Keep your soul diligently

We’ve all seen those memes on Facebook and other places where the letters of each word are scrambled, but the first and last letters are kept unchanged. Sometimes these memes are accompanied by statements such as, “Only intelligent people are able to understand this message.” Actually, most adept readers are able to read them; as we learned to read, our brains developed shortcuts that recognize words even when the internal parts of the words have been changed.

But, by the same token, sometimes we mistake one word for another. The slip-up can be amusing, such as confusing “immorality” and “immortality.” Usually a second glance fixes the misreading. But this morning in my Bible reading, I faced a misreading that indicates just how overwhelming our current virus crisis has become.

I was reading Deuteronomy chapter four. I got to verse nine, which says, “Only take care, and keep your soul diligently, lest you forget the things that your eyes have seen, and lest they depart from your hearts all the days of your life. Make them known to your children and to your children’s children.” This is a trustworthy saying. But when my eyes first scanned the verse, my brain changed the beginning to, “Only take care, and keep your social distancing.”

Of course a second glance fixed the misreading. I suppose the words “take care” only added to the tendency to expect s…l d……..y to be “social distancing.” But my mildly amusing experience only shows how overwhelming this virus crisis has become, that I even expect the holy Word of God to command social distancing.

My experiences with the virus crisis are like those of most people. As an introvert, I don’t mind keeping my distance from other people. Three times a week I take a two-mile walk through the neighborhood. I do what I was taught as a child: I walk on the left-hand side of the road, facing the traffic. But now, with social distancing, if someone is coming toward me on the same side of the road, I cross to the other side to avoid that person. I’ve always wanted to do that. Now, not is it not rude to cross the road to avoid people—it’s recommended.

I’m very much blessed to have three jobs that all paid me my regular salary while I worked from home. Every week I write a sermon, and every Saturday I email it to the members of the congregation. Our church musician presents a concert of church music on Facebook every Sunday. We mail in our offerings, and my check comes in the mail. My history class was changed from classroom to online. Some students dropped out, and a couple have fallen behind on the work, but several are faithfully taking their quizzes (open book, since we don’t have the classroom discussion before the quiz) and—I expect—writing their essays that are due next week. But my full time job at the library raised the biggest concerns. How can a library function when the doors are locked and the workers are told to stay home?

The first week the library was closed, we were told that it was like snow days—we would stay home and be paid. The second week, they began encouraging us to do tasks at home that were somehow job related. Since I am an archivist, I began sorting and arranging the family pictures I brought from my father’s house several years ago. After they were arranged, I even started putting them on Facebook and tagging family members. I also explored the family genealogy. More than half the people who visit our research room in the library are doing genealogy—some in great depth, others just getting started. I’ve always been able to guide people to resources, but now I have much more experience in genealogical research and will be more helpful.

By the third week, we had a process of reporting how we were spending our time “on the clock.” But after that, the library decided that 75% of our hours had to be of direct benefit to the library system; the other 25% could be for learning and wellness activities. Some library branches began experimenting with curb-side services. Four branches are providing free meals to neighborhood children who usually get fed at school. My department remains locked up; but we are taking turns being in the building to answer the phone and help patrons.

Last week, with the phone-answering system in place, I was invited to return to my desk and continue processing archival materials. I must wear a mask everywhere in the building except at my desk; I must wash my hands frequently and wipe down surfaces often. This procedure might last for the rest of the summer.

Since it is losing some money—parking and meeting room fees, and overdue fines—the library director decided that he would reduce or eliminate some positions temporarily to save the library money. All positions will be restored when the crisis is over. People in eliminated positions retain their health insurance and other benefits but must apply for unemployment. Those who are reduced will—if the state government allows—work only part-time and receive unemployment money for the hours lost. I have been placed in the second category.

I do not feel comfortable with the likelihood that I will be receiving unemployment compensation for ten weeks or so. It’s not that I don’t need the money. It’s that every person thrown into the unemployment system is added to the financial burden that taxpayers like me and my children will be reimbursing for years to come. I disagree with the library’s decision to lower its costs by putting its workers temporarily into unemployment. In fact, I cannot help but view this as a cynical political ploy to deepen the crisis (and the feeling of crisis) at the expense of the current administration.

We will all get through this together. Stress and anxiety are high right now. (I spend little time on social media precisely because I rapidly tire of all the talk of virus and quarantine. It makes me shaky and queasy.) Meanwhile it’s important for each of us to take care, and keep our social distancing… I mean, keep our souls diligently. J.

eLearner profiles: Diversity in Learning

I was very interested in a report of a Tertiary eLearning research fund project 2005 which looked at learner profiles – learning styles and preferences of students for elearning. Samuel Mann was on the research team and you may have seen the questionnaire. i have requested a copy of the questionnaire on CD from the lead researcher.

