Event Name - 0126--Creating an online classroom which encourages.. (QQT445576) Rita Hawkins: ok, I went away. great blue screen of death. am I back? James Riley: Yes. Rita Hawkins: Thanks That was awful Rita Hawkins: OK going on with the slides. The one minute slide is what you may have used in your F2F Rita Hawkins: In the online classes, this is the equivalent Bernard Smith: I have a question: At Empire State College Center for Distance Learning we use a very similar technique.. But the qustions you pose students don't seem to model qustions for students to pose one another.. Is that not a problem? Rita Hawkins: I have found that they actually do pose questions to one another without my prompting. Rita Hawkins: I am glad someone else is using a similar technique. What typ of questions do you use? Bernard Smith: I ask them questions raised by the literature taht have no right or wrong answers.. Bernard Smith: It is a medical sociology course, James Riley: What's the standards for a quality question? Rita Hawkins: Excellen!I ask those type of questions in the opinion paper assignments, but I had not incorporated them into the discussion. What level students? Bernard Smith: 300 level Rita Hawkins: I think that the standards for a quality question vary with discipline and level. Anyone want to reply? Bernard Smith: But I also have 100 and 200 level courses where I pose similar questions but always focused on substance.. James Riley: I asked the question but I don't have the answer. What was taht a quality question? (Just kidding) Rita Hawkins: I think that not getting the student lost at 100 and 200 level is important. The slide I just put up shows another reason for the use of short, direct questions Rita Hawkins: Chizmar had a good defense of the one minute paper (in references). I use it in my F2F classes. Rita Hawkins: Benard, do you find that the students also interact to you about your questions? Bernard Smith: I do, but I try always to return the point back to the class. I am facilitating and do not want to be the sage on the stage.. Rita Hawkins: I agree, totally. Rita Hawkins: I usually post the questions which come to me on the general discussion area of BB Donna Rosenberger: Hi, I am trying to read slides and chat too. Rita Hawkins: Hi Donna. Welcome Donna Rosenberger: I teach an online "Mathematical Concepts" class at a Community College. Rita Hawkins: This slide addresses some of what Benard was proposing. They often get into large, detailed discussions. Donna Rosenberger: I liked your reminder that the students need to "take ownership" of the knowledge. That has really been a problem in this class both online and in my f2f class. Rita Hawkins: Mathematical Concepts online must be challenging. I am not sure how I would encourage lengthy discussions. I use this technique in a Public Affairs class. We can discuss many contentious topics. Rita Hawkins: Donna: Rita Hawkins: Donna, I agree about ownership. Very difficult Rita Hawkins: Obviously, my students still worry about tests. Therefore, the interaction between the test and what was discussed. This also encourages them to attend and participate. Donna Rosenberger: I started "Homework" help discussion boards in our "Blackboard" platform. Students are answering other students questions! Rita Hawkins: HURRAH!!!! I have the same experience Bernard Smith: In the med soc class,, when we are looking at the phenom of non compliance amongst patients , I might ask that they look at the lit and suggest reasons why patients may not comply.. and then each student is expected to provide a substantive answer AND pose their own question to the class that does not involve a "look up" type answer. Rita Hawkins: Great idea, Benard.These next 3 slides were interesting, even though the students just volunteered the information in another study Rita Hawkins: Any time a student says that they thought I am encouraged. :) Donna Rosenberger: Are these comments from college seniors? Rita Hawkins: Juniors and seniors.This student speaks to the isolation that supposedly happens online. Rita Hawkins: Online brought him closer! Rita Hawkins: Once again, students liked knowing what was on the test, and preparing for it without cramming. Rita Hawkins: This slide addresses a future study which I plan. I teach the same course both online and F2F Rita Hawkins: I have this belief that authentic assessment is ethical and that students feel that they can learn if the assessment is authentic. Probably idealisim on my part. Rita Hawkins: I presume that, if the idealism