In a US News and World Report article, Ian Quillen identified six signs of a bad online instructor. The list included things like a syllabus that is unclear, no set timetable for responding to emails, and simply converting print resources used in the face-to-face class. Ian’s article was intended to help students access the quality of an online class and be able to withdraw if necessary. However, this list can also be used to help online/hybrid instructors recognize where their course may be in need of improvement.
Additionally, we have developed an online teaching resource to help faculty develop or improve their online and hybrid courses. Check out our new CAT+FD Online Teaching Resources and let us know what you think.
The Learning, Teaching & Technology Centre at the Dublin Institute of Technology, Dublin is conducting a professional development opportunity for persons interested in mobile learning, specifically the potential mobile apps hold for teaching and learning. The 12 Apps of Christmas 2016 is a short free course that will be held over twelve consecutive weekdays, starting Dec 1st.
This is the third year for the 12 Apps of Christmas. The 2016 iteration of the course is a collaborative effort. Educators from Ireland, UK, and America have come together to produce twelve (12) case studies, each one showcasing a different mobile app with descriptions of how they have integrated it into their own teaching, learning, and assessment practices. It is hoped that reading and reflecting on these real stories will inspire participants to explore mobile apps that might be of interest to them and their students.
You should register for this professional development opportunity if you want to connect with like-minded individuals, have an opportunity to expand your personal learning network (PLN), and start powerful conversations with others interested in this emerging field. To get more information and to register go to 12 Apps of Christmas 2016.
When I first started teaching, as a graduate student, I would would plan my classes in excruciating detail. These classes were largely lectures, interspersed with the occasional individual or group work. Often, I would even write out a joke or some irrelevant comment I wanted to start the class with. I still have the legal pads that I filled up with this extensive planning. Meanwhile, I had friends who could walk into the classroom without any real preparation and lead a successful class.
I've always been a planner; although, now those plans are just outlines with approximate times -- things to help me keep the class on track. But I've also always been a procrastinator; I do much of my best work under a quickly diminishing deadline. These days, I do most of my daily class planning the night before class.
However, recent innovations that I've become involved with are challenging me to plan in different ways. There are plenty of great and potentially powerful pedagogical innovations available now. Two new ways I'm dealing with this semester are inverted teaching and collaborative teaching. Both of these, I'm slowly learning, mean that planning for class is not simply getting ready to teach class on a given day. As a result, I'm (very) slowly coming to accept that I have to do significantly more planning significantly earlier.
Inverted Teaching
While video lectures are not a necessity for inverted teaching, they are one effective way to deliver content without using up class time. The videos, to be honest, are killing me. I suppose, as is often the case, this will get better over time, assuming I decide to reuse the videos from this semester the next time I teach this class. (Although, given my propensity for making significant changes every time I teach a class, I probably won't.) I had grand plans to record all the videos for my grammar class this past summer, to have them done and ready to go throughout the semester. Then, once the semester began, and I hadn't recorded any of the videos, I developed a plan for recording each video at least two weeks in advance. Here too, I failed.
Aaron Sams, one of the pioneers of inverted teaching, tells stories of recording videos for his Chemistry classes late at night in the laundry room, so as not to disturb his sleeping family. This past Saturday morning, I recorded a lecture on rhetorical grammar in my car while my son was at his Tae Kwon Do class. The video needed to be watched by my students before class this Monday. Granted, it's only a 15 minute video (I know, I know. It should be under 10 minutes.), but still, it feels like cheating to tell my students in class on Friday, "Please watch the video on Rhetorical Grammar before Monday's class. It's not done yet, but when it is, be sure to watch it."
This has been the pattern for much of the semester. For the composition classes I'm teaching in the spring, I have a list of about 20 videos I'm planning on recording over the winter break...
Collaborative Teaching
Meanwhile, I'm also team-teaching a class with a colleague in the Art department. The class itself is pretty well planned out, with a fairly set schedule that we've managed to stick with throughout the semester. It's a largely discussion-based class, so as long as both of us arrive having done the assigned reading and supplemented it with some additional research, the classes themselves go pretty well. We both come to class having individually prepared, but we never seem to have enough time to get together to collaborate on the planning and grading. Much of that takes place via email, often sent late at night.