Jeffrey, L. Atkins, C. Laurs, A. & Mann, S. (2005). eLearner profiles: Diversity in Learning. Ministry of Education, TeLRF project report. Available at: http://cms.steo.govt.nz/eLearning/Projects/Tertiary+eLearning+Research+Fund.htm you need to scroll down the page.

What I liked about this research report is the comparison between student preferences for traditional lectures, tutorials and blended forms of online and f2f learning. You may find that these findings mirror some of the feedback you may be getting from your students about online learning. For example, they do not particularly want to be self-directed and do group work. They want lectures and are not particularly keen on online learning which can cause them a lot of anxiety. This is a NZ-based project

“The sample size was 1811 and came from six universities, five polytechnics or institutes and six private training organisations.”

Also the researchers categorised the learner profiles as: cognitive voyagers, strategic competitors and multimedia collaborators. If you read the executive summary of the report you will get the gist of the different profiles.

The researchers measured things such as extrinsic and intrinsic motivation, learning styles, dependent versus independent learning preferences, achievement motivation, relativistic reasoning rather than factual,working collaboratively rather than alone, time poorness, global versus sequential learning and reflective versus analytical and much more. It is a fascinating study. I hope you will take a look. Do you believe that this is the same situation for your students.

virtual classrooms and cognitive load theory

In response to a request for material on virtual classrooms, I stumbled across some interesting theory around cognitive processing and Virtual classrooms by Dr Ruth Clark.

Dr Ruth Clark runs a training and consultancy website. There are lots of courses you can enrol in but they are pretty expensive. The graduate certificate in Applied eLearning does much the same and is a lot cheaper so we are really lucky to have this qual in NZ.

here is a link to an article by ruth clark on harnessing virtual communities.
It has some good pointers about keeping learners engaged during a standard virtual lecture/session averaging 60 minutes:
1. maintain a lively pace
2. visualize your content
3. incorporate frequent participant responses – you will notice in the audio lecture on cognitive processing she asks lots of questions and uses polling a lot and she also gets participants to do activities during the session.
4. use small group breakout rooms.
it is a short article and worth a look.

My comments on the audio: Personally i think such long lecture sessions are a bit much but I was only listening to the audio and she did have slides – she seems to do a good job of getting input from the class using text only. The participants don’t seem to feature on the audio so cant have used mics. some interesting stuff about cognitive load and learning styles. e.g. differences between learning styles of different learners are minor in comparison to the ways our brains are set up to process information overall. She talks about the modality principle – best learning is when you have audio to explain visuals.

See also an article I stumbled across about A Learner-Centered Approach to Multimedia Explanations: Deriving Instructional Design Principles from Cognitive Theory. By Moreno, R. & Mayer, R. (2000). This is published online in the Interactive Multimedia Electronic journal of computer-enhanced learning…phew.

The diagram of working memory was informative.illustrates how words and images move from sensory memory to working memory and into long-term memory. Remember working memory can only hold so much information and is easily overloaded.
Dr Ruth Clark also said that cognitive overload can occur if several modalities. For example, the use of visual, text and audio together causes a redundancy effect because we are overloading the visual processing area. using audio and text together is better but use of one modality at a time is best.
Dr ruth does not like people multitasking e.g. checking emails when in VC and likes texting in VC to be on task not texting to each other off task or privately. she says this causes split attention effects.
see what you think when you listen to the audio.
——————————————————————————–
also a link to a presentation (pdf) called: Leveraging the virtual classroom
——————————————————————————————————————–
AND her new book at the bookstore.

The New Virtual Classroom:
Evidence-based Guidelines for Synchronous e-Learning

Putting too much trust in technology

The title of this post is stimulated by the technology hassles we have been having this week in the Facilitating eLearning Communities course. Who would believe it – two nights in a week and the computer conferencing system failed to function. Twice we were embarrassed in front of an international speaker. Twice we were unable to login and proceed smoothly as we have in previous sessions. Twice the course facilitators were getting blamed for the breakdown. And why? Because we had “put all our eggs in one basket” and we had begun to trust the technology.

The cynics would say – well it is to be expected.
The skeptics would say – I was surprised it has worked so smoothly so far.
The optimists would say – it will work well next time.
The extrinsically motivated would say – well I will just give up and go do something I really enjoy doing – this is too frustrating.
The intrinsically motivated would say – lets find a solution and do something else to help the community.

What do online facilitators say? What do classroom teachers say?

Imagine you walk into a room to teach your class. The lights wont turn on and the room is dark so they wont be able to see the whiteboard and you were going to use it for the session. What do you do?

