Module 8:
Overall learning experience in this course was amazing! I learned so much, and gained so much confidence in my knowledge and ability to facilitate an online course! I started this course being Dr. Kay's total textbook "Nervous Nellie" and ended a mild "Nervous Nellie." Part of that is just my personality. This will sound very melodramatic, but the confidence I gained in this course has really set me on a new path. Five years ago my world was turned upside down, and I didn't know which direction my children and I would go. When I began my master's degree programming, I did not have the confidence to think I could even finish. I think this was the first class since I began where I felt like I was really understanding my life, where I fit, and where I was headed on a personal and professional level. Pieces were falling into place, I was understanding concepts, and I was helping others! One of my team members in synchronous chat said we were a community, and she was right. A community is somewhere that one feels safe, and learning can occur there. I had not felt that in any other class. On a different level, this was a completely new learning experience for me.
My progression for online facilitation most definitely soars from here. I am excited about this new adventure, and I learn something new with every module. I realize I have much more to learn, but I am excited for that, and I am excited to expand my horizons. I look forward to my final courses for this certification.
Other finals thoughts...collaboration...hmmmm... :)
Module 7:
The most interesting/important/challenging thing I learned in Module 7 is that I am spitting back some of that crow I ate! Facilitating a synchronous chat was a challenge. I understand the concept, and I agree that is another way that students can progress in areas of critical thinking. The set-up and organization of such a tool is extremely challenging. As was discussed in the text, most students enjoy online learning because there is not a set time in which they have to gather for coursework. So most of us with full time jobs, families, other obligations, and logistics really struggle with pinning down a time that works for more than 2-3 people. If I would look at this as something for a future class, I would try to keep groups small in size as it may be easier to find a time that works best for everyone, and it would cut down on the congestion of the chat area as well.
This module helped me realize the importance of course organization and knowledge of material that the facilitator should have. I didn’t feel 100% organized or that I had great knowledge in this area, so I felt underprepared. I think this was due to the newness of facilitating and hosting a group chat session, and I did not know what to expect. One group member was late, and two others did not attend the session, so I’m wondering how I would have handled that situation if I were grading the students. 2 of the members made attempts to rectify the situation, so I would suggest they send me notes of what they would have discussed. The other, I’m not sure because at some point the student must be accountable and responsible for their course load. Overall, this was a lot of information to process in a busy week. I found that because it was so chaotic, I missed a facilitation piece of adding my own opinion to the discussion. I didn’t even think of it because to me, if I added my opinion, it was contradicting the point of facilitating. I went back to re-read the activities sheet and was disappointed I missed it. Organization and knowledge…
Admittedly not a fan of peer feedback at the beginning of my online education, I have now found that I enjoy it! Maybe this is due to the fact that as graduate students we can see the importance and relevance of such feedback. I would say at a younger, more inexperienced age, I would not have placed a lot of value in peer feedback. One of my group members in the synch chat mentioned that we had formed a community, and I think she is right. Community is a safe place, and in that safe place, it is easier to grow and learn. I also found that I am more confident in the feedback I provide to my peers. I’m not sure how that developed, maybe patience and practice, but I like how that feels! I value the importance of peers fueling the learning process!
Other reflective thoughts…This has been a long and tiring week! Home, school, grad school…I think there is a glass of wine and a big comfy cozy bed in my future!!
Module 6:
One of the first "ah ha" moments that occurred to me when reading through the tips for time management was being proactive and communicating your time as the instructor. Honestly, with the classes that I've had with my "awesome!" online instructors, I really just thought they were being nice and trying to make a connection with their students. Really, they were following this tip and letting students know that their time would be budgeted in a different manner for a certain period of time so students could prepare themselves. I am still going to think that was also a good connecting technique as well as a good time management tool!
Another technique I appreciated was "work smarter, not harder." Yes! I think this is valuable tool in managing life in general, but specifically related to online facilitation, this is essential. Organizing the online facilitation and working in an effective manner will greatly increase time management.
All of these tools support the 70/30 rule as most of these time management techniques will allow the instructor to organize and work effectively for the first part of the class. If these management techniques are used efficiently, then the 70/30 rule should fall into place.
