How is it that a college who has a boatload of online classes can't seem to have consistently working software or internet? It takes my computer at work FOREVER to load anything, half the time Blackboard eats the grades I put in, so I have to re-enter them, and if I have to re-set an online quiz one more time because either the internet or Blackboard went down, I'm going to lock my office door, strip down naked, and have some pagan dance of technology to get it to work.
Okay, now that you have that little visual in your head. ;)
Friday, October 30, 2009
Tuesday, October 20, 2009
What Was I Thinking?!
So, to make some additional holiday money, I agreed to pick up two second-8 weeks online courses, maxing out my overload. Each one has 75 students in it.
Dear. God.
It's the first week, and I am so swamped with answering emails about textbooks, computer and Blackboard issues, and all the administrative work that comes at the beginning of a new course, and I'm about ready to chuck my computer out the window!
This is on top of my 3 f2f classes and my other online classes. I've decided to use a faculty release day, a precious day away from all of the whiny students with their wants and their needs (okay, deep breath), to have everything, and I do mean EVERYTHING ready for the rest of the semester for all of my classes. Top on a couple of statewide course committee meetings and some in-house teacher learning symposiums, and I pretty much live at Ivy Tech. If I get behind on the blog, it's because I'm out of time. If I don't get behind, it's because I feel the need to vent or my head will explode with the next student complaint.
What was our drinking during class policy again? I need to dig out my faculty handbook...
Dear. God.
It's the first week, and I am so swamped with answering emails about textbooks, computer and Blackboard issues, and all the administrative work that comes at the beginning of a new course, and I'm about ready to chuck my computer out the window!
This is on top of my 3 f2f classes and my other online classes. I've decided to use a faculty release day, a precious day away from all of the whiny students with their wants and their needs (okay, deep breath), to have everything, and I do mean EVERYTHING ready for the rest of the semester for all of my classes. Top on a couple of statewide course committee meetings and some in-house teacher learning symposiums, and I pretty much live at Ivy Tech. If I get behind on the blog, it's because I'm out of time. If I don't get behind, it's because I feel the need to vent or my head will explode with the next student complaint.
What was our drinking during class policy again? I need to dig out my faculty handbook...
Sunday, October 4, 2009
The Calm Before the Midterms
I think this is my favrorite time of the scholastic semester. All of the newness of the classes has worn off, the no-shows have been reported, we've had enough grades to know what the class is like, and we've picked up a head of steam. From here on out, it's downhill.
We don't have a fall break (Don't know whose great idea THAT was), so after Labor Day, we push through all the way until Thanksgiving break. We seem to do okay up through midterms, but after that, we all lose steam, even we instructors, until Thanksgiving. Then it's mad dash for the week after to catch up on everything before finals the second week of December.
So, for right now, I'm not bribing my students with extra credit or candy to pay attention, they are still honestly interested in the class, and I'm not feeling burned out. Yet.
I also have two more classes to add to my schedule for the second 8 weeks once midterms are over. Talk to me then.
We don't have a fall break (Don't know whose great idea THAT was), so after Labor Day, we push through all the way until Thanksgiving break. We seem to do okay up through midterms, but after that, we all lose steam, even we instructors, until Thanksgiving. Then it's mad dash for the week after to catch up on everything before finals the second week of December.
So, for right now, I'm not bribing my students with extra credit or candy to pay attention, they are still honestly interested in the class, and I'm not feeling burned out. Yet.
I also have two more classes to add to my schedule for the second 8 weeks once midterms are over. Talk to me then.
Thursday, October 1, 2009
How Do You Teach Small Groups Without A Group?
This semester I am teaching a new to Valpo course, Small Group Communication. My background in organizational communication makes this a favorite course of mine. Delving into the psychology of group behavior, dynamics, and communication is fascinating to me. I'm a nerd, I know.
The problem with this class, though, is I only have 6 students. Six. Do you know how hard it is to do group projects with only six people? I had wanted to do four projects, but for most of them, three people aren't enough, and if I put more in one group, that means I have less than a group (2 or less people) for the other group. I guess I'm just going to have to put all six of them in one gorup.
Here's the problem with that, though. We're approaching midterms, and all but one of them are also in my Mass Media class earlier in the day, so they all know each other quite well. They know who is going to slack off, who is going to derail the conversation, who is going to be late, who is going to do all the work, etc. The learning curve of a new group in a new situation is gone.