OR

You are talking away flicking through your slide presentation and feeling like you have hooked your students. The actually seem interested and they are asking questions. Then the lamp blows on the data projector – no screen presentation. What would you do?

Do you keep talking and wing it and engage the group with some activities to help them piece together what has already been said. Or do you pack up and go home grumbling that they can read the text book.

  • How do you placate the disappointed students who are getting ready to up and leave?
  • How do you provide alternatives when the technology fails?

Yes these are all very real situations aren’t they and ones we dread when we have so much content to get through and exams that have to be passed.

But let me ask this question – if you were the students who would you blame? The technology – hey that can happen, the teachers – they tried their best and its not their fault they didn’t invent the thing. They don’t manage the electrical grid. Yourself – I hope not.

And so it is with technology in online learning. We can do our very best to set systems up and design learning for our students, and set up interesting lectures and activities. But sometimes students cant access the materials or the sessions, sometimes the software wont run, sometimes the system fails. So what do we do?
Last night when Elluminate failed, again! And I was grappling with downloading Java to get Elluminate to work on my home computer, trying to find our guest speaker, trying to contact the IT technician to get help, trying to let every one of the four groups who were invited to the session know what was happening , trying to answer the phone calls and texts, trying to download Skype so I could message people, reading and answering the group email, messaging the facilitator who was trying to keep it all together :O

– I saw some really interesting stuff happening and a community forming. It is almost as if we have to have ripples and bumps to get traction in a community.

  • The email group changed from being asynchronous to synchronous.
  • People were downloading skype and setting themselves up on it.
  • jokes were being passed around.
  • discussions were starting.

When we did finally get on Elluminate there was some really good questions and discussion around issues such as confidentiality online, obstructions to getting online from colleagues, what should go on the wiki. We also heard about Merrolees’ web 2 project and passed around ideas for online facilitating. I saw some very sturdy beams being raised in the barn. I saw some excellent facilitation going on within the group. I saw people pulling together to find solutions. I saw lots of creativity and critical thinking going on. I was amazed.

Now I am really pleased Elluminate failed. Now we actually have a community thing happening and people supporting each other. So that people is what you do when the technology fails you find alternatives, or make sure there is a sense of community happening in your class so that people will pull together when the walls fall down or the technology fails.

Now I can pack my bags and put them at the door…well almost…but I am getting ready because several of you have already climbed the cliff face and reached level 5 in Gilly Salmon’s pyramid for online facilitation. If you don’t know what that is you better go look…….:P

virtual friends are they disconnecting us?

all this talk about tools for networking and being connected in communities leads me to ask the question are people feeling disconnected as they strive to become more connected?

You may be interested in an article I read recently. here are a couple of excerpts:

“Jason Calacanis wishes he could be your Facebook friend, but he just can’t. ….Calacanis now has several thousand friends, with more requests streaming in daily. He’s tired. So on his blog this summer, Calacanis, 37, declared a Facebook moratorium. In the future he’ll outsource his friend management to an intern.”

“Ogheneruemu “O.G.” Oyiborhoro ….is the George Washington University junior who holds the school’s title of most Facebook friends — 3,456 and counting.” BUT who is the friend who helps him find an apartment….not his facebook buddies.
See:
An Unmanageable Circle of Friends Social-Network Web Sites Inundate Us With Connections, and That Can Be Alienating
By Monica Hesse
Washington Post Staff Writer
Sunday, August 26, 2007; M10
I have recently decided to spend more time with real flesh and blood, physically accessible friends and to ring fence my virtual networks as the number i belong to is taking up more and more time and impacting on my domestic harmony and peace of mind. I wonder if anyone else is feeling the same?

when is a community not a community?

In response to mark’s suggestion that we contribute to a discussion about why we are in this community has stimulated a question for the group – when is a community not a community?

If you all think about any communities/groups you may belong to – they all have one thing in common.

Faces by Fazen

There is always a core group who seem to do everything, are always involved no matter what, and others who remain quietly on the periphery…sometimes popping up when the need arises and disappearing again. People come and go, and in some instances people are a captive audience at some time or other. I am captivated with this community, and thoroughly enjoying our progress through the course activities. For me a community is about having a common purpose or reason to meet.

The common reason for this community being formed is that we are part of a course with common goals, in terms of assessment, but also in the need to find out more about online communities. Although we all have differing reasons for participating and different expectations and because of this we will each take away different things from this experience.

Because we are an online community, we are using a range of online tools and methods to interact, and a range of activities to give us a reason to use them. We could have set up just a Blackboard discussion Board with 93 forums as they did in one iteration of this course, but we have chosen to give the class the opportunity to see how a variety of tools and strategies work – that way you can experience them and choose what will work for you in your teaching.

