Category: Exploration

OTL301 – Post 4 – Asynchronous Learning

Topics:

I wanted to find out (a) where the difficulties arose, and (b) suggestions and advice for success in this modality.

Common Problem Areas that were evident in the readings and videos were:

  1. Teacher Training – teachers had to develop capability in this type of delivery; understanding and using the various tools that were utilized in courses (video, discussions, wikis, etc.)
  2. Teacher Knowledge – the facilitator needs to have the content knowledge to develop material and to assist with student inquiries.
  3. Failing to address student misunderstandings in a timely manner, prior to the student continuing along a wrong path or moving on with other material; not being able to address student questions/concerns in a spontaneous manner
  4. Classroom Atmosphere – sometimes there can be a disconnect between facilitator and students, and among students.
  5. Students not watching the videos, or reading the material, as expected for developing a full appreciation or understanding of the material.
  6. Applying the pressure and support at a specific time when a student may need that extra motivation.
  7. Lack of spontaneous discussions.

Common Advantages brought forward were:

  1. Students have time for more analytical and reflective thought.
  2. The technology allows for the resources to be available at any time; allowing for review.
  3. Respects the individual for being a self-motivated person.
  4. Students can skip or move through content that they already know at a faster pace.
  5. The learning method suits students with busy and unusual life schedules.
  6. The learning programs are cheaper to produce and deliver.

Lessons Learned:

  1. Establish relationships earlier, as relationships have been found to be a significant contributor to student completion.
  2. Suggest definitive time frames for completing the material; usually in one week intervals.
  3. Ensure that feedback on learning is regular and timely.

References:

Haslam, J (n.d.) Synchronous vs. asynchronous classes. Retrieved from: http://www.elearners.com/online-education-resources/degrees-and-programs/synchronous-vs-asynchronous-classes/

Littlefield, J. (n.d.) Synchronous distance learning vs asynchronous distance learning. Retrieved from: http://distancelearn.about.com/od/choosingaschool/p/LearningTypes.htm

Makhlouf, J. (July 29, 2014) All by myself: The benefits and disadvantages of asynchronous learning. Retrieved from: http://elearningmind.com/benefits-and-disadvantages-of-asynchronous-learning/

Rysicki (2012) Asynchronous learning. Retrieved from: https://www.bing.com/videos/search?q=youtube+aschronous+teaching&view=detail&mid=E4B39B02A2B51E3CE783E4B39B02A2B51E3CE783&FORM=VIRE

Walton, P. D. (2015, November 1). Online indigenous university student supports, barriers, and learning preferences. Unpublished report, Thompson Rivers University, Kamloops, BC.

(2015). Asynchronous learning: Flipping the classroom. Retrieved from: https://www.bing.com/videos/search?q=youtube+aschronous+teaching+benefits+and+disadvantages&view=detail&mid=4FD38A2127BB580433D74FD38A2127BB580433D7&FORM=VIRE

OTL301 – Post 1

I am a long-term, experienced educator. I have (a) taught K-12 for may years, (b) evaluated practice and programs as a senior manager, and (c) enjoyed applying past practice and newly-learned practice into the post-secondary environment.While still learning many new concepts, I feel much of my practice is effectively honed.

One of my most effective and well-received strategies is to conduct immediate feedback on assignments; within a 24 hour time frame.

I remember when I was in public school and teachers would keep assignments and exams for weeks before returning anything to the students. Why have due dates for students if not for teachers? Also, when doing my doctoral studies I experienced unsatisfactory supervision. My main supervisor would not return emails, agree to meetings, and fail to return work/ideas for weeks at a time. This was very frustrating and led to an unhealthy relationship between student and supervisor.

Providing immediate feedback to students on their work and ideas honours them as individuals, and excites them about what they are doing. This is also an effective practice for the teacher as it maintains their focus and keep them in touch with their students, building a trusting and appreciative relationship.

The key ingredients are that the teacher needs to have good scheduling and tie management, planning their time in advance to provide this opportunity. Central to the effective of the practice is that the feedback is meaningful; being specific and constructive from the student’s learning perspective.

I have kept to the feedback philosophy for decades, thus, presently, regarding the timely and targeted feedback practice, I have not foreseen any changes to it at this time.