Final thoughts for this module...I am totally bothered that I have to eat crow and admit that a collaborative assignment actually worked for me, and I liked it!!! :)
Module 5:
The 70/30 rule is a great reminder that prep work is key when teaching any course, but more importantly to online learning. It is very apparent to the student when the instructor is not prepared, and in the online setting I feel as though "just winging it" will not work when progressing through the course. The course must be set up and ready to go before students gain access to the URL. I can see the course ending in disaster if prep work does not occur. Preparing to teach online is also important because as the instructor it is essential to be aware of potential technological pitfalls such as: all links working, which systems work with certain programs, etc. Having a sound prep base will also give students the confidence that this is a course with integrity as well.
Triumph and challenge occurred both at the same time during this module! I have to admit, I am NOT a fan of collaborative assignments. I do not like to depend on others for essential work to be completed, and I do not like that others may have to depend on me for their success. This has always been a challenge for me. The triumph in this scenario is that I realize that by utilizing personality inventories it is possible to work with people who work like I do! That is a relief! I also found that it was somewhat difficult to progress through the collaborative assignment as I am not tech savvy. Kris, my partner, is! We also had to work very hard to keep in communication with each other because she is on the other side of the world! It wasn't just an hour or two time difference, it was an 8+ hour difference! We made that work with thorough communication with email. We found what worked for us, admitted our weaknesses, and shared our strengths. We communicated and balanced each other out. Triumph!
I am reminded of "Finding Nemo" as I work through this course, and I have to laugh. I often find myself saying: "just keep swimming, just keep swimming." Then, BAM, I have these triumphs that tie it altogether. :)
Module 4:
The biggest "ah-ha" moment I've had so far is when I realized I did not have to be the sage on the stage teacher in the online classroom setting. I appreciated reading the constructivist theory in education as it taught me that what I was incorporating in my face-to-face classroom was something that I could transfer to the online setting as well. The idea that the learning should be placed in the laps of the students, and guided by the teacher, really hit home. For the longest time I was trying to figure how I could lead and teach in the online setting. Now, I realize I will lead and guide.
Practicing a few techniques also lead to "ah-ha" moments as, originally, I felt like I was wandering in unchartered territories. I was stuck in the role of the student and was having a difficult time putting myself in the facilitator role. Once I practiced and received feedback, I gained confidence with the basic roles of facilitating. Now, to continue, onward and upward!
I am curious to learn more techniques that foster the guiding role in the online setting. I also know with continued practice, what I have learned so far will develop these skills as well. I would also be curious to know what the students perspective on the constructivist approach would be. Do they realize that the teacher is not simply feeding them information anymore? Do they feel deeper learning when they guide themselves?
Module 3:
The most intriguing thing I learned during Module 3 was the role that the facilitator takes in response to issues that may arise during the course. I found it interesting that the text described moments when the facilitator should take on the responsibility of the mistake rather than place that on the student even though the student may be at fault. I also thought it was interesting that the facilitator should try to show moments of humility which allows for greater ease in making connections. To me, this encourages empathy in both the facilitator and the student. This empathy allows for a greater understanding and connection building between the two.
I appreciated learning the facilitator roles as that directly correlates to the way I teach. I often show humility and moments where I have struggled so that my students and I can make connections. I was struggling to figure out how to add that personal element and connection to online teaching from my perspective as the facilitator, and I think this information provided that association for me. I feel more confident that I can continue my style of teaching into the online setting with more practice.
I'm gaining confidence in my knowledge and understanding of online facilitating. I found I can still utilize my same techniques, just tweak them a bit! This module has made information click, and I'm excited about that! I also appreciated reading the discussions and feedback as I found I made many connections with the nervous Nellie scenarios! It's a unique experience to be able to put yourself in the facilitator as well as the learner's shoes.
Module 2:
The most important thing I learned during module 2 seems quite simple, but it's that quizzes and tests are poor examples of assessing critical thinking levels among students. Students should be assessed in practical methods that imitate skills that they will use. This also parallels the article that I reviewed for the discussion as well. Knowing this information makes me wonder why we assess our students in a standardized method to measure their level of learning.