So I don’t expect we will all feel comfortable, or warm and cozy in this community because it is challenging. But I hope that the strength of the community will be in helping each other overcome the challenges. For myself, it is a challenge because I have never used such a wide variety of tools and methods to teach an online course, and this is my first time teaching this course. I am loving it, and I don’t particularly feel like I am teaching, rather I am feeling like a participant. There are so many interesting viewpoints and discussions going on. I was here because I was one of the facilitators, now I am here because I am finding it fascinating – Although I am spending far too much time participating.

I have also found out a lot about different online communities and some of the theoretical underpinnings by listening to the guest speakers. I am learning so much. I now know that online communities are not just about Gilly Salmon’s five-step emoderating model or about asynchronous or synchronous discussions. They are so much more. You will see what I mean if you look at the list we compiled last night in the wiki – onlinecommunities. The new page we invite you all to contribute to along with your own discipline-specific page.

The overall aim of this course is to get everyone to the facilitator phase (development – stage five – relates to Gilly Salmon’s five-stage model) of being in an online community and to get there there are other phases to pass through e.g. access to the tools and strategies (access – stage one) getting to know the community (socialisation – stage two), sharing knowledge and information (information sharing – stage three), creating knowledge and resources (knowledge building – stage four) .

Why is evaluation so important?

I was asked recently to present about evaluation for one of the constructing courses sessions. I decided to do an Elluminate session so I could fit it around study leave. However this morning when I was all geared up to present, the server decided to play hookey and go west.

This spurred me on to prepare a slide show with audio (Plan B). The presentation is called: Why is evaluation so important?

It can be viewed on the Internet and doesn’t appear to take too long to load. The presentation is approximately 20 minutes long and covers the what, why and how of evaluation and its relationship to educational design.

I would have preferred the synchronous computer conference option so people could ask questions and we could have some discussion. However, while preparing the audio to accompany the presentation, I found I was able to tie things together better. This meant that my presentation was longer than originally intended, but I feel that it integrates the concepts underlying evaluation much more clearly. I just hope my audience thinks so as well. I have also given them the option of both asynchronous and synchronous discussion around the topic of evaluation.

I used MyPlick to upload the presentation (PowerPoint) and audio (mp3) which I created in Audacity. I prefer this site to SlideShare because the presentation and audio can be lodged on the same site. Mmmn maybe “all my eggs in one basket” is not such a good idea.

All this stuff is really helping me develop stronger digital information literacy skills. The importance of this became very apparent today during a research meeting where we were discussing some of the processes we would use to communicate and share ideas. Considering the research project is action research and the focus is digital information literacy, we as researchers will also be learning, not just the participants, through using web 2.0 tools to conduct the research processes. This is the start of my reflections around this project; it will be very important for all of us to keep a log of the process. Preferably an open log on the web where we can read each others entries and really share progress and ideas. This will be very important with the national spread of researchers in the project.

Structured versus not structured versus guided

Is the Facilitating eLearning Communities course an example of constructionist and constructivist and reflective learning?

Are we like this lego maze (Lego Maze Eric4 by Anvilon)
– structured yet in a quandary and having to find our way around and out? Is there really an end point for a course like this? I hope not….I believe participation in Facilitating eLearning communities needs to be an evolving experience which has to ebb & flow with the technologies, change according to the needs of the participants and catch the trends and waves of eLearning.

I know it is not about mastery learning because the learning is intended to come out of the participants own perceptions, explorations and knowledge development. Plus there is no exam or test. But…

If structured = mastery learning and sequential step by step learning – then this course is not structured. If structured = guided and free to follow your own interests & explore – this course is structured.

I find it quite intriguing that people feel the course is unstructured. Yes there were more instructions for the first few topics and activities and directed discussion than the latter part of the course – yet some people chose not to engage.

The 10 min lecture series has been structured, and also allows discussion and reflection. some people have not been able to engage synchronously and have done so after the events and have made very good postings on their blogs about some, not all the presentations. Others have not engaged at all. Several people have engaged with the assessments – learning log (blog) and wiki – others have not.

I wonder why people feel it is unstructured – or does this mean unguided? Even though there is a learning guide, posted lists of what people should be doing on the course blog, email directions, directed activities for the first few topics, directed assessments, a lecture series, a list of resources, content on WikiEducator etc. Does guided mean something different for all of us? Guided does not equal structured or does it?

In a true constructivist learning community the course is far too structured. There are too many things participants are told to do already. There was very little for them to negotiate. Do participants feel they need to be sat down and directed through a series of topics, and some workshops on how to use some of the technologies? Does structured for some mean teacher-directed rather than learner-directed?

