Qs from Learning Story Luncheon
We didn’t get to these questions at the luncheon. Let’s try to get them here.
- How do you mediate student conflicts/use of inappropriate statements on discussion boards? (E.g Social work courses that cover sensitive discussion areas)
- Did grades change with these new approaches (passive vs. active)
- Have students objected to the new student outcomes? (E.g. “Define is an easier task than “explicate”)
- How do you prepare them to do this higher level work with course content?
- Will students start choosing such tech-rich courses over other traditional courses?
- Have you experienced any “push-back” from students who object to increased use of technology in your course?
- How do you smooth the transitions between online and in class activities?
- What percentage of your students just don’t get the technology?
- What type of support is provided (orientation to BB, referrals to student computing)
- How would you like to be supported beyond what you’re already receiving from ITS, pICT, your college?
- How do you reconcile individual learning with the benefits of cooperative learning (e.g. discussion groups). Aren’t there contradictions?
For Jesse
- How did you individualize learning for the students?
- Is the information you now present in class basically the same as if was under the old bullet-point regime?
- Copyright issues for using images?
For Tim and Vinod
- Can you tell us more about the type of activities students do outside of class or online.
Learning Stories - Chapter 1 Searching for Problems and Opportunities; Intervening and Reforming
Today, 11:30 – 1:00 in Faculty Staff Club we’re kicking off
Learning Stories: Adventures in Course Redesign
Chapter 1: Searching for Problems and Opportunities; Intervening and Reforming
This is a new venue hear from and talk to several of our 2007 Course Design Institute Fellows.
Presenters
Jesse Dixon, Recreation, Parks, and Tourism
Rec 304 124 students
“My intent was to create a learning community centered around Blackboard as an “Eplatform” and redesigned teaching strategies. . . .”
Vinod Sasidharan, Recreation, Parks, and Tourism
Rec 404 75 students
“Students enjoyed having BlackBoard as a “one-stop-shop” portal for all class-related needs. Traditional forms of papers were described by students as being “not very enriching.” Overall, I think students enjoyed the utilization of technology for meeting Learning Outcomes. . . . ”
Tim Wulfemeyer, Journalism and Media Studies
JMS 200 420 students
‘We changed the structure/format of JMS 200 dramatically. We incorporated traditional lectures with F2F and online discussion sections. We had 20 such sections that were monitored by teaching assistants. . . .”
Suzanne
