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Just submitted the link to my Portfolio Project. I like the idea in my head and I think the content gets at it … need to let it settle for a day or few then go back for review and edits … but I don’t care for the physical look of it in Bb. But I need to go learn SPIN and have a look at ULTRA and I have a book on HyFlex Course Design I want to read before the end of the week and its already Thursday. I also have dissertation draft2 to read, comment on, and get back to a student (in another country). The Portfolio Project will be piloted this fall with about 75 undergrads. Then we’ll see what I need to change.

In terms of Teams, think I’ve figured out how to navigate it but still don’t like it. Don’t think I would ever willingly use it.

This is the fifth online course I’ve taken. The first was around the time The Web started (went to E-Quad computer lab in order to be in the first wave of experiencing it); that course was taught via emailed twice-a-week lectures and assignments. The second was with participants from various (mostly R1 institutions) and after the hello-here’s-why-I’m-so-great intros, it went pretty silent; I completed and posted the expected work so it was good in that I got something completed, but it was pretty much an echo chamber of one voice. The third was programming/coding and was really a self-study with a rare posting of a question by someone in the class; but fine by me as I learned what I wanted and more. The fourth was synchronous and a studio class so everyone was suppose to be in a set up workspace and working for the three-hour once-a-week lab and participating in critique another three-hour session each week. Critiques were interactive. The working lab sessions were just that; I liked them online as I didn’t have to drag supplies to campus and I could do set-up and clean-up outside of the async meetings so I had more working time. I would do more studio online classes in a minute. Take-away, I find online classes productive for me. Most I would say are disappointing in terms of interaction if interaction is what you want … but what I want is to learn from the professor and complete the work that is assigned as well as I can … so I’ve found online classes productive and meaningful.

Found two videos ‘7 Steps to Successful Screencasting’ [2:40] and ‘Cognitive Presence’ [3:03].

Interesting to see/hear self-efficacy measures mentioned … something  I’m including in another project I’m working on.

Screencasting. Right. I don’t do acting in front of a camera. Although I am doing HyFlex in the fall but that’s different as I will be interacting with the students who are in the room … hum … wonder if the masks will make a difference in how sound needs to be set up … note to self: might be smart to see about a test session before classes begin.

Okay, I don’t do acting in front of a camera. So I put together slides and was going to use screencast-o-matic.com. So now I know I don’t do well talking to a computer screen.

Ended up writing a script (which I’m not great at reading from but the best option so far), turning each slide into a separate jpg, shutting myself and the Zoom recorder in a closet, door shut to keep out the sound of the fans … turned out this produced a bit of an echo, tossing everything into Premiere Pro and in minutes had a finished product which I’m happy enough with to make more. Of course, I first googled for the best format to put it in the blog … way wrong answer retrieved … so used a bit of logic looking at the list of options and chose a good one as the video is on the blog.

Teaser: came across the term ‘whole brain teaching’ – off to explore what that is. Postscript: Immediately found https://wholebrainteaching.com and that tomorrow is the last day of a 7-day virtual conference … and today and tomorrow are sold out. But there are webpages of information linked to each day (which is not recorded).

As long as it is still too hot to do much else than sweat (no AC) as I listen to the roar of the many fans, I might as well try to get a handle on another assignment as when the heat breaks I need to go into a big push mode to make up cognitive time loss on the course project. Previous summers I would just pack up and be off to a library or coffee shop and set up for hours of intense working. Not this summer due to the pandemic. I need to sweat it out at home and rearrange time and activities to match what the heat does to mind and body.

Once again I need to do a bit of searching on terms to know what the assignment is about. This time its Claim, Connect, Action feedback approach. Yes, I can guess what that is but I’d rather have some sense of confidence that I’m correct. I’ll start with ReVISION Learning – oh, interesting. When I check out the ABOUT US I see my professor is one of the contributing consultants. That should serve as a credibility check. First, Claim, Connect, Action feedback appears to be used for observing and giving feedback on teaching. I understand the class assignment as applying it to feedback on students’ online discussion posts. Brief takeaway then: Feedback (on discussion post) needs to include: Claim(s) against specific attributes of the post (this I would assume would be based on a rubric students are given for what a discussion post should include); Connect the claim(s) to the actual observation (as in mention both the rubric criteria and specific wording in the post); and give Actionable suggestions (how that particular post might be edited to better match a given level of the rubric … here I assume it might be better to make suggestions that would move the student to the next level up … not necessarily to the top level).