What I would like to know is do people feel they are being guided to be part of an online community? If the answer is yes, then we are on the right track.

Perhaps it is the topic. I believe people learn best how to be an online facilitator by being exposed to a range of strategies and practical opportunities rather than a whole lot of content and theory about how to do something though there is some of that too. Part of being an online facilitator in a community is to experience discomfort as well as comfort. David alludes to that and also mentions the value of finding out things for ourselves.

I am surprised that he feels that participants are “relatively unguided” – people have been given a lot of material to look at and plenty of discussion topics have arisen. The facilitators could have continued to impose very directed discussion topics all through, but instead chose to use the 10 minute lectures as the basis for discussion…which has occurred.

Perhaps what we need now is a short presentation to bring all the threads together for the community – this could serve as a reflection on what we have covered and a stimulus for the next leg of discussion. Watch this space!

facilitate or teach or learn

In response to Leigh’s posting as you prepare to facilitate try not to teach. To teach or not to teach. to facilitate or not to facilitate. To moderate or not to moderate! Is there really a debate to be had I wonder?

I believe that all this angst has come about because “a teacher” decided some way back that he or she would replace the word “teach online” with “facilitate online”. It means the same!

Because we have all been encouraged to step back a bit and stop pushing information at students and encourage them to do more thinking for themselves and more self-directed learning, teaching is now facilitating. But is it?

Learner-centred is the new buzz word along with facilitated learning – it is still about teaching. The teachers, you and I, leigh, are still seen as the experts in the discipline we are teaching otherwise we would not be asked to “teach” the course.

So why have we been asked to teach the course and not the local butcher who is equally able to facilitate a jolly good discussion?

Because we have some expertise – like it or not, we have to teach our class something so they can teach themselves. Teach or model, facilitate or model – otherwise they will not just be feeling frustrated or confused – too much to learn – they will be really, really angry and p…ed off. Why didn’t we just send out the handbook with the instructions for the course and the assessments with a few readings and tell them to get on with it?

Because we have to teach them something. that involves not just facilitating a good ole discussion, it involves giving information, brokering information, helping/facilitating them to find information, setting up systems and facilitating ways for them to develop as a community, directing them towards the things they need to complete to pass the course or not. Is that not teaching in one sense?

Making it interesting and challenging and scary enough to make them come back for more – fear as in the kind you get on a rollercoaster. Fear can be a great stimulant!

In my mind, good teaching is about good facilitating and treating the learners as individuals and as competent intelligent people who can think for themselves and who are encouraged to think critically.

In response to some of leigh’s questions –

  • Why is this course called facilitate online learning communities and not teach online learning communities? To be absolutely pedantic here it is Facilitating eLearning communities. So just as Leigh has replaced eLearning with online – have we not replaced teaching with facilitating?
  • Is teaching and facilitation really interchangeable?
  • Yes mostly it is because good teaching should strike a balance and the teacher should step back when necessary and step forward and teach when needed – sometimes we need to be more proactive to facilitate scaffolded learning and not just assume people will enjoy struggling to find out everything themselves. The level of support needed, I believe, depends on each person’s zone of proximal development(Wikipedia, 2007), for each situation and each topic. As you will see a person can be assisted to develop not only by the teacher but also by their peers – so does the peer then become a teacher too?
  • Is facilitation simply one of many techniques that a teacher employs in their work? Or is teaching just one of many 3rd party services that a facilitator might call on in their work?
  • Is it possible to be both a teacher and a facilitator within the same group of people?
  • In response to these questions, I believe the answer is yes in both cases. Why? Because firstly, I see the terms as interchangeable where someone really knows how to support learners albeit called teacher or facilitator. Secondly, a balance is crucial in contemporary society .
  • What are the differences in the roles and what are the social dynamics in play when they function?
  • It depends on our definitions for teacher and facilitator and these depend on our philosophies as this discussion is demonstrating.

Examples: If facilitating a meeting – we might approach it in different ways. We can talk and dominate the session for the bulk of the time and answer questions, or present a slide show and demonstrate what we have been doing and/or would like to see being done and answer Qs. we can set an agenda and call for contributions, and chair the meeting to keep discussion on track and comments relevant. we can dominate the meeting by always bringing up points of discussion. a meeting can be facilitated by all members and all members contribute equally thus teaching others by telling them new things or bringing up points they may not have thought of.

I guess it depends on whether you believe that learning occurs all the time and whether when we learn we have taught ourselves or learned from others. Does that then make them teachers?

Oh boy – is it not all about letting others speak, and about people having an equal chance to contribute, and valuing each person’s contribution and unique style?