Initial Facilitating Strategies

From a first-time horizon of facilitating learning in the online medium, I have tried to incorporate some of my f2f personal supports. Three of the general supports that I have provided have been:

  1. Weekly email newsletters entitled, Looking Back and Ahead. –  This publication (a) reviews the main points of the last module, (b) points out the issues that needed additional clarification for further learning and application, (c) describes what tasks and expectations are in the next module, and (d) offers some advice on how to proceed and manage within the next module of study.
  2. Exemplars – In the weekly updates, where appropriate and necessary, I attach exemplars that I have in my personal files that align with the tasks, and also provide suggestions for how to approach and complete the upcoming assignment.
  3. Making individual contact – When students are behind, even slightly, or when students are having life problems, personal emails (with the option of phone conversations) are conducted to seek clarification, and to offer support, advice and flexibility.

An example of an assignment support is found below:

Lit Review Suggestions – Assign 5

Next Steps:

For future online facilitating, I have:

  1. Kept copies of weekly newsletters for refinement and reuse.
  2. Gathered course exemplars into a file for future use.
  3. Made notes for my own ‘heads up’ as to when the group will need specific, timely intervention and support for completing the course material.

Five Further Entries/Actions for Online Learning Supports:

  1. Introduce and explain key vocabulary.
  2. Learn and practice about creating and embedding video in to online course material.
  3. Become more knowledgeable about the effect of embedded video in online course material.
  4. Continue to speak ‘personally’ with little jargon and where necessary explain the jargon using an explanatory phrase.
  5. Apply the Segmenting Principle to keep the communication on student expectations clear and manageable.

OTL201 Post 1 Rewind

Enhancement with Social Presence:

The introduction of images and video/audio provide characterization to the person involved. This builds personal connection between the instructor and student.

Possible Improvements:

Greater length of comments in respect to diversity of topics and background would be the most notable enhancement. Including video and audio would be an enrichment over the audio alone. Embedding video information to the assignment expectations and/or the learning activities would provide greater detail and direction, and serve to reduce student stress. Accessing/interacting with the student social presence would provide the instructor with greater layers of understanding regarding the individuals.

Attitude Towards Social Presence:

Brief comment on social presence.

 

OTL 101 – Post 4 – Feedback

Regarding “Feedback” paper by Hattie (as based on Sutton et al., 2011)

Gaps in what Hattie discusses:

  1. There were positive reminders such as sizeable amounts of feedback that is descriptive and provides direction. The collective v. individualistic cultures was an interesting revisit that I enjoyed.
  2. Some gaps were evident. Collective and individualistic cultures can occur at the micro-level as well–the cohort or classroom. This is determined by the type of culture (focus) that the school and teachers perpetuate. This aspect also coincides with the importance of teacher conversation and how they correct actions and create the environment for risk-taking. The lack of discussion on collaboratively creating criterion for assessments, the use of exemplars and performance standards was surprisingly absent. Using the criterion-based rubrics for initial feedback, and for developing specific feedback comments would have added to the paper. The age and level of the students would be of interest (primary v. graduates). Teachers explaining the gaps that they possess and some of their vulnerability would have been an extension I would have enjoyed.
  3. To improve effective feedback to students I would offer consideration of (a) quick turn-around on feedback/assignments, (b) use of criterion-based rubrics, (c) using “to improve . . .” statements, (d) directing students to further exemplars that address the gaps that were evident, and (e) ensuring that potentially disconcerting feedback (as with some graduate students I supervise) is done privately and with compassion.

OTL101 – Post 2

Following the article: Critical thinking, cognitive presence and computer conferencing.

  1. As a person who enjoys narrative analysis, the article made me aware of how one can use the skill of coding (formally or informally) during/after online interactions to assess how the group, and individuals within the group, are progressing with concept development.
  2. The article assists/propels the facilitator in thinking more critically about what is occurring in online discourse.
  3. I appreciate the hermenuetic nature of the cognitive process (CoL) framework that has been presented. the facilitator realizes that a candidates progress on the developmental spiral may have some times of ‘pause or stoppage’ before having their learning flow onward/upward.
  4. The writer has limited online learning experience. Nonetheless, cognitive presence would be present in the reflection on, and adaptation of ideas that would be occurring in discourse and assignments.
  5. 5. Observe/read other posts.

OTL101 Post 1

Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!

My favourite vacation spot is Sooke, BC — hikes, beautiful views, fishing and golfing (Olympic View).

The novel, The Light You Cannot See, is a 5/5, depicting the convergence of the lives of two youth during WWII.

Regarding Learning:

  1. An important characteristic of online learning is to provide opportunity for equal participation for all learners and then to provide quick and meaningful feedback for growth, and for growing confidence.
  2. Being flexible with individual circumstances and providing alternatives for completion is sometimes necessary.
  3. I am exploring how to access and work with my blog; still a little mystified.