Now I need a rubric. There are lots of rubrics on the Web. I do a search w/.edu and look at anywhere from a half to a baker’s dozen. In this case I see a range of quite simple to complex … the complex ones look to me more like they are intended to score a decent length paper rather than a discussion post. A few are titled rubric but I would call them checklists with points. Others seem very general (quality of post, relevance of post, contribution of post) … and a bit too-open for scorer-bias. I’m drawn back to one that is, to me, a checklist. I go back to one I’ve used before … summarize the body of posts, add a new interpretation or clarification or illustration or thought-line, bonus – summarize own post with a question that can prompt additional posts. I do another search for scoring checklists + .edu. First one up has thirteen criteria [really?].

The rubric522-Discussion-PostRubric

The prompt – View the following video https://youtu.be/qcRWkkSvfj0 [6:38] While viewing, pay attention to buzz-words, the illustrated flow and consequences, and personal actions presented. Are there parallels on a more personal f2f basis? Be sure to review the rubric before posting your response.

Instructions

Post Both on Your Blog

  1. What can we do to re-center online discussions in the voices of our students?

Goldstein, A. (2020, July 16). Students need the skills to find their voices in online classrooms. Philadelphia Public School Notebook.  https://thenotebook.org/articles/2020/07/16/students-need-the-skills-to-find-their-voices-in-online-classrooms/

Kominiak, T. (2016, August 24). How to amplify student voice in curriculum discussions. K12 Insight. https://www.k12insight.com/trusted/how-to-amplify-student-voice-in-curriculum-discussions/

Markel, S. L. (2001, Summer). Technology and education online discussion forums: It’s in the response. Online Journal of Distance Learning Administration, IV(II). https://www.westga.edu/~distance/ojdla/summer42/markel42.html

  1. What makes you angry, why?

Headlines and emails, according to my husband. But not all headlines and emails, and more than headlines and emails. The common thread is actions and words I view as unjust. I have been like this since a child – maybe that’s why some adults said I was born old. When I felt it necessary, stood up for classmates to peers, teachers, and administers. I’ve caught a fist a few times and had a drawer and a trash can thrown at me and a few other meannesses. I survived.

Look for other communities and networks or host a network events. Choice is yours. Never one to determine how folks have to interact with strangers. You can lurk and learn or lead and learn. Both valuable

Laura Saunders’ blog (Simmons) – Information Literacy Frameworks & Social Justice

Shiela Webber’s blog (Sheffield, UK) – Information Literacy Weblog

The Librarian’s Guide to Teaching Podcast (Amanda Piekart, Berkeley College; & Jessica Kiebler, Pace University) – Episode 15: ACR: Framework Series – Part II

Rule Number One: A Library Blog (Dani Brecher Cook, UC-Riverside; & Kevin Michael Klipfel, USC)

Instructions

Post on Your Blog

Find a saying to guide your remote teaching. Tell us about it.

<Source>

You cannot regulate socialization. Not if you want everyone to engage on their own beginning comfort level and perhaps eventually expand the engagement they are comfortable with.  I am reminded of the idiom “work the room” and how one person can connect one-on-one with individuals to make them feel comfortable, included, and what interests them, how they might fit in with others in the room then make those connections.

Active Learning Strategies:

[“doing things and thinking about what they are doing”]

  • encounter (new) information and ideas
  • engage with information and ideas
  • reflect on their learning

Columbia Center for Teaching and Learning

Mapping active learning strategies:

Content Frame:

[When trying to figure out what this is I ran into Kaplan’s Depth & Complexity framing – putting the link here to explore later.]

What is a content frame? “A Content Frame is a visual representation (an outline) of the content of a reading selection” <Source> Yikes! For the class represented here it would be better for the students to construct this. I believe I had a version of at least the spirit of this in the  video posted earlier.

TimelineEDU106-F20-timeline [PDF]