To me that is much more important than debating the difference between teaching and facilitating. even someone standing up in front of a class and delivering a lecture for an hour, has facilitated learning in some way. what they may not have done is facilitated group discussion or critical thinking but they could have and I always tried to operate this way in large lectures.

So lecture is not synonymous with monologue or transfer of information – it depends on the style of the lecturer – just as tutorial or discussion is not synonymous with interaction. as we know people can just sit there and wait to be told and not contribute no matter how excellent the facilitator might be. Intrinsic motivation can play a huge part in how actively people engage and contribute.
You facilitate an exam perhaps not teach in it. That is the only example I can think of where there might be a difference BUT you actually supervise an exam or invigilate not really facilitate it. You facilitate a discussion or a meeting but you may not do it well just as you may not teach well. And for me good teaching is about being a good facilitator of knowledge, of interaction, of information, of learning and of people. Are there other examples you can think of where you facilitate not teach?

Auf wiedersehen

This is my good bye to everyone in the Facilitating eLearning Communities course.

When writing to the email group to thank them for participating in the course, I realised that the community was really only beginning. Although the course is now officially finished, we will be keeping the email group open so the community can share ideas, tips and stories about their experiences facilitating online. I also invited everyone to help develop the online communities pages on WikiEducator. I hope some will continue to engage in the group.

As a first time facilitator and co-facilitator in the course I found the experience a very challenging and rewarding experience. It has not been easy and it was never boring. Overall, it was extremely interesting to interact online with such a diverse and highly skilled group of educators; everyone in the group had very different needs and expectations. Sometimes I found it frustrating and sometimes I found it confusing – the reactions of the group were not always logical and rarely predictable.

For example, I believed the instructions for the first part of the course were clear and straightforward but that relied on people working systematically through the Blackboard activities and resources. People did not seem to get it. Then we confused people by throwing other technologies into the mix – email group, blog, wiki – as problems came up we offered a range of solutions. There was choice introduced, not just step-by-step and work through the activities and resources on Blackboard….post a discussion in Blackboard. The options threw a lot of people into the pirana pool. People’s preference for options other than Blackboard meant the platform became redundant as we thought it would in a networked community.

Was it too much too soon?

For the next class, I feel that the Blackboard option will not be an option. Sure we could have shown people a couple of nice to know web 2.0 technologies and left them safely sitting in the learning Management System AND that could have been a community of sorts. Perhaps a subsistence community and a community with very limited means but a gated community – safe but how I hate the idea.

Instead we took the class out into the scary cyber world of uncertainty and unpredictability. Choice was the flavour of the day – ask a question and there were several options to choose from. Good or bad! We took people on a constructionist, constructivist and scaffolded/facilitated pathway with many forks and turns. People were not comfortable and they complained or disappeared from view. The true blue online facilitators did reappear though and they were stronger than when they started and more innovative – yes there were a few bruises and damaged egos – but they made the effort to ride the bull.

I learned a great deal from the experience and am impressed by the tenacity of the community to try out new challenges and experiences. Facilitating the class with Leigh opened new communities I had hitherto tried but avoided eg Second Life, gaming, FaceBook. I really liked the 10 minute lecture series – how fortunate we were to have so many people willing to contribute their know how to the community. My only regret is not having enough time to reflect on my blog about all the events. I can still do this of course because they are all recorded.

I asked the class to forgive us for discombobulating them. I was impressed with the high level of critical thinking and there was significant diversification of the communities’ online facilitation abilities as we moved through the course. It is clear there is no one magic bullet for success. Each group will be different. Hopefully the group has established some guidelines for themselves and the groups they will go on to facilitate. I hope they can now recognise the need to allow their students room to evolve as a community. I firmly believe that only by providing loosely-structured problems will students be assisted to think critically and really learn how to learn.

I have never forgotten the words of a visiting lecturer years ago who ran a workshop on critical thinking. “If you want to get your students to think critically, you have to put them in a place where they do not feel comfortable and where they feel challenged, they will not go there on their own.”

I particularly like the explanation on the uses of critical thinking on Wikipedia. To get this class to think critically about good and bad methods for facilitating online communities it was necessary to present them with experiential real world problems in an online community and not just one or two but a wide range. Just transmitting information to them abut how to facilitate online would not have cut it; they had to experience it warts and all. What was bad to some was good to others and vice versa. Each experience would have beenunique although the community was exposed to the same things.

“Critical thinking is also critical inquiry, so such critical thinkers investigate problems, ask questions, pose new answers that challenge the status quo, discover new information that can be used for good or ill, question authorities and traditional beliefs, challenge received dogmas and doctrines, and often end up possessing power in society greater than their numbers.” “The intellectual skills of critical thinking–analysis, synthesis, reflection, etc.–must be learned by actually performing them.” (AN INTRODUCTION TO CRITICAL THINKING by Steven D. Schafersman, 1991).
Facilitating this course has helped me to become better at critical thinking. It is not an easy thing to get the balance right in a course like this and my big question is – should we cater to the lowest common denominator in terms of skill and comfort or should we make the challenge higher and hope for the best. I believe for this class we did the right thing going with the latter – uncomfortable as it was at times for all of us.