has not diminished as the grey has increased in my hair, it is not going to go away. :) Donna Rosenberger: I also teach the same class f2f and online. I have "Web-support" for my regular class that helps them keep up if they miss a class or two. Rita Hawkins: I do the same thing. Rita Hawkins: When I was knocked off line, my computer ate my questions for you, but let us begin with: does any9one else use power point type of assignments? Rita Hawkins: Meaning, do you have students submit assignments in power point, so that other students can view them? James Riley: We are just begiinning to do that. I also recently observed a middle school class doing just that. Rita Hawkins: It works really well for me. I place2x as many points on the evaluations of one another's work than the creation of the project Thomas Smyth: I have students share all of their class activities and major projects online for cclas critiques. Rita Hawkins: Great! does it work well? Thomas Smyth: I too eveluate based upon the "quality" of the vritiques Thomas Smyth: we use rubric evaluation for nearly everything. James Riley: that's great idea Donna Rosenberger: My son is in tenth grade and loves to make Power Point presentations. Rita Hawkins: yes, and they will complain less about evaluating power points more than just papers Thomas Smyth: Donna, as you know, the only drawback to using ppt is that sometimes the focus becomes the technology and not the content. James Riley: Do you think we are changing thinking structures by doing this? Thomas Smyth: James - Yes! Rita Hawkins: That is a good question, James. Rita Hawkins: Explain, James and Thomas Thomas Smyth: I believe it requires a higher level of thinking...more critical/evaluative. Rita Hawkins: Me, too Thomas Smyth: and creative. James Riley: It shows the linkages among the thinking levels Thomas Smyth: and it's often authentic. Rita Hawkins: Great! I believe that we all agree. Now if we can covince the rest of the world James Riley: We are also tapping the visual spatial intelligence Donna Rosenberger: I have trouble getting my students to use "Microsoft Word". Of course they are Liberal Arts majors who hate math and computers. Thomas Smyth: generally speaking? Thomas Smyth: I was an english major who now teachers technology courses... Thomas Smyth: (pardon the typos from this english major :) Donna Rosenberger: What did you mean by "generally speaking"? Rita Hawkins: My class is Gen Ed, so some are paranoid, different from my industrial management students! James Riley: Didn't that give you a headache. Just Kidding. Rita Hawkins: However, all of them seem to enjou READING power points Thomas Smyth: Donna, You said "hey are Liberal Arts majors who hate math and computers." Probably not true for all as I am sure you would agree. Donna Rosenberger: How do the students submit the Power points? Rita Hawkins: clipped to email Rita Hawkins: I then save them as html and post them on BB Thomas Smyth: Do you post them, Rita? Thomas Smyth: OK Donna Rosenberger: No, not true for all. I usually have A students, and F students, with little middle ground. James Riley: Can they do this via the Blackboard drop box? I haven't tried that yet. Rita Hawkins: do not know Rita Hawkins: I have the original pp if it comes to my email. Thomas Smyth: Yes, they can use the drop box for this in Bb. Rita Hawkins: truthfully, the drop box is not something I use Rita Hawkins: I turn it off, so that I do not have something else to check Donna Rosenberger: I like the new "Assignments" area for submitting Worksheets and the file goes straight to the gradebook area. Rita Hawkins: Yes!!! Thomas Smyth: Me2 James Riley: A better alternative Donna Rosenberger: I used the Drop box before our tech reminded me the "Assignments" area could be used like a "Super Drop Box" ! Donna Rosenberger: Does anyone else teach in PA ? Thomas Smyth: SC Rita Hawkins: MO James Riley: IN Rita Hawkins: I guess the west coast did not want to awaken this early James Riley: I thought they seceded. Rita Hawkins: :) Thomas Smyth: Arnold likes to sleep in. Donna Rosenberger: My brother lives in Valpariso and use to attend Purdue Rita Hawkins: Cullture shock Rita Hawkins: Does anyone want to share their favorite assesment? Thomas Smyth: Yes. Rita Hawkins: go for it Thomas Smyth: Class critiques of student work which is posted... Thomas Smyth: I post the critieus as well. Rita Hawkins: better online than F2F? Thomas Smyth: Students use a rubric for creation of the project.. Thomas Smyth: and for the critique... James Riley: