Mar 07 2010
Adding opportunities for communication
This week’s reading and assignment has taken us into considerations of how to build communication opportunities into our online Moodle course. Anderson states that once the teacher has established the content and direction of the course, the second step of “teaching involves devising and implementing activities to encourage discourse between and among students, between the teacher and the student, and between individual students, groups of students, and content resources”. (Anderson, p. 345) It is here that we begin the task of designing communication opportunities, both synchronous and asynchronous, to facilitate this interaction between students and their community of learning, as well as between teacher and students. This is an important distinction between an online course and a tutorial, where little interaction, and more importantly, little feedback is possible. The online course allows assessment and feedback such that the course can evolve to suit the needs of individual students (Anderson, p. 346). The students therefore begin to take ownership for their learning. This is truly self-directed learning.
As a starting point to designing my course, I thought I’d revisit previous courses I wrote on Blackboard about 8 yrs ago as well courses I wrote for the Min of Education more recently. As I read Anderson, I felt I had overlooked many opportunities to add assessment into my course designs. This seemed like a good time to re-invent or at least improve on the wheel. I asked one of my students to show me an online course she just started last week to see if any new features had been added to the design. Our board uses Blackboard to host the content of courses written by teachers for the Ministry of Education. I recognized the format I had used in courses I wrote.
The student took me through the course as we searched for opportunities for discussion and feedback. Sadly, no opportunities were provided other than an email link to all students and the teacher. I asked if she would be able to see her grades and she answered that she could call the teacher or email her for any mark she wanted to see. It was clear to me that the student had not realized the power of assessment for learning, rather than of learning. Lastly, I asked how she was introduced to the course. She stated that she had a short f2f meeting with the online teacher to show her the course environment and answer any initial questions.
From this knowledge, I tried to improve the format I used in previous designs. The course I chose for Moodle is grade 11 Marketing. I am teaching this class this semester. In the past, students have been difficult to engage in this class simply because it’s been a mix of keen Business students with some who see it as a filler course. Unfortunately, optional courses don’t always attract the most academic students. My challenge has been to create meaningful activities and allow for discussion in a group that doesn’t listen well or structure their ideas very well. Giving everyone an opportunity to join the discussion is an important aspect to building communications opportunities. The other design consideration is offering short answer assignments mixed with group projects to balance the demands made on students who are not terribly literate in the traditional sense. Discussion questions are well suited to thoughtful consideration and opinion giving in a safe environment. Anderson refers to research from Garrison, Anderson, and Archer (2000) in his model for online learning, of which one of the components, social learning, requires ” establishing a supportive environment such that students feel the necessary degree of comfort and safety to express their ideas in a collaborative context…” (Anderson, p. 344)
The elements I have built into my course are as follows:
Asynchronous discussion:
- Icebreaker – student get to introduce themselves by researching their name and creating their own slogan to reveal themselves to the class. I have posted the first entry as an example and in an effort to show a more approachable side.
- Discussion – an introductory discussion on a current topic, the Vancouver Olympics, allows students to experience discussion boards and state their hypothesis on how things are done in the advertising business. This brings in previous knowledge, another element in establishing a safe environment. The opportunity for peer to peer communication is an added feature to all discussion groups.
- Regularly Scheduled Discussion – each week, students are to view an episode of Dragon’s Den and answer the posted questions. This allows students to plan their learning time and get used to answering short answer questions using terminology they have covered in the chapter.
- Group Discussion – an assignment on Product Life Cycle asks students to answer questions related to the chapter and comment on at least 2 other assignments created by other discussion group members. The groups are set up to reflect varied abilities. It would be difficult to set up groups until at least 2-3 weeks into the course if you plan to group students according to ability rather than randomly.
- Ask the teacher – the important panic button for all students. It also serves the function of allowing student to find answers to problems between themselves while waiting for the teacher to respond. Students are encouraged to check her for answers in this section before they contact the teacher. It is my hope to build a FAQ section in future iterations of the course.
Synchronous Communication:
Finally, an opportunity is given for a chat session in the form of a Q & A session with a guest speaker. This is scheduled a little further on in the course as part of the career exploration expectations in the curriculum. The teacher will lead the discussion, followed by an open question period from the students. It would be a good idea to have each student prepare a question before the actual chat session to improve the amount and quality of the questions.
You can find my Moodle course at http://moodle.met.ubc.ca/course/view.php?id=118.
References:
Anderson, T. (2008). Teaching in an Online Learning Context. In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University. Accessed online 3 March 2009 http://www.aupress.ca/books/120146/ebook/14_Anderson_2008_Anderson-DeliveryQualitySupport.pdf