I have found that it is very helpful to have feedback from you as often as you have given it. I need to know when I am on the right track and when I'm not. It is one of the pieces I miss from f2f. It has also been helpful to have a checklist for each session.
The area that I could use support with is in managing my assignments. I find that it is a bit confusing to have assignments in different places. It is also odd to have assignment #4 due out of order.
This is the thing that I found hard to deal with when using the ELC in other classes, all the different places that an assignment could be. Is that because I'm a digital immigrant?
I really like the teamwork and I like that there is a community feel to the class so far, thanks for asking.
J
4 comments:
Thanks for your reflection and candor, Jacqui. I've enjoyed reading your posts throughout the first two weeks and know that you have a lot to offer to the community.
I realize that the assignment #s are confusing. Would it help if you didn't think of them in terms of numbers? For instance, think of Assignment #1 as just your final project, and Assignment 5, just as Knowledge Checks. As you discovered, those individual assignments will not be completed in chronological order, in part because some have multiple parts and some are due at varying times. I would also suggest that you keep that Assignment Matrix handy, though I suspect you have already done that. ☺
You mentioned that assignments are in different places. Do you mean that just the formal individual assignments, or are you referring to the team and whole group discussion activities as well? We try to organize all the individual assignments in one place (Overview/ Grading) section, but then as they are introduced in various sessions, you’ll find them referenced in the activity directions. For the discussions, indeed, I know it can be cumbersome to have to go back and forth between the coursebook and discussion tab in order to complete the discussion activities. In part, that’s a function (limitation) of the platform in which we work. But, if you have suggestions for improvement, please feel free to post in the Water Cooler.
I look forward to your continued insights throughout the course.
Donna
Donna,
As I mentioned this must be the result of the fact that I ma a digital immigrant so please forgive my ignorance.
I am so overwhelmed, maybe because I am taking 15 credits and I get nervous about falling behind! However, I am finding that online classes are less forgiving and very demanding, more so than f2f. By less forgiving I mean that the readings are all expected to be done and the activities are based on these readings. When I am planning for my 1&1/2 hour classes I always over-plan knowing that I am probably not going to get through everything since I can't always gage the rate at which my students will comprehend and be ready to move on. So I save the piece(s) we didn't get to for our next meeting.
It is nice to be able to do the work in my home but I think that I'd rather have more f2f meetings.
I am trying to sort out the different assignments and it would help me if they were ONLY available in one place; for example, I can get them off the Overview/Grading tab, the course resources, and the session that they are associated with. This is not good for someone like me who is constantly checking to make sure that I have covered all my bases, I think "this must be a different document, part ii of one I already read," and then I go clicking around to try and find the one I think I already finished with... By the time I figure out that I am, in fact, on track I am so frustrated that I want to scream. I end up wasting hours checking to make sure that I am not missing something. I think to myself that I should write down all the titles of documents that are required readings and then I won't get confused but I still have to navigate around to all the different possible links to make sure of this. I get that it is redundant to make a list of all the readings on the syllabus (like we do on semester syllabi) but it would be helpful for me. Then I would just check them off of the 'master' list.
As far as the numbering thing goes, yes, I think you are right, it would be easier for me if they were not numbered and simply- named. That way when the "final project draft" is due it won't be confusing. I will know that it is the draft and not assignment #2 or #1. The date that goes with the assignment is the more important part in this scenario; I will make sure to have my 'draft' posted by the date indicated.
I have been thinking about this a good bit since I end up feeling stupid when I can't find something or don't remember what link to go to. All a natural part of learning and also somewhat motivating but it just seems like, with technology, it should be easier, not harder.
I look forward to your feedback as I trust your input.
JP
I’m sorry you’re feeling so frustrated. Indeed, despite some of the benefits of online classes, I would agree that in general, they are more demanding and more time consuming.
When developing an online course, it is important to take into consideration the variety of learning styles. For instance, some people like (or need) the redundancy (i.e, assignments referenced in multiple places). I understand for someone like you that it becomes confusing. But, like most anything that’s online, the format is non-linear, so you will indeed see links referenced in multiple places. Just know for the future that anything that’s referred to as an “Assignment” will not be something new. All assignments are listed up front in the Overview/Grading section, so when you see them referenced again in associated sessions, you’ll know that it’s not something new.
Now that you’ve familiarized yourself with the Overview section, I think it might just help to stay focused on any given session. There are only three pages per session: Intro, Reading/Checklist and Activities. The easiest way that I’ve found to manage this is to simply read thru all three pages to get an idea, or overview of what’s going to be covered in that given session. I wouldn’t look at the specific readings, during my first “read-through” of a session. After having a sense of what’s covered, I would then go back and plan my time accordingly.
As for the readings, admittedly I am a little confused by your comment about needing to write them all down in one place. The readings that are needed for each session are in one place. You could just print that page, and then check off the readings that you’ve completed for a given session, if that helps. One of the reasons that they are NOT listed in the syllabus is because the nature of an online course is that it’s dynamic, and flexible. I may decide based on where a conversation is going or something that came up in a discussion that I want to change a reading I had originally planned, add a new one or alter the focus of a future session. Putting everything in a syllabus up front is too prescriptive, and many students would get frustrated if the readings kept changing from the syllabus. For example, I have already made some modifications to the next session, Session 4 based on this group, and some things I’ve learned about the individuals.
Just one last comment…I deliberately do not share too far in advance future sessions, as I think it takes away the focus for the given session. That said, you will see later this week Session 4 will become available, so you can look ahead at those readings, which you may find helpful.
Hopefully, things will get a little easier for you to manage, but let’s certainly keep this dialogue going.
Thanks Donna,
I have done some of what you have suggested, just staying in the current session and I have gotten used to the readings and activities that way.(As you must know students always have ideas for the teacher what would be easier.) Another thing that really helped was the orientation to the ELC. I think that it should be a requirement at the very beginning of the program. This is only the second class that I have taken that even uses the ELC. Actually, the other class I am enrolled in also uses it but we are mostly f2f.
I am a 'list' person, lists help me to be prepared. This is where my readings list thing comes from. I understand the dynamic nature of online classes and I agree that it would be frustrating if it were constantly changing. I have printed out the checklist for the current session and that is good enough. I never have a lesson plan that goes exactly as planned; something more, something less, as it goes.
I have managed to ignore the assignment #s and am going by the name of the assignment. I did get the "matrix" printed out and that is also helpful.
Thanks for your input and feedback as I am feeling better today. I don't know why I was not able to edit the Google doc but I managed to copy it and publish it so I hope that works ok.
Until later...
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