Module 4 was a transition period because I was ending one group project while I was getting started with another, and in between we had Spring Break, when my wife and I traveled a few days to Jordan and Israel. I agreed to work with one group to develop an online resource for online teachers and work with some other students to develop some discussion questions for the upcoming module. This gave me collaboration opportunities where we met in Google Hangouts, shared a Google Doc, and exchanged friendly emails. I’m glad that I did both as I was able to use some of the work from the online resource as a reference in my communication plan.
Additionally, I was able to work ahead by reading the material for the next module so I could prepare the discussion questions I will present. Lastly, I would like to comment about chapter 9 on “Transformative Learning” in Building Online Learning Communities. This chapter was very inspirational for me because it described so much of what learning online has meant for me. It also aligns with my philosophy on learning and teaching. This chapter meant so much to me, since it is affirming my desire to grow confident learners through online education.
The other course textbook, Learning in Real Time, helped me to envision the role of synchronous communication in online learning. As I was reading through this text I had to think of discussion questions, but my mind was really opened to the power of synchronous communication for building an online community.
Self Evaluation Using My Grading Scale
It seems natural for me to transition my skills as a teacher to the online environment. I enjoyed putting together my grading scale for online discussions. My experience as a teacher has helped me know how to clarify expectations and also prevent problems with students before they happen. Of course, I imagine students that range from a typical pre-teen to a solid full-fledged teen, which are the age groups that I have been working with the last few years. Also, my grading has been influenced a little bit by the IB Curriculum, which is my current grading standard.
It is also a little unfair evaluating myself with my own grading scale, and this is based on two factors. First, I made the grading scale based on general ideas that I have used when I respond to a discussion prompt. This will likely work in my favor because I know what I like in a response, because it is often what I do. However, the second factor does not work in my favor so much. I am probably my own worst critic, so using my grading scale with my perception would probably cause me to nit-pick details in my response. When I consider my experience, while using my own scale to evaluate myself, I would not make any changes to my scale.
Nonetheless, I think of my last post which responded to one of the students who posted a discussion question. I know that I didn’t do all the tasks that were associated with the research of his writing prompt, so I would probably loose about 3 points there. I make up some ground in the area of content for posting some relevant information. I really wanted to discuss Chapter 9, which was one of the required readings and no one made a prompt that addressed this chapter, so I took the opportunity to steer the discussion in this direction, but at the same time I did address many things in the response.
There were many opportunities to respond to other students’ posts and I know I met the minimum requirement, and my posts are generally very thoughtful, so I received all 10 points. Finally, I am a language teacher so I have developed many skills for using language in communication. I make occasional mistakes with my writing, but I usually make a point to review, and I pride myself on my creative approach to writing, especially the introductions. I know I took care of these details in my response, so I received 5 points for each scale. Oops! I did not include any picture or media to accompany it, but at least I made up for it in this post. This brings my total score to 32 of 35 points in that post.
Changes to Discussion Facilitation
Even though I have not facilitated a full scale discussion yet, I can already imagine some of the challenges associated with it. I already know what it is like to feel overwhelmed with reviewing many writing assignments, so I could imagine the work load easily getting out of hand if students are constantly posting lengthy responses. I would have to get to know certain features of the LMS that allow me to review overall activity. Even though I want my students to write with quality and to feel like they are writing with a purpose, I know half of my job is complete just by getting them to do that. In other words, I won’t feel that it is necessary to read every word, especially for the student responses. I would have to learn some teacher shortcuts for reviewing these, as well as encourage more peer review and accountability among the students.