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Jayne Braman
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Like all of you (I assume), I stress most over the readings as they are the basis of my class. What will they read? Will I supply readings or will students buy books? If I want them to buy the book, will they buy it? Will they read it? I've... Continue reading
Posted Apr 17, 2017 at writingwithmachines
Idea #1 -- Teacher’s work as a mentor (modeling) text. Warnock writes of how we interact with our online classes serves as a model for the type of response we get in return. First, how obviously active we, as teachers, are in our classes directly correlates to how actively students... Continue reading
Posted Apr 4, 2017 at writingwithmachines
Hi Karla, I like your image of the fishbowl and wanting to be unrestricted in your approach to OW courses. Yet, we need to put controls on how and when students participate in the class. From experience, students do appreciate clear deadlines and a teacher who has control, so freedom to do as you want does not mean students get the same freedom. In fact, with OW courses, clear deadlines are important; external motivation, like clear deadlines in readings, responses, papers, and etc. are critical to success. So there is an irony to unrestricted space hindered by outcomes! However, with evolving technology how we approach participation and outcomes gives us new spaces to explore.
Toggle Commented Mar 26, 2017 on I will not be the goldfish... at writingwithmachines
In thinking about how to (re)create student-centered learning in an online format, the hard part, for me, is considering how to capture the spontaneity that happens in the f2f classroom in an online format. As teachers, we are experienced enough to go with the ebb and flow of the classroom... Continue reading
Posted Mar 14, 2017 at writingwithmachines
Hi Heather, Thanks for the run down on various grading systems. It has been a few year since I have used Grademark in Turnitin on Moodle. The system we had set up did allow for placing comments on the rubric and selecting the areas where students show strength and areas for improvement in their writing, a good visual reference. I like these systems, but did find that I probably over commented as typing a response in a box gave me more room than a margin on a paper, but as I said in my response, we need to get students to engage with the comments so that they read them. My question is, once a semester is over, do students have access to their papers and our comments if stored in these online systems? I know that I have gone back to papers that I wrote in previous semesters to find information or to look at comments when I was struggling with something. This could be particularly problematic if a student transfers to another college and is no longer registered; they won't have access to the system. Something I didn't really think about until this posting. I also think it is good to use limited tech tools at first in order to figure out what works and how best to use it. In an online class, teachers have to teach students how to use the tools, which means we need to utilize video, like Curry's and Jim's to help them, so we need to learn that technology as well. So many layers, yikes.
The discussion on LMS is timely as MCC transitions into Canvas. Rather than re-learn Blackboard, I have decided to move directly into Canvas, just to simplify my life. While several instructors in our WritingwithMachines group are full time at MCC, others of us are associate faculty who have to be... Continue reading
Posted Feb 26, 2017 at writingwithmachines
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As a current student in an online program, I love the convenience of my classes and being able to complete tasks on my own time within a certain timeframe; however, I miss the interaction with my peers and teachers in a f2f setting. What I have seen is that my... Continue reading
Posted Feb 18, 2017 at writingwithmachines