If we hold this class next fall, I'm going to have to insist on no less than 8 students, or the class needs to be cancelled. At least we're having fun!
The problem with this class, though, is I only have 6 students. Six. Do you know how hard it is to do group projects with only six people? I had wanted to do four projects, but for most of them, three people aren't enough, and if I put more in one group, that means I have less than a group (2 or less people) for the other group. I guess I'm just going to have to put all six of them in one gorup.
Here's the problem with that, though. We're approaching midterms, and all but one of them are also in my Mass Media class earlier in the day, so they all know each other quite well. They know who is going to slack off, who is going to derail the conversation, who is going to be late, who is going to do all the work, etc. The learning curve of a new group in a new situation is gone.
If we hold this class next fall, I'm going to have to insist on no less than 8 students, or the class needs to be cancelled. At least we're having fun!
Friday, September 25, 2009
Media and Communication
For the first time at the Valpo campus, we are offering Comm 201 - Media and Culture. Not to be immodest, but we got it because I ranted and raved to the right people. (That's also how we got Comm 202 - Small Group Communication, but that's another blog!) It's a small class, only 10 students, but we are having a great time!
I don't know if it's because it is a small class or that it's a 200 level course, but these students are so much more engaged in discussion than any of my other classes. There is no holding back in this class! Twice already this semester I have had to postpone the majority of the lecture because we got into a really great discussion on one of the points of the chapter. I know there are some instructors out there, who shall remain nameless, who would twitch at the thought of getting off schedule, but to me, the process of learning is so much more important than the topics being learned. I know we'll cover the big points of the material eventually. I can always cut out a less important chapter if I need to. What they are passionate about they are more likely to retain. So what if we spend an extra day on TV and skip the chapter on radio? Who really listens to radio any more anyway?
One of the great things about this class is the fact that I can show them TV shows, movies, play music, etc., and it's all really relevant. It's all media! I'm not saying I look forward to not lecturing, although it's nice to have a break every once in a while, but to share some of my favorite things with other passionate people is so much fun. I love debating the First Amendment using examples from Chris Rock, Carlos Mencia, and Lewis Black. Laughter has proven to raise endorphins, and if we're all feeling good, we're all more likely to talk and learn.
Not a bad combination!
I don't know if it's because it is a small class or that it's a 200 level course, but these students are so much more engaged in discussion than any of my other classes. There is no holding back in this class! Twice already this semester I have had to postpone the majority of the lecture because we got into a really great discussion on one of the points of the chapter. I know there are some instructors out there, who shall remain nameless, who would twitch at the thought of getting off schedule, but to me, the process of learning is so much more important than the topics being learned. I know we'll cover the big points of the material eventually. I can always cut out a less important chapter if I need to. What they are passionate about they are more likely to retain. So what if we spend an extra day on TV and skip the chapter on radio? Who really listens to radio any more anyway?
One of the great things about this class is the fact that I can show them TV shows, movies, play music, etc., and it's all really relevant. It's all media! I'm not saying I look forward to not lecturing, although it's nice to have a break every once in a while, but to share some of my favorite things with other passionate people is so much fun. I love debating the First Amendment using examples from Chris Rock, Carlos Mencia, and Lewis Black. Laughter has proven to raise endorphins, and if we're all feeling good, we're all more likely to talk and learn.
Not a bad combination!
Thursday, September 17, 2009
Online vs. Face-to-Face
I've had many a debate with my fellow instructors about online courses. Most of them do not like them and gladly let me take them. Some have even said that the time for online classes and online degrees has past. While I'm not sure an online degree is best for everyone, depending on academic and career goals, I do think there are plenty of people who benefit from online degrees, and even more who benefit from online classes to supplement their f2f classes. It allows for more flexibility, better time management, and in the case of non-traditional students, an opportunity to take classes they might not be able to otherwise.
One of the biggest complaints from my colleagues is the lack of identity. If you can't "see" them, how do you get to know them? On this point, I have to disagree whole-heartedly. There are many students in my f2f classes that are only a name in the gradebook. I think I do a good job of having fun and engaging discussions in my classes, drawing a lot of quiet people out, but some have truly high communication apprehension, and I don't push it - that can make it worse. In the online classes, however, students seem to feel more comfortable talking to me, more willing to disagree with me or the book, more will to ask about a grade instead of just complaining to their fellow classmates.
New communication research backs me up on this. We develop more intimate relationships faster online than in f2f interactions. I know more about my online students in the first few weeks of a course than I do most of my f2f by midterm!
