Tanya, in Week 3 catch-up/ thank you’s & Techie Questions about Voice Messages (10/3/13), tested Veronica’s ideas re audio feedback on student papers/projects. She tried TurnItIn’s “new voice message tool,” “Adobe Pro’s voice embed tool,” and ScreenCastOMatic. Re the last, she says, “I’ve tried both ScreenCastOMatic options of QuickTimePlayer and WindowsMedia MP4s and AVI files. I’m also experimenting to find out if Laulima/Sakai limits the size of the attachment sent via Messages. I think it does.”
Thanks, Tanya, for doing this! It saves me and others who are interested a lot of time and effort. My feelings re audio in this role is torn. On the one hand, I realize it does give a more human “face” to comments, but I’m not totally convinced that text doesn’t do the same, though in a different way via tone, persona, etc. On the other hand, part of the review process is to create a log of past performances to guide future growth and to measure growth, and for this, text is very efficient. The result is a performance continuum (or record) rather than isolated bits of feedback. I’d think audio comments, even if only a few minutes long, might take time to review — for the teacher as well as students. For example, I can scan a text transcript quickly for info I need, but searching a video or recording is a hassle. Thus, even if the technical issues could be worked out, audio recordings may not be worth the extra effort they require. When the purpose is to convey info on problems and strengths in a student’s paper, perhaps the best medium is the one that’s quickest, easiest, and most effective. However, this decision may be a matter of teacher preference, and buy-in may be a critical factor in student success.
Sara, in Week 4 Activity Post — 10/3/13, says, “I find that students don’t know how to think critically.” In the context of her post, I understand where she’s coming from. However, I don’t think she means that “students don’t know how to think critically.” Of course they do — but maybe not in the areas and in the ways that we deem important in our fields of study. The fact is, the vast majority of human beings are excellent critical thinkers. The key, for teachers, is to tap into that natural ability by helping students connect it to the teacher’s topics. Students may need to learn new labels for what they already do, and they may need to learn how to refine their thinking, but we shouldn’t forget that teaching is often reminding students about what they already know and showing them how to transfer prior learning to newer contexts. In short, ignorance is relative.
Sara mentions a problem in Dr. Elder’s session: “I felt like most of [the] session was spent explaining what critical thinking was. I was looking for specific examples about how to implement it into a training or class and how to engage student in that thinking.” Most teachers are familiar with critical thinking principles in F2F settings, so their interest is in implementation in online contexts. She leaves us with a comment that I’d like to echo: “I would still like to know what others do besides asking probing questions to encourage critical thinking in their students. I know there must be more strategies out there that would reach out to a more varied audience of learners and I would love to hear about them.”
Ida Brandao, in “MOOC How to Teach Online” (9/28/13), says, “I must confess that I have great difficulty to follow synchronous communication, for professional reasons, for reasons that one forgets the timings. So, most of the synchronous events I watch as recorded sessions.” I’m like Ida. While I’m watching the linear real-time progression slowly unravel, I keep wondering, Couldn’t this have been provided in text, for me to review at my own leisure, at my own pace, in my own way? Then again, I may be asking all the wrong questions.
Julio C. Castro, in “Suggested Reflections (week 3)” (10/2/13), says, “It is a tricky situation when you have to put together teams of students who have not met before in a on-site course. But to do it in an online class, it is even more difficult. My take on this is that, even though many instructors practice this, the students have to figure out themselves how to pair up, the instructor only needs to create the right environment.” I agree that teamwork in an online class is “even more difficult.” I can’t help but feel that teamwork, like some other strategies (such as webinars), are carryovers from F2F learning contexts. In other words, in classrooms with 20-50 students, small groups or teams are a practical alternative to everyone shouting all at once. Online, the conditions are different, and the purposes for certain strategies that are useful in onground classes may not be as relevant online. Perhaps we ought to reverse engineer the practice of teams: begin with the purposes of teamwork then explore purely online strategies for achieving them. In this way, form follows function.
Julio, in “Activity Reflection (week 3)” (10/1/13), says, “It got me curious because I thought that maybe this is just some kind of resistance to the use of new technology or maybe there is indeed no foundation on the usefulness of this system in online learning. So, I think I have found a problem I liked to explore possible solutions to, that has really excited me.” Good point, Julio. My guess is that audio is simply not as efficient as text in forums. In discussion forums using text, we have a visual sense of the parts and the whole. If all were in audio, we’d lose that sense of location and finding and tracking individual posts would be baffling. Still, I applaud your spirit of inquiry and encourage your exploration.
Julio says, “I guess the big questions is whether discussion forums gain anything from implementing audio threads, here at UF there is no guidelines on how students use the tool, I think this time I will spend some effort on creating these guides to help students create a truly engaging community through voice and text.” I’d begin with this big question, too: Do “discussion forums gain anything from implementing audio threads”?
Leanne Riseley, in “Making Sense of Connecting with Learners and Creating Community” (10/1/13), says, “I created a new page with all of the technologies we use in the course on a single page. This page has video tutorials, resources, and links to tech support. In the past, I had the technology listed in my course syllabus and throughout the course modules, but now it is all in one place.” I slowly came to this “solution,” too. I use WordPress blogs for course info and developed a separate blog called “course resources,” a central location for info that’s repeated in all the separate course blogs. Course maintenance and info flow has become much more efficient.
Leanne says, “I’ve used teams in my online course for the last four years, constantly reviewing and revising the process each semester. A small change that I will be making – I have always named my teams 1, 2, 3, etc. and encouraged the teams to pick their own names.” Please see my comment, above, to Julio re teams.
Example 6: Wondering what you should do for the participation portion of our class?
What do I mean by a substantive post?
The following are some ideas to set the stage for substantive participation for the development of your critical thinking skills:
- Ensure that the posting contributes to the overall discussion thread that is being developed. Your response must contain some reference back to the original discussion question. Stay on track by always referring back to that original discussion question.
- Try to use your posting to add value to the discussion. This is more effective than simply responding to meet a requirement.
- Check to see that the posting expands on the main theme (in the discussion question, or assignment posting).
- Make sure your posting is at least 75-150 words.
Other Ideas for Participation
- Share a related experience.
- Comment on others’ experiences.
- Ask students questions about their ideas/experiences.
- Consider an idea being discussed, and offer a different perspective on it.
- Describe an interesting idea from the week’s reading, and explain what insights you gained from it.
- Ask the group a question about the week’s reading.
- Disagree (respectfully, of course) with a point that someone else has made.
- Discuss a related issue on which you would like some feedback.
- Describe how you have applied the recent course concepts to your personal/professional life.
- Share another resource you have used as you explored the course topics.