Monday, October 27, 2014
Thursday, October 16, 2014
My voice thread- called "Championship team building" a current topic in HHP 325 is linked below
https://voicethread.com/new/share/6174767/
Reflection on Scheuermann
Michael Scheuermann seems to have quite a few things figured out concerning online learning. A very good article with tons of great reminders. A must read for all online teachers at DC. My experiencial learning at USD involved taking a great course online with Marcy Reisetter. We had groups of 3 where we had to pick a time to review the chapter and discuss everything online.I was very afraid I wouldn't do well, would not like my 2 group mates, or things just wouldn't work.
We had topic starters and discussion questions- and 90 minutes to type, respond, etc...
It turned out to be very fun, very entertaining. Our group partners gave us an evaluation of how we did, then the teacher scored our overall knowledge of the topic based on our online reflections/ discussions. I benefited a lot from reading, making notes, preparing for the discussions,and then finally giving my input. I felt like I was part lecturer, part learner, part blogger, and a small part just goofing around with friends in class, which was healthy as well.
We picked Thursday at 8:30-10:00 pm- since it worked for everyone. It was fun to have that time over with, relax and watch the evening news, hit the hot tub, and then get to bed feeling lot class (that one) was over for the week.
One interesting thing the TA did- was very important. We had two follow-up questions that we had to answer- based on our online submissions. Those were almost always things we had shied away from or didn't understand!
Michael Scheuermann seems to have quite a few things figured out concerning online learning. A very good article with tons of great reminders. A must read for all online teachers at DC. My experiencial learning at USD involved taking a great course online with Marcy Reisetter. We had groups of 3 where we had to pick a time to review the chapter and discuss everything online.I was very afraid I wouldn't do well, would not like my 2 group mates, or things just wouldn't work.
We had topic starters and discussion questions- and 90 minutes to type, respond, etc...
It turned out to be very fun, very entertaining. Our group partners gave us an evaluation of how we did, then the teacher scored our overall knowledge of the topic based on our online reflections/ discussions. I benefited a lot from reading, making notes, preparing for the discussions,and then finally giving my input. I felt like I was part lecturer, part learner, part blogger, and a small part just goofing around with friends in class, which was healthy as well.
We picked Thursday at 8:30-10:00 pm- since it worked for everyone. It was fun to have that time over with, relax and watch the evening news, hit the hot tub, and then get to bed feeling lot class (that one) was over for the week.
One interesting thing the TA did- was very important. We had two follow-up questions that we had to answer- based on our online submissions. Those were almost always things we had shied away from or didn't understand!
Saturday, October 11, 2014
Chapter 3 was very interesting to me. I will really be able to use the guide to organizing an online class. Some of it seems like common sense, but it is nice to know that you are on the right track.
It talks about allowing students to take the quiz as many times as they want- keeping the highest score, to make them more familiar with the material. Here is what I was wondering- would it be best to allow them to keep their best score, or to allow them to keep their average score, throwing out the worst result, and capping it at 6 attempts?
I will allow them to retake, cap it at 6 attempts, throw out their lowest score, and not allow the first attempt t be thrown out. This way- practice helps, you can't just ram thru it a bunch of times, the first result must stay so you would be wise to know what is going on before you take the quiz, and the instructor will know how many attempts you used- thereby being able to gauge student persistence.
I would really like feedback on this :)
It talks about allowing students to take the quiz as many times as they want- keeping the highest score, to make them more familiar with the material. Here is what I was wondering- would it be best to allow them to keep their best score, or to allow them to keep their average score, throwing out the worst result, and capping it at 6 attempts?
I will allow them to retake, cap it at 6 attempts, throw out their lowest score, and not allow the first attempt t be thrown out. This way- practice helps, you can't just ram thru it a bunch of times, the first result must stay so you would be wise to know what is going on before you take the quiz, and the instructor will know how many attempts you used- thereby being able to gauge student persistence.
I would really like feedback on this :)
Tuesday, October 7, 2014
I really enjoyed the ASU objectives builder. I learned a lot. I loved how it takes Bloom's taxonomy and uses terms to help you build objectives at the appropriate level. It is a must use for me. The lesson provided a thorough backdrop of why you use objectives and how you use assessment and why they fit together. It was almost like cheating.
A couple years ago, I worked with Kayt Frisch on this. We developed a "the main thing" you should know for each lesson of our respective classes.It was a very useful activity. I found these to be helpful in developing learning objectives. However, I found a few of those "main thing" items to be not easy to assess.
I will be using the ASU objective builder in the future.
A couple years ago, I worked with Kayt Frisch on this. We developed a "the main thing" you should know for each lesson of our respective classes.It was a very useful activity. I found these to be helpful in developing learning objectives. However, I found a few of those "main thing" items to be not easy to assess.
I will be using the ASU objective builder in the future.
Tuesday, September 16, 2014
I like the idea of making modules from Tuesday until Monday. For me, I will have great incentive to finish before the weekend. That is just how I operate!
I am not a comfortable blogger. I am not sure how I feel about throwing stuff out there. I am very task oriented, so sharing thoughts doesn't fit well into a checklist mentality.
I do not see myself ever becoming one that consistently blogs- but who knows. My focus right now is on Monday night at 6:30 p.m.-- our first basketball practice of the year. It will be wonderful, busy, and like nothing else. I am excited, nervous, and very well prepared. The thoughts about practice just dominate my thinking and drive what I do.
I certainly enjoyed the reading for the first module. The overall process of reading and watching the various instructional videos brought me to right around 6 hours. So Dave, you are right on the money.
Chapter one reflections for me: I love the part about understandability. (for Dave, I thought Unit 1 was extremely understandable and well presented). I also like the part about chunkability and repeatability.
I am not a comfortable blogger. I am not sure how I feel about throwing stuff out there. I am very task oriented, so sharing thoughts doesn't fit well into a checklist mentality.
I do not see myself ever becoming one that consistently blogs- but who knows. My focus right now is on Monday night at 6:30 p.m.-- our first basketball practice of the year. It will be wonderful, busy, and like nothing else. I am excited, nervous, and very well prepared. The thoughts about practice just dominate my thinking and drive what I do.
I certainly enjoyed the reading for the first module. The overall process of reading and watching the various instructional videos brought me to right around 6 hours. So Dave, you are right on the money.
Chapter one reflections for me: I love the part about understandability. (for Dave, I thought Unit 1 was extremely understandable and well presented). I also like the part about chunkability and repeatability.
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