Can you share that or an example? Donna Rosenberger: My online clases do group web site evaluations and I put them up online. http://web.acd.ccac.edu/~drosenberger/Links102_Sum04.html Rita Hawkins: Good idea! Donna Rosenberger: I believe some of the groups were not put up this summer. James Riley: Thank you. Rita Hawkins: anyone else? James Riley: Thank you Rita Hawkins: How about the wost/funniest attempts Thomas Smyth: example at http://edtech.usca.edu/courses/aeet603/fa04/ET603syllabusFa04.shtml Rita Hawkins: Thomas, thanks Thomas Smyth: click on our graphics projects or... Bernard Smith: Sorry, had to step out for a few minutes.. Thomas Smyth: our flash projects Rita Hawkins: This will be recorded, so we can have the urls Rita Hawkins: Welcome back Benard Donna Rosenberger: How do you re-read chats? Thomas Smyth: they are archived from the main page Iskandar Hack2: The logs will be up until the end of November Bernard Smith: You use synchronous technology?? Donna Rosenberger: Can we read chats from sessions we did not "Attend" ? Rita Hawkins: thanks, Iskandar Thomas Smyth: yes, Donna. Iskandar Hack2: Yes, they're all going to be posted - probably next week some of the first couple of days are up now. They're under Catalog on the main page. Donna Rosenberger: Perhaps you should show your last two slides. Thomas Smyth: from the My Schedule page click on "Catalog" Rita Hawkins: has anyone tried mastery assessments, where you apply or applied course learning to real life? Thomas Smyth: please illustrate. Rita Hawkins: I have found that asking my environmental classes how the land around their home has changed in the last 10 years and how that appliles to the class is interesting. No cheating works here. Donna Rosenberger: I do introduce my students to spreadsheets and remind them it is a great way to balance your checkbook! Rita Hawkins: Donna: do you ask them to then balance a budget for something, like school expenses? Bernard Smith: Is this technique similar to asking students to illustarte their points by using their own experiences? Donna Rosenberger: The land around my home is supporting more deer! Rita Hawkins: Precisely! Donna Rosenberger: That sounds like a good followup, thanks! Rita Hawkins: Benard, I should have put your name before Precisely Rita Hawkins: Personal experiences seem to work well in all of my classes, if I can be creative to come up with the illustration for which to ask. Bernard Smith: I think that technique provides powerful ways for students to take ownership of their learning Rita Hawkins: I agree! Donna Rosenberger: The sad thing was that an eight point buck got hit on the road and died on my property. Bernard Smith: and it also provides at least a basis for them to question what they read too.. Donna Rosenberger: By Technique, I assume you mean the teacher's techniques. Bernard Smith: soory,, did not mean to step on your line.. Rita Hawkins: donna, yes I do Rita Hawkins: I would like to find a way for students to share their experiences with others online and relate it to the class knowledge. Any suggestions? Bernard Smith: Doesn't it depend on the nature of the subject? Bernard Smith: Certainly with a course on medical sociology we all have experieicnes of health and illness and have some views about the nature of alternative forms of medicine etc.. Rita Hawkins: Yes, but I believe that my construction management students could share how to test concrete as it is delivered in the same way that my environmental students could share about changing landscape. I am concerned about privacy, etc. Rita Hawkins: Perhaps I am unduly concerned Donna Rosenberger: This semester I started "Homework Help" Discussion Boards. I make a new one for each new topic. That way students who get frustrated have more support than just emailing me. Bernard Smith: I think privacy is a real issue.. Donna Rosenberger: I think students have to realize that almost anything submitted online can be seen by the whole class. Rita Hawkins: I do not want to intrude. Perhaps I could do what Donna did, and not make it a part of the grade. Bernard Smith: intrude? Donna Rosenberger: I use comments from the Discussion Board and or Virtual Chats for "Class participation" points. I remind students that this part of the grade will not be lower than their Exam average. Rita Hawkins: Well, asking them to explain about some things might get into their work relationships on the job, or their home life. (where they live, etc) Rita Hawkins: Good idea, Donna Rita Hawkins: Benard, would alternative medicine