The downside is that, when online, many communication rules fall by the wayside, and some students feel comfortable being disrespectful or beligerent in an email or even discussion board post than they would in a f2f class. I've had more problems with this in online classes than in all of my f2f classes. Students in online classes also seem more willing and able to fight every little point, whine about deadlines and assingments via email, and other annoying behaviors that I don't see as often in f2f classes. So, while we all get to know each other more in online classes, it comes at a price - more electronic whining!
So, which is my preference to teach? Well, from a personal stand-point, the flexibility of online courses is condusive to my lifestyle, as I have to kids under 5 in my house. I also get frustrated with the statewide courses that, while alleviating the pressure of creating a course from scratch, completely bind my hands from teaching the class in the way it suits me and my teaching methodology. However, if I was forced to choose only one to teach, I think it would be the online classes.
But that could change tomorrow!
One of the biggest complaints from my colleagues is the lack of identity. If you can't "see" them, how do you get to know them? On this point, I have to disagree whole-heartedly. There are many students in my f2f classes that are only a name in the gradebook. I think I do a good job of having fun and engaging discussions in my classes, drawing a lot of quiet people out, but some have truly high communication apprehension, and I don't push it - that can make it worse. In the online classes, however, students seem to feel more comfortable talking to me, more willing to disagree with me or the book, more will to ask about a grade instead of just complaining to their fellow classmates.
New communication research backs me up on this. We develop more intimate relationships faster online than in f2f interactions. I know more about my online students in the first few weeks of a course than I do most of my f2f by midterm!
The downside is that, when online, many communication rules fall by the wayside, and some students feel comfortable being disrespectful or beligerent in an email or even discussion board post than they would in a f2f class. I've had more problems with this in online classes than in all of my f2f classes. Students in online classes also seem more willing and able to fight every little point, whine about deadlines and assingments via email, and other annoying behaviors that I don't see as often in f2f classes. So, while we all get to know each other more in online classes, it comes at a price - more electronic whining!
So, which is my preference to teach? Well, from a personal stand-point, the flexibility of online courses is condusive to my lifestyle, as I have to kids under 5 in my house. I also get frustrated with the statewide courses that, while alleviating the pressure of creating a course from scratch, completely bind my hands from teaching the class in the way it suits me and my teaching methodology. However, if I was forced to choose only one to teach, I think it would be the online classes.
But that could change tomorrow!
Monday, September 7, 2009
The Love of Online
Although I started teaching online over the summer, I am really getting into the swing of it this semester. I am really enjoying it! So what is it about online teaching that is different from face-to-face teaching?
Besides the obvious, both students and the instructor have to work A LOT harder at communicating. There's no f2f lecture to be able to ask questions as they pop up, or to remind students of due dates, or what I call the "door" questions - when you get mobbed by students right when you walk in or right before you leave after class. Although I use Blackboard constantly for my f2f classes, it's different from online.
I make an effort to send out weekly, here's what we finished here's what's happening this week, announcements. I also let them know, via announcement, when any major assignment, a paper or a speech, has been graded and posted. I also spend a lot more time sending and receiving email. My hubby has decided that my laptop should just be surgically implanted into me somewhere, but I just feel it's too important to keep in contact with them as often as they want to talk. Then, there's the discussion boards. I don't reply to every post or every reply to a post, but I do make comments about good work, clarifying a point if they seem to be off, or even adding my own funny story to help humanize me.
Students sometimes forget we instructors are people, too.
Besides the obvious, both students and the instructor have to work A LOT harder at communicating. There's no f2f lecture to be able to ask questions as they pop up, or to remind students of due dates, or what I call the "door" questions - when you get mobbed by students right when you walk in or right before you leave after class. Although I use Blackboard constantly for my f2f classes, it's different from online.
I make an effort to send out weekly, here's what we finished here's what's happening this week, announcements. I also let them know, via announcement, when any major assignment, a paper or a speech, has been graded and posted. I also spend a lot more time sending and receiving email. My hubby has decided that my laptop should just be surgically implanted into me somewhere, but I just feel it's too important to keep in contact with them as often as they want to talk. Then, there's the discussion boards. I don't reply to every post or every reply to a post, but I do make comments about good work, clarifying a point if they seem to be off, or even adding my own funny story to help humanize me.
Students sometimes forget we instructors are people, too.
Subscribe to:
Posts (Atom)
