate due to social anxiety. Others didn't love the idea of being on video. So I decided to use the Canvas video function instead and make video optional for extra credit. But only 5 or 6 do it. I may try Flipgrid again and use simpler prompts this time; I think that was the main issue.
Adapting Course Content: My course content is always changing. Not only do I change it semester-to-semester based on student survey feedback and my own impressions of how things went, but I also change content based on student questions, especially those asked in live lectures, and how they are doing on various scaffolded assignments. I plan to incorporate more sporadic student reflection assignments in my course.
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