Knowing this information, I will make sure to gear assessments toward practical skills that I know my students will utilize. Quizzes/tests that are formed as a sort of "gotcha" tool to determine whether or not a student memorized material is not a true reflection of the course or my teaching ability.
Other reflective thoughts...I'm still trying to navigate my way through the discussion pieces. I'm not sure now that I'm writing enough. Trying to wear the instructor hat as a student seems to be throwing me off track, and I'm not sure why. I realize I'm not always comfortable in the discussion forum because I write as I would converse. As I'm reading others discussion boards, I question my ability as some of the others can be very "wordy" and some use quite a higher level of vocabulary. I thought I would challenge myself, and jump into a discussion with the higher level vocabulary. I was more intimidated than I thought, and I found that I needed a dictionary to try and figure out what the response truly meant. I will keep on working through this as I know this is an integral piece of online education. Usually, even though I may feel uncomfortable, I can post in the discussions quite well. This one has me off my game, but as I said, I will keep working!
Module 1:
New Knowledge: This module showed me how the paradigm of education has shifted. More people are utilizing online education, and the practice of teaching needs to reflect that shift. If online courses are taught with the seven good practice methods, the online setting can be even more effective than the face-to-face classroom setting. The measure that will determine which setting is more effective lies with the efficiency and effectiveness of the facilitator.
Benefits to me as the online instructor: Realizing that my online students would come from all walks of life, as that is why they are probably taking the online course, is a great piece of information to have as an online instructor. Through the readings and discussions, I've learned that it is even more important to establish boundaries and expectations. Even though these guidelines must be established, the students need to know that I, as the instructor, am still available to them. In an online setting that can be difficult to convey. The importance and timeliness of the written word is key. Re-establishing/re-affirming the good practice principals in my teaching style was important for me to consider as a face-to-face instructor as well as a future online instructor. I think we tend to become stuck in old habits, so this was a nice refresher.
Other reflections: For fear of being wrong or sounding unintelligent, I tend to back away for discussions. These courses have taught me the importance of peer response and reflection. I am becoming more comfortable with this setting, but at times it is still difficult. This will help me a great deal as an online instructor as I know first hand the anxiety that students may feel when approaching these online "community" situations.
Overall learning experience in this course was amazing! I learned so much, and gained so much confidence in my knowledge and ability to facilitate an online course! I started this course being Dr. Kay's total textbook "Nervous Nellie" and ended a mild "Nervous Nellie." Part of that is just my personality. This will sound very melodramatic, but the confidence I gained in this course has really set me on a new path. Five years ago my world was turned upside down, and I didn't know which direction my children and I would go. When I began my master's degree programming, I did not have the confidence to think I could even finish. I think this was the first class since I began where I felt like I was really understanding my life, where I fit, and where I was headed on a personal and professional level. Pieces were falling into place, I was understanding concepts, and I was helping others! One of my team members in synchronous chat said we were a community, and she was right. A community is somewhere that one feels safe, and learning can occur there. I had not felt that in any other class. On a different level, this was a completely new learning experience for me.
My progression for online facilitation most definitely soars from here. I am excited about this new adventure, and I learn something new with every module. I realize I have much more to learn, but I am excited for that, and I am excited to expand my horizons. I look forward to my final courses for this certification.
Other finals thoughts...collaboration...hmmmm... :)
Module 7:
The most interesting/important/challenging thing I learned in Module 7 is that I am spitting back some of that crow I ate! Facilitating a synchronous chat was a challenge. I understand the concept, and I agree that is another way that students can progress in areas of critical thinking. The set-up and organization of such a tool is extremely challenging. As was discussed in the text, most students enjoy online learning because there is not a set time in which they have to gather for coursework. So most of us with full time jobs, families, other obligations, and logistics really struggle with pinning down a time that works for more than 2-3 people. If I would look at this as something for a future class, I would try to keep groups small in size as it may be easier to find a time that works best for everyone, and it would cut down on the congestion of the chat area as well.
