rhythm & ritual: structure and its function in an online course
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Rhythm & Ritual: Structure and its Function in an Online Course. CDI - One Day in May (May 25 2011) - PowerPoint PPT PresentationTRANSCRIPT
Rhythm & Ritual: Rhythm & Ritual: Structure and its Function Structure and its Function
in an Online Coursein an Online CourseCDI - One Day in May (May 25 2011)
In this informal presentation, I will discuss the value of rhythm and ritual in facilitating teaching/learning in distance education. I will review the uniform organization scheme used in my own courses, which involves a repeated series of elements, including ‘learning modules’.
While my focus will be on how this system keeps students on track, I also will be happy to discuss various options for conducting assessments (e.g., via Turnitin’s ‘grademark’ option, which includes incredibly efficient rubric and comment capabilities) as well as to preview Blackboard 9.1, if participants desire it.
ANTH 402ANTH 402
Dynamics of Biocultural Diversity:
“Interaction of biology and culture in human populations. Relating genetic and cultural processes to the changes in human populations over time.”
ANTH 402ANTH 402Upper division GE course
◦ Explorations - Natural Science◦ Cultural Diversity
Constantly offered ◦ WC 220 – 150 seats◦ 2 or 3 F2F meetings per week
Lectures interspersed with in-class activities
Why Convert? Opportunity Why Convert? Opportunity offeredofferedIncrease learning
Hypothesis: Lack of lectures lead students to engage directly and more deeply with course materials
Service more students
If Jamaicans can If Jamaicans can bobsled….bobsled….
http://jpehanich.files.wordpress.com/2009/01/olympics-winners-circle_jamaican-bobsled2.jpg
So can I? So can I?
http://www.smh.com.au/ffximage/2006/01/25/fondue_coolrunnings_narrowweb__300x423,0.jpg
Glutton for punishment? Glutton for punishment? Since Summer 2009, 402 has
been taught online 6 timesAnthropology 102 has been
converted and taught 2 timesAfter SSI I will have taught online
10x
Up the steep learning Up the steep learning curvecurveAdvanced use of Blackboard
◦ Test & Surveys◦ Various assignment submission modes◦ Voice Presentation tool, Live Classroom◦ Video – Jing, YouTube (etc.)
Captivate software for animated ppt lectures
Up the steep learning Up the steep learning curvecurveAdvanced use of Blackboard
◦ Test & Surveys◦ Various assignment submission modes◦ Voice Presentation tool, Live Classroom◦ Video – Jing, YouTube (etc.)
Captivate software for animated ppt lectures
Full commitment to learner-centered approach◦ Active learning tasks◦ Relevant graded work◦ Complete pre-fabrication
Key Lessons from Smith Key Lessons from Smith 20082008Create a clear pathway to learning
◦Provide a good map1. Outcomes expected (advance planning)2. Resources or tools for learning3. Activities to cement learning4. Self-assessment5. Evaluation
◦Make the site easy to navigate Uniformity Pattern repetition
What is the Teacher’s Job What is the Teacher’s Job Today? Today? Sage on the Stage Guide on the
Side◦There is now more than one book◦We are here to facilitate learning
http://ww
w.u
ncp.ed
u/home
/rwb/
Medieval_E
ducation5.jpg
Course Rhythm - Course Rhythm - ‘Sections’‘Sections’Three weeks each (5x, + 1 wk for
review)6 modules each (Tu/Th model)Each section ends with graded
assessment
Value of repeated, rythmic, ritual
Skeleton for CourseSkeleton for Course
1. Outcomes / key terms2. Learning Resources (“required readings”)3. Enrichment folder4. Learning and Self-assessment Activities
Structure even in SyllabusStructure even in Syllabus
Structural parallels Structural parallels
Outcomes Vocab Resources Self-tests
Lessons from Last Lessons from Last SummerSummerPredictability works!Modules should be same lengthDeadlines were appreciatedToo much clicking causes pain
◦“click reduction campaign” Moved to a flatter structure (fewer folders)
What I’ve learned so farWhat I’ve learned so farSet aside truckloads of time
◦ Preparation ◦ Email
What I’ve learned so farWhat I’ve learned so farSet aside truckloads of prep timeTake test drives
DJ Sobo
What I’ve learned so farWhat I’ve learned so farSet aside truckloads of prep timeTake test drivesPrep students for
tech probs, ‘high’ workload
http://media.canada.com/idl/cahr/20080813/218787-75500.jpg / Grant Black, Calgary Herald
What I’ve learned so farWhat I’ve learned so farSet aside truckloads of timeTake test drivesPrep students for tech probs, ‘high’
workloadProvide reminders, waymarkers,
calendar◦ ‘Pedagogically Proactive Maternalism’
◦ Free students to think about content, not form
http://media.canada.com/idl/cahr/20080813/218787-75500.jpg / Grant Black, Calgary Herald