School Holiday Party Ideas

Is it just me or have school holiday parties transformed from fun, casual celebrations to PC-pressure cookers?

  • I’m questioning all my activities to make sure they don’t cross any lines:

~ Are games, crafts, movies or projects too religious (do Santa and reindeer cross a line; should I just stick with a winter theme? How many snow flakes can we really make).

~ Should I still try to knock out the next step in my curriculum even though the kids are totally checked out before break?

~ Can I include snacks? (With health food initiatives at a lot of schools, do parties have to be all fruits and veggies? Should we decorate apples like they’re snowman faces instead of doing cookies and other sugary fare?)

Holiday parties may be getting a little dicier, but luckily there are tons of resources and activities out there to knock your students’ candy-cane-striped socks off – whatever your grade level or school rules!

Final Grade Complaints

My grades were due this morning. They’re posted and done and I AM FREE (for a few weeks at least.)

Since reporting final grades online this weekend, suddenly students I haven’t heard from all term are coming out of the woodwork to contest their grades. I’m trying to find the balance between my tough teacher side that is annoyed at these 11th hour ploys and my softy side that wants to make sure students stay in college and keep their financial aid…

The Invisible Student:
I got a franctic email from one student who has completed exactly one post on the discussion board and zero assignments (I teach online, so blackboard is my classroom). Every semester, there are always a few students who sign up and never do anything. I can’t figure out why these students don’t drop, despite my annoying email reminders and updates, but there are always a few.

Anyway, this particular student claims that she’s been doing the work all term and doesn’t know why I didn’t get it. She also claims that she has not received the dozens of updates and reminders I send to students with missing work. Nor has she noticed that no one has ever replied to her phantom posts on the discussion board. As we email back and forth, she never actually sends me any of her work or explains how this is possible other than blaming weird internet service.

One word: BIZARRE. This may be some kind of blackboard black hole that I don’t understand, so I’m trying not too assume she’s full of it. Regardless, no dice.

If this was an in-class class, it’s like a student came up to me to say she’s been invisible all term and I should have noticed…

The Guilt-Tripper Student:
Student 2 completed all major assignments and showed some improvement through the term. If he had done the class work, he’d probably be at the B/C level… but he only ever did half the weekly participation requirement. (They have three posts per week. He usually did 1 or 2).

This resulted in a 50% participation grade at midterm which was posted two months ago. I make participation a big part of the grade because I’m a tough paper-grader, so I stress (to an annoying degree) the importance of participating in the online discussion.

So Sunday night, about 12 hours before I have to report final grades to the university, this student is emailing me begging to boost his grade by 3%, claiming he could lose his financial aid. Part of me feels bad and wants to help make sure he keeps going to school, the other part of me is furious that he’s pulling this at the 11th hour so there’s now way he can actually make up the missing work. He just wants me to give it to him because I feel bad and I just can’t do it.

The Model Student:
This last student story is kililng me because I want to help, but I can’t get in touch with her. My “model student” worked extremely hard all term, did all her class work and put effort into the writing assignments. At times, she struggled with the work, but she did her best.

Last week, she told me her final paper was late because she had a legit excuse, so I told her to make sure she got in everything by the end of last week. I’ve contacted her a few times, but never heard back. Without the missing finals (essay/exam) or discussing some kind of “incomplete” grade extension, there is nothing I can do.

I can’t give her a higher grade without getting her work in because that’s not fair to the other students. As a college student, she has to take responsibility, right? If that’s true, why do I still feel bad?

How do you deal with students (or parents) contesting grades? Share in the comments section!

Best of 2009

Help! Looking for ideas for a “Best of 2009 – Teacher edition.”

What moments stood out this year? What major events happened in the news that effected students and teachers?

It could be fun or newsworthy or a personal story. Just looking for fun things to share as we look back at 09 and look ahead to 2010.

Best Teacher Blogs of the Year

Big thanks to TeachHUB’s bloggers for sharing their experiences in the classroom, thoughts and useful teaching tools with us all, especially with such busy teaching schedules themselves.

If you haven’t had a chance to get to know our bloggers, now is the time. Here are my favorite posts of the year:

Classroom Tales from the Bronx
by the policy-pondering Phil Tabernacle bringing us insights from his NYC charter school
While watching a PBS school documentary, I was struck by a question that one of principals asked her teachers, something along the lines of, “write down the name of your weakest student and what she or he specifically needs to work on to get back on track.”