This module helped me realize the importance of course organization and knowledge of material that the facilitator should have. I didn’t feel 100% organized or that I had great knowledge in this area, so I felt underprepared. I think this was due to the newness of facilitating and hosting a group chat session, and I did not know what to expect. One group member was late, and two others did not attend the session, so I’m wondering how I would have handled that situation if I were grading the students. 2 of the members made attempts to rectify the situation, so I would suggest they send me notes of what they would have discussed. The other, I’m not sure because at some point the student must be accountable and responsible for their course load. Overall, this was a lot of information to process in a busy week. I found that because it was so chaotic, I missed a facilitation piece of adding my own opinion to the discussion. I didn’t even think of it because to me, if I added my opinion, it was contradicting the point of facilitating. I went back to re-read the activities sheet and was disappointed I missed it. Organization and knowledge…
Admittedly not a fan of peer feedback at the beginning of my online education, I have now found that I enjoy it! Maybe this is due to the fact that as graduate students we can see the importance and relevance of such feedback. I would say at a younger, more inexperienced age, I would not have placed a lot of value in peer feedback. One of my group members in the synch chat mentioned that we had formed a community, and I think she is right. Community is a safe place, and in that safe place, it is easier to grow and learn. I also found that I am more confident in the feedback I provide to my peers. I’m not sure how that developed, maybe patience and practice, but I like how that feels! I value the importance of peers fueling the learning process!
Other reflective thoughts…This has been a long and tiring week! Home, school, grad school…I think there is a glass of wine and a big comfy cozy bed in my future!!
Module 6:
One of the first "ah ha" moments that occurred to me when reading through the tips for time management was being proactive and communicating your time as the instructor. Honestly, with the classes that I've had with my "awesome!" online instructors, I really just thought they were being nice and trying to make a connection with their students. Really, they were following this tip and letting students know that their time would be budgeted in a different manner for a certain period of time so students could prepare themselves. I am still going to think that was also a good connecting technique as well as a good time management tool!
Another technique I appreciated was "work smarter, not harder." Yes! I think this is valuable tool in managing life in general, but specifically related to online facilitation, this is essential. Organizing the online facilitation and working in an effective manner will greatly increase time management.
All of these tools support the 70/30 rule as most of these time management techniques will allow the instructor to organize and work effectively for the first part of the class. If these management techniques are used efficiently, then the 70/30 rule should fall into place.
Final thoughts for this module...I am totally bothered that I have to eat crow and admit that a collaborative assignment actually worked for me, and I liked it!!! :)
Module 5:
The 70/30 rule is a great reminder that prep work is key when teaching any course, but more importantly to online learning. It is very apparent to the student when the instructor is not prepared, and in the online setting I feel as though "just winging it" will not work when progressing through the course. The course must be set up and ready to go before students gain access to the URL. I can see the course ending in disaster if prep work does not occur. Preparing to teach online is also important because as the instructor it is essential to be aware of potential technological pitfalls such as: all links working, which systems work with certain programs, etc. Having a sound prep base will also give students the confidence that this is a course with integrity as well.
Triumph and challenge occurred both at the same time during this module! I have to admit, I am NOT a fan of collaborative assignments. I do not like to depend on others for essential work to be completed, and I do not like that others may have to depend on me for their success. This has always been a challenge for me. The triumph in this scenario is that I realize that by utilizing personality inventories it is possible to work with people who work like I do! That is a relief! I also found that it was somewhat difficult to progress through the collaborative assignment as I am not tech savvy. Kris, my partner, is! We also had to work very hard to keep in communication with each other because she is on the other side of the world! It wasn't just an hour or two time difference, it was an 8+ hour difference! We made that work with thorough communication with email. We found what worked for us, admitted our weaknesses, and shared our strengths. We communicated and balanced each other out. Triumph!
I am reminded of "Finding Nemo" as I work through this course, and I have to laugh. I often find myself saying: "just keep swimming, just keep swimming." Then, BAM, I have these triumphs that tie it altogether. :)
Module 4:
The biggest "ah-ha" moment I've had so far is when I realized I did not have to be the sage on the stage teacher in the online classroom setting. I appreciated reading the constructivist theory in education as it taught me that what I was incorporating in my face-to-face classroom was something that I could transfer to the online setting as well. The idea that the learning should be placed in the laps of the students, and guided by the teacher, really hit home. For the longest time I was trying to figure how I could lead and teach in the online setting. Now, I realize I will lead and guide.