opinions, for example, be subject to social 'put downs" , like teasing in grade school? Rita Hawkins: Donna, do the students seem hesitant about attending your homework help boards? Bernard Smith: No... we explore why people might use non allopathic (western/sci) medicine and what the bases might be to qustion the validity of western medicine.. Donna Rosenberger: Iskandar, when I print out the abstracts the "Room 3 "is not printed. Could you send me a copy of that I can print? Any suggestions. Perhaps I can scroll over to it and try to print again. Rita Hawkins: Benard: Great. Perhaps I need to set the stage better. Bernard Smith: I try to get students to adopt teh devil's advocate position.. Bernard Smith: for anything anyone says.. Donna Rosenberger: Since I put a "point-value" on it, students who can not attend the Virtual chats seem to be adding a lot to the Discussion Board area. Rita Hawkins: Benard: I think that is excellent. How do they respond? Bernard Smith: Some do better than others.. Rita Hawkins: Benard: Do you have online teacher evaluations, where this might show up? How about anyone else? any problems with asking about personal experiences Bernard Smith: I constantly argue that sociologists ought not to adopt particular positions except teh position that tries to understand the positions that others take as reasonable.. Donna Rosenberger: I am going to take another break before the 12:00 sessions start. I am at home and using my phone line. Rita Hawkins: Bye Donna, Thanks Donna Rosenberger: Have a great end of the semester, it is going fast! Bernard Smith: That is a good qustion, Rita.. We tend not to see our own evaluations .. Rita Hawkins: They send the group results to me. Sometimes good, sometimes not so good. Bernard Smith: But all our class discussions are asynch so students have the possibility of editing out postings they realize tehy perhaps should not have sent.. Rita Hawkins: Benard: That would help. I should probably turn on that switch in BB Bernard Smith: and in our class orientation (ice-breakers etc) I try to make clear what the groundrules are for discussions.. (including privacy isues) Rita Hawkins: I attempt that, but when I have social issues, such as population issues in the Public Afairs class, I have to be in the discussion rooms with frequency. Rita Hawkins: Any one else with those problems, or is it the nature of the discipline? James Riley: It may also be the nature of online comm. It's too easy to send something offensive when you are at a distance. Bernard Smith: One of the advantages of asynch discussions is that we can ask students to post say 100 word contributions say tthree times a week and to respond to say, three other postings made by students Bernard Smith: You don't have the students introduce themselves to one another? I think that tends to reduce the anonymity of teh discussion.. and so flaming etc is reduced to a minimum.. Rita Hawkins: I agree with James. Smileys are not the same as a smile. I ask them to post a personal web page (easy in BB) and read each others. Bernard Smith: Again, asynch discussion removes the coffee shop nature that chatrooms can descend into.. James Riley: Haven't thought about that in depth. Bernard Smith: I am making a virtue out of necessity as we have students atending across the country and occasionally across the world. Rita Hawkins: Interesting, Benard. I agree with James about distance and offensive comments. Smileys are not the same as a smile. Misscommunication. Rita Hawkins: yes, i have students in Hawaii, Florida, and France as well as everywhere in between Rita Hawkins: And our program is not totally online! Rita Hawkins: That is why this is such an important discussion for me Rita Hawkins: James: did you tell me what you teach? James Riley: I was an administrator for the online campus at one institution. Now I am a prof of education in In Rita Hawkins: Great! that is perhaps why your input is good. I also appreciate Benard's outlook James Riley: Good mix of experiences Rita Hawkins: Yes Bernard Smith: I hav eenjoyed this discussion.. and the presentation.. James Riley: Very much so. Rita Hawkins: Thank you both for attending Rita Hawkins: And Iskandar for being here, too Iskandar Hack2: Thank you Rita - good session. James Riley: Good luck to you both Bernard Smith: Thank you for sharing your ideas.. Iskandar Hack2: any last comments before I save the log? Rita Hawkins: I hope to "see" both of you online in the future. James Riley: Likewise Rita Hawkins: Good bye James James Riley: Good bye