Reading Reflection 4 - AES - EDUC 5083
Published on Nov 11, 2023
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PRESENTATION OUTLINE
Most Important Takeaway
- Students who have a feeling as if they are in a community in an online course are more likely to achieve the learning outcomes. One way of achieving that is through interacting with others throughout the class from peers to the teacher and even expert guest speakers.
- Topics and materials need to be created in ways which are easy for learners to navigate and are graphically appealing and they also should be authentic. Students prefer assignments that relate to real-life applications.
Most Important Takeaway -2
- to navigate and are graphically appealing and they also should be authentic. Students prefer assignments that relate to real-life applications.
Other Valuable Lessons
- "Instructor modeling is the most important factor in creating a learning community" (Johnson, 2013 p.33).
- When facilitating threaded discussions make sure you use the student's name, your responses are positive, you're challenging your students, and are consistent in your responses.
- "...negligent students is often more responsive to kindness than to rigidness" (Johnson, 2013 p.33).
- "Good teacher feedback on assessments promotes and improves learning" (Vai & Sosulski, 2016, p.154).
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Other Valuable Lessons - 2
- "...negligent students is often more responsive to kindness than to rigidness" (Johnson, 2013 p.33).
- "Good teacher feedback on assessments promotes and improves learning" (Vai & Sosulski, 2016, p.154).
Photo by Ryan Graybill
What else I discovered
- "Students [need to] know when and how they will receive feedback from instructors" (Vai & Sosulski, 2016, p.159).
- Even ungraded assignments need to have expectations explicitly delineated.
- Specifics for individual assignments are NOT outlined in the syllabus but in the assignment section.
Photo by Samuel Rhys
What I wonder
- I really wonder how subjective teacher grading of discussion forums are. I have seen students who will simply create a post which follows the basic rubrics provided but essentially quote the book and do not put any reflection or thought behind their posts. Then there are students who I have seen write more about how the reading(s) relate to their personal/professional lives. How do both get scored the same? Is it fair that someone simply quotes gets the same as the one who relates? The book says "Online class participation should account for between 10 percent and 30 percent of the course grade" (Vai & Sosulski, 2016, p.162). That is a lot riding on a question which students may or may not relate to.
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What I wonder - 2
- both get scored the same? Is it fair that someone simply quotes gets the same as the one who relates? The book says "Online class participation should account for between 10 percent and 30 percent of the course grade" (Vai & Sosulski, 2016, p.162). That is a lot riding on a question which students may or may not relate to.
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Important instructor Responsibility
- Teachers need to give actionable feedback to students. They can do this by specific feedback but also proving a place for students to reflect and act on the feedback (UCD Teaching & Learning, 2022).
- Teachers also need to have variation in their graded assignments from projects, reflection, case studies, presentations, and even group work, to keep the course engaging and fresh to students and instructors.
- Instructors need to make sure students understand the relationship between the graded elements of the course and how their final grade is calculated.
- Build choice into the curriculum so that students feel as if they are in charge of their learning and might produce better work.
Important instructor Responsibility - 2
- and even group work, to keep the course engaging and fresh to students and instructors.
- Instructors need to make sure students understand the relationship between the graded elements of the course and how their final grade is calculated.
- Build choice into the curriculum so that students feel as if they are in charge of their learning and might produce better work.
Important instructor Responsibility - 3
- of their learning and might produce better work.
What learners should know or be able to do
- Learners should know how to do backwards design to create assessments which align to the learning goals for proper assessment.
- Learners should be able to design a course which promotes a healthy and safe environment so that you can build the best online community as possible.
- Learners should know how to balance their time to prevent fatigue when grading online discussion points.
- Learners should know how to include a variety of text, images, audio and video recordings, as well as web-based tools to keep the course interesting for students.
Photo by JoanDragonfly
What learners should know or be able to do-2
- Learners should know how to balance their time to prevent fatigue when grading online discussion points.
- Learners should know how to include a variety of text, images, audio and video recordings, as well as web-based tools to keep the course interesting for students.
Photo by JoanDragonfly
Personal Connections:
I can tell you that if I had students use this Haiku Deck to create a presentation they would probably be pulling their hair out in frustration like I am today. There is very little ways to customize this outside of the parameters Haiku sets out. This may simply be the online version but in my experience students enjoy adding all the crazy animations, videos, and designs that they choose. This presentation model is very limiting and I would not provide this as a choice in my classroom for most activities. The best way this slide deck should be used is for students who struggle with technology and being creative. Some of my SPED students dislike creating projects online because it is overwhelming to them to use it. This is very simple and can be used for those who have learning difficulties. For me though...I will never create another presentation using this deck.
Important Terms:
- Modeling - demonstrating how your thinking works on the assignment so students can mimic it when they attempt the assignment.
- Online resources - Help extend/amplify a course topic. ex: mini-video lectures, charts, images, tables, journal articles, links to websites.
- Assessment - Student performance is measured through the products of student's work. Needs to be clearly and direclty tied to the learning outcomes of the course.
- Rubric - Tool that "defines the performance levels for each gradable activity element" (Vai & Sosulski, 2016, p.162)
Photo by mikecogh
Important Terms - 2:
- Assessment - Student performance is measured through the products of student's work. Needs to be clearly and direclty tied to the learning outcomes of the course.
- Rubric - Tool that "defines the performance levels for each gradable activity element" (Vai & Sosulski, 2016, p.162)
Photo by mikecogh