Practicing a few techniques also lead to "ah-ha" moments as, originally, I felt like I was wandering in unchartered territories. I was stuck in the role of the student and was having a difficult time putting myself in the facilitator role. Once I practiced and received feedback, I gained confidence with the basic roles of facilitating. Now, to continue, onward and upward!
I am curious to learn more techniques that foster the guiding role in the online setting. I also know with continued practice, what I have learned so far will develop these skills as well. I would also be curious to know what the students perspective on the constructivist approach would be. Do they realize that the teacher is not simply feeding them information anymore? Do they feel deeper learning when they guide themselves?
Module 3:
The most intriguing thing I learned during Module 3 was the role that the facilitator takes in response to issues that may arise during the course. I found it interesting that the text described moments when the facilitator should take on the responsibility of the mistake rather than place that on the student even though the student may be at fault. I also thought it was interesting that the facilitator should try to show moments of humility which allows for greater ease in making connections. To me, this encourages empathy in both the facilitator and the student. This empathy allows for a greater understanding and connection building between the two.
I appreciated learning the facilitator roles as that directly correlates to the way I teach. I often show humility and moments where I have struggled so that my students and I can make connections. I was struggling to figure out how to add that personal element and connection to online teaching from my perspective as the facilitator, and I think this information provided that association for me. I feel more confident that I can continue my style of teaching into the online setting with more practice.
I'm gaining confidence in my knowledge and understanding of online facilitating. I found I can still utilize my same techniques, just tweak them a bit! This module has made information click, and I'm excited about that! I also appreciated reading the discussions and feedback as I found I made many connections with the nervous Nellie scenarios! It's a unique experience to be able to put yourself in the facilitator as well as the learner's shoes.
Module 2:
The most important thing I learned during module 2 seems quite simple, but it's that quizzes and tests are poor examples of assessing critical thinking levels among students. Students should be assessed in practical methods that imitate skills that they will use. This also parallels the article that I reviewed for the discussion as well. Knowing this information makes me wonder why we assess our students in a standardized method to measure their level of learning.
Knowing this information, I will make sure to gear assessments toward practical skills that I know my students will utilize. Quizzes/tests that are formed as a sort of "gotcha" tool to determine whether or not a student memorized material is not a true reflection of the course or my teaching ability.
Other reflective thoughts...I'm still trying to navigate my way through the discussion pieces. I'm not sure now that I'm writing enough. Trying to wear the instructor hat as a student seems to be throwing me off track, and I'm not sure why. I realize I'm not always comfortable in the discussion forum because I write as I would converse. As I'm reading others discussion boards, I question my ability as some of the others can be very "wordy" and some use quite a higher level of vocabulary. I thought I would challenge myself, and jump into a discussion with the higher level vocabulary. I was more intimidated than I thought, and I found that I needed a dictionary to try and figure out what the response truly meant. I will keep on working through this as I know this is an integral piece of online education. Usually, even though I may feel uncomfortable, I can post in the discussions quite well. This one has me off my game, but as I said, I will keep working!
Module 1:
New Knowledge: This module showed me how the paradigm of education has shifted. More people are utilizing online education, and the practice of teaching needs to reflect that shift. If online courses are taught with the seven good practice methods, the online setting can be even more effective than the face-to-face classroom setting. The measure that will determine which setting is more effective lies with the efficiency and effectiveness of the facilitator.
Benefits to me as the online instructor: Realizing that my online students would come from all walks of life, as that is why they are probably taking the online course, is a great piece of information to have as an online instructor. Through the readings and discussions, I've learned that it is even more important to establish boundaries and expectations. Even though these guidelines must be established, the students need to know that I, as the instructor, am still available to them. In an online setting that can be difficult to convey. The importance and timeliness of the written word is key. Re-establishing/re-affirming the good practice principals in my teaching style was important for me to consider as a face-to-face instructor as well as a future online instructor. I think we tend to become stuck in old habits, so this was a nice refresher.
Other reflections: For fear of being wrong or sounding unintelligent, I tend to back away for discussions. These courses have taught me the importance of peer response and reflection. I am becoming more comfortable with this setting, but at times it is still difficult. This will help me a great deal as an online instructor as I know first hand the anxiety that students may feel when approaching these online "community" situations.