From: Wikipedia- Should we allow the use of this web site?
I also do not let students use wikipedia, if it can be found there great but verify it with a more credible source from the library. Though I don't… ...
From: Wikipedia- Should we allow the use of this web site?
I am one of those instructors who does not allow wikipedia as a source in my classroom. However I also do not allow dictionaries, encyclopedia or… ...
From: Developing OnLine Classes
Thanks Carla. AT AIU we constantly work towards offering new programs for our students. My Bachelor's degree was in Pyschology from a traditional… ...
Having recently read an article on how to be a successful online instructor, I started to think about how my teaching style has changed over the last 3 years. My early experiences in teaching in a masters of education program were all traditional, face to face classes. When I retired from the Chicago Public Schools, I thought I would continue teaching those courses as a part time job to fund my travels. Unfortunately life does not always go the way we planned. My mother who was in her mid-eighties and still living on her own, had a serious injury and needed to have constant help. After several family conferences we decided to have Mom move in with my husband and me. Do to her need of constant help I decided to try to find a part time job teaching online. Putting out my resume brought back an offer for a full time position which would allow me to work from my home teaching online. Although I had some concerns about teaching online, I decided to give it a try. As I became more comfortable with the various online tools I started to find this an exciting way to teach.
As I have become more and more comfortable with the virtual campus and my content areas, I have put more and more time into becoming more organized and into trying to deliver more individual attention to each student. Some of my more recent readings have made me aware of some of the deficits in my classes. I feel I need to provide additional opportunities for student interaction on subject matter.
My plans in the past have centered on making sure all students meet the requirements for the graded portions of the instruction. But thinking about the andragogy that is the philosophy our program is based on I now feel I should be concentrating on providing additional experiences and opportunities for those who wish to take part in them. The possibilities are so endless.
My major concern at this point is how to appropriately assess the learners according to the material provided by the university while broadening the possibilities for their learning. Any suggestions?
How to appropriately assess the learners according to the material provided by the university while broadening the possibilities for their learning. Any suggestions? I agree on the use of rubrics that clearly define expectations. In addition, providing supplemental materials to provide tips on specific strategies they can apply in their weekly IP and DBs can help guide students as well as challenge them to move beyond just throwing an assignment together I also think it’s key in live chat sessions and discussion threads to open up an discussion on the expectations of higher critical thinking in college work and how these are transferrable and necessary skills for the workplace. Students want to know how the work they are doing relates to their professional goals. Once critical thinking is defined, it then must be illustrated. I think this is best done through the use of Socratic questioning in live chat sessions and discussion board assignments, and praising logical, effective critical thinking.
grouping each component is better for the student and easier for me to view/revise.
jack aschkenazi |Jan. 2, 2008 @ 11:05 PM
How to appropriately assess the learners according to the material provided by the university while broadening the possibilities for their learning. Any suggestions?
Here are some of my ideas:
First, work on establish rubrics for assignements either by giving weights (grades) to the Learning Objectives of the specific assignments OR by breaking the assignment in its components and grading each component separately. This will be fair to the students and also enable to minimize the amount of subjectivity in grading. Of course there has to be a consensus between facuulty on rubrics.
Second, encourage communication between students around the subject matter.
Third, patience, patience, patience