The literature on this is beyond clear: you have to co-plan to co-teach. It's another new way of thinking about teaching: as I said, I do most of my best teaching planning the night before a class. That doesn't leave much time for co-planning, though, so it's another change I need to make in my time management. Maybe next time, we need to schedule at least one joint office hour to have a set time each week that we can be together to plan for the following week.
What's the Point?
The point, I guess, is that these innovations, which I believe are having a significantly positive impact on student learning, are also having a significant impact on the way I prepare to teach. I suppose that is another improvement, but the growing pains aren't that fun. Innovation is about change, and change can be a challenge. These innovations, while done to help our students, can also help us by forcing us to rethink the way we do things.
As you know, the flipped classroom relies heavily on students being prepared and ready to engage in the learning activities. What do you do when students come to class unprepared? Do you give a quick lecture to recap the pre-class content so everyone is on the same page? Do you give the unprepared students an alternative assignment? Do you kick the unprepared students out of class? Depending on your teaching philosophy and the classroom environment you want to create, you probably want to pro-actively design the learning environment using strategies to promote learning and personal development instead of relying on punitive measures to change behavior.
In a recent Faculty Focus article, Dr. Barbi Honeycutt recommended five things you can do to motivate unprepared students in the flipped classroom. Her recommendations are:
The ePortfolio Process: Collection-Reflection-Interaction
The use of portfolios as an educational tool is not a new idea. Nor, in fact, is the idea of making portfolios digital. A quick literature search will find numerous articles discussing the benefits of using either traditional or digital portfolios, often focusing on the impact in discipline-specific settings. Portfolios are not only effective teaching tools, but also effective assessment tools. As the need to conduct college- or even university-wide assessment becomes more common, we've seen renewed and increased interest in digital portfolios — or ePortfolios as a way to assess a student's learning over the course of his or her academic career. ...continue reading "Empowerment through ePortfolios"
As teachers, we all want to encourage the development and enhancement of the problem-solving skills of our students. However, we may have to tap into some problem-solving skill of our own when attempting to create a classroom environment that is engaging, informational and effective in meeting the objectives of our courses. Many times, this is easier said than done. But, fear not. The Eberly Center at Carnegie Mellon University has created an excellent resource that may help you to effectively address teaching issues that are commonly encountered in the classroom. This Solve a Teaching Problem tool works as an easy-to-use, three-step process. First, you identify the problem that is occurring in your teaching from a listing of issues that are divided into broadly-themed categories. These categories include: Attitudes & Motivation; Prerequisite Knowledge and Preparedness; Critical Thinking & Applying Knowledge; Group Skills and Dynamics; Classroom Behavior & Etiquette; and Grading and Assessment.
Step 1.
Once you identify the problem, the second step is to identify the possible reasons that the problem is occurring.
Step 2.
Once you understand why the problem may be occurring, the final step is to explore the strategies provided to determine what may be effective in addressing the problem.
Step 3.
It is important to note that these strategies are both evidence-based and practical. However, as with any strategies, certain ones may work for some while being ineffective for others. The idea is to think critically about what is happening in your particular class and use the strategies as a guide to create a plan of action for your specific situation. Happy problem-solving.
I'll be honest: I can't remember the last time I penalized a student for turning in a late assignment. I used to be very strict about this. I was taught, in fact, to be very strict about deadlines. Make your policy clear in your syllabus and never deviate from it, I was told. Don't let the students take advantage. So I used to deduct one letter grade for each day a major assignment was late. Small assignments couldn't be late at all.
At some point though, I started to wonder about the effectiveness of this approach. Mostly, I started to worry, as a writing teacher, that I was hindering good writing by making the deadline some important. A few times, because of my clearly stated policy, I had to give an A paper -- I mean a truly excellent paper -- a C, simply because it was late.
I still have a policy in my syllabus that says, clearly, that a deadline is a deadline, but I follow that up with a statement that says, "If you anticipate having difficulty meeting a deadline, please speak to me about it." Basically, to an astute reader, I'm negating my policy right there.
Ellen Boucher discusses this a recent article in the Chronicle of Higher Education: It's Time to Ditch Our Deadlines. Her new policy is that all assignments come with an automatic two-day grace period. If a student needs still more time, all that's required is a meeting. As a result, she says, she's seen higher quality work and less stress from her students. She makes a good argument, especially by focusing on how this helps under-prepared college students.
I should say though that so far, I've only taken this approach with big assignments -- essays and research papers. Daily homework, quizzes, and such still come with fairly rigid deadlines.
In a recent Inside Higher Ed blog post, Travis Grandy, PhD student in Composition and Rhetoric at the University of Massachusetts Amherst, writes,
Do you ever feel like you want to get more out of your syllabus? Sure, it plays center-stage during the first day of class, but does it really have to end there? Perhaps it’s a matter of presentation.
He goes on to express his frustration of writing a carefully detailed syllabus only to see his students tuck it away never to be seen again; assuming they read the syllabus in the first place.
After seeing an article on creative approaches to the syllabus, Travis felt his syllabus had a design problem as his syllabus had over the years ballooned to over two thousand words, single-spaced, with a few bullet points.
Travis redesigned his syllabus to not only make the content more useful for his style of teaching, but also easier to use and visually engaging. His revised syllabus ended up being full-color, using illustrations and visual metaphors to convey content, and was intentionally designed help students more easily find the information and get excited about the core purposes of the class. It is important to note that to make his syllabus accessible, Travis made his syllabus available in other formats as well.
Travis’ strategies for a syllabus redesign and ways to better integrate the syllabus into teaching and learning are:
Have Your Syllabus Reflect What You Value Most
Design elements to draw attention to the things about your course that you most want to stick with students. This should not come at the expense of being detailed about your classroom policies or meeting institutional requirements for what should be listed on a syllabus.
Tips for the Design Process
Start from a Template: Templates can include great options like two-column newsletter style or a table of contents to make your syllabus easier to reference. MS Word and Google Docs are easy to intermediate skill level tools you can use to create your redesigned syllabus. A few intermediate to advanced skill level tools you can try are Smore, Populr.me, and Tackk.
Get Visual: A visual doesn’t have to be elaborate, but strategically using images, shapes, or flow-charts can be an equally effective way of drawing attention to the most important parts of your syllabus.
Design with Accessibility in Mind: You want to make sure your syllabus is accessible for all students. This should include providing your syllabus in multiple formats and also using easy to read fonts and high contrast colors.
Build Your Design Knowledge: Educate yourself on effective design practices and visual rhetoric.
Beyond the First Day of Class
Use the syllabus at key moments: A great time to ask students to look at the syllabus is when you transition between major units or assignments of the course. You can turn this into a class activity such as having students write a short reflection about how their work in the previous unit helped them develop competencies or achieve course outcomes.
Reinforce concepts from your syllabus in assignments and grading: Use concepts from your syllabus consistently in other course documents including assignment prompts and grading rubrics.
If you do decide to redesign your syllabus keep in mind that accessibility is very important. Don’t assume that a full-color syllabus is accessible to all students. For accessibility, provide multiple options for students to access the content so they can choose what works best for them. This can include printing in color or black and white, sharing the syllabus as a PDF (with character recognition), and using alt-text and captions for images and diagrams.
Research on self-directed learning has shown that people who take the initiative in learning, learn more things and learn better than people who sit at the feet of teachers passively waiting to be taught.
Self-directed learning is especially important for student success in online classes.
Educators have an important role to play in assisting students to acquire the skills for self-directed learning. So how can educators help students develop their ability to direct their own learning, while ensuring that they develop the skills and integrate the knowledge they need to be successful?
In a YardStick blog post, Dr. Tai Munro provided a few suggestions that educators can do to help students to become self-directed learners. Those suggestions are:
It may not be a simple task to find suitable free music to use in your classroom or for your videos and presentations. This one minute video created by #1minuteCPD provides you with four different sites which have a good variety of music, much of it licenced under Creative Commons Universal (CC0).