As part of an independent reading unit at our school, we have explicitly instructed students to judge books by their covers. In fact, looking at the front and then reading the back cover are steps 2 and 3 out of five when deciding what book to begin next.

I began to wonder if subconsciously we are teaching our students to judge based on appearance by giving them this quick protocol for selecting a text. Then I started thinking about how often I do the same thing with my own classroom.

For years I’ve heard administrators tell me that I’m working too hard. They aren’t referring to my coming in early, staying late, or aggressively calling shotgun on committee seats. They’re talking about the way I plan and execute my high school English lessons.
“Tabernacle, let them do the work. You just guide them.”
But they’ll miss that allusion to the King James Bible or Star Wars, Episode IV, I think to myself. They’ll misinterpret the word “wherefore!”

Despite being one of the two nights a year that we are contractually obligated to stay in the building after the final bell rings, I genuinely enjoy Parent Teacher Night… for the most part.

Where else can you find “Parents of the Classroom Stars,” “The Hollow Wrecking Ball,” “The Talker” or “The Wake-Up Call”?

Science Under the Microscope
by our subject-specialist Paul Cancellieri who brings fresh perspective to the profession

What makes humans different? Being teachers and loving it!

While watching a panel discussion to promoteAlan Alda’s forthcoming PBS documentary, “The Human Spark,” the moderator asked each expert to summarize what he or she felt was the single characteristic that most clearly makes humans unique.
My favorite answer came from the hilarious Alda.

The phrase “in these current economic times” has become a bit of a cliche lately, but that doesn’t change the fact that our lives as educators will be changed for some time to come.
As science teachers, supplies can be more expensive than in other subjects. Here are some simple ways to reduce the financial burden of teaching science.

As this time of year rolls around, I have to admit to getting a little excited about some of the gifts that students and their families give in appreciation for a year as their science teacher. But with all things, the good comes with the bad…

In no particular order, and with appreciation for the effort and expense that goes into giving teacher gifts, here is my top five list of gifts that I would rather never receive again.

For me, any holiday season has always brought one of the strangest phenomena related to being a Science teacher.

I am both perplexed and amused when it happens. Surrounded by distant relatives around Easter ham or rubbing elbows with newfound friends during a heated egg hunt, it inevitably gets out that I am a Science teacher.

The Chalk Talks
by It’s Not All Flowers & Sausages-author Jennifer Scoggin with her elementary expertise and witty wisdom

Do you ever have on of those “I totally rock” moments when you step back, look around the classroom and realize that your kiddos are just fully engaged in their learning? (And then you pat yourself on the back because, most of the time, nobody else will.)

Maybe it’s my ego that’s brimming over, but I have recently had that feeling and it is addictive!

In my previous teaching life, and by that I mean in my heinous first job, I was forced to work with a scripted curriculum that made me feel more like a robot than an actual professional.

Let me paint a picture for you. This is how a math lesson went in my first grade classroom:

Hopefully, at this point, your year is chugging along nicely. You and your friends have settled into your routine and you’re off! It’s time to learn!

So what happens when you’ve been so engrossed in your teaching that it’s suddenly five minutes before the end of the day, you have a million odds and ends to take care of and nobody has their backpack yet? (Hint: the answer is not “freak out.”)


This is the time that you truly need to rely on your little friends to help you get it all done.

As I get closer to the start of another school year, I feel that anxious knot in my stomach leading up to the first day back.
It could have been all the sugary margaritas I drank while eating bon-bons with my feet up on the coffee table catching up on the latest episode of Oprah all summer, as all we teachers do, but I think it was back-to-school anxiety.

Ed Tech Made Easy
by Cheryl Oakes who always has the latest in useful teaching tech tools and 2.0

Have you ever considered becoming a videographer? Well, with a Flip video camera you can shoot, edit, produce and publish all in one afternoon.

Normally, I won’t endorse a product that you have to purchase, but I am making an exception with the Flip Video. This little camera is just the perfect tool for so many teaching activities that the payback, as they say in the commercial, is priceless.

Now, each of these activities could be done with a traditional camera. The Flip just makes it much easier to upload, edit and share your videos.

Rap music, you get crunk with it, right?

Maybe not, but many of your students know and love it. Here is a way to use their music to engage them with weekly news and current events.

Do you feel isolated in your job? Are you the only one trying out new technology tools? Do not fear! I have some great suggestions for you, they are easy, free, very welcoming and supportive!
You can exchange ideas with other teachers right here on TeachHUB.com, on the discussion board or by becoming a member of the TeachHUB community.
Here are 3 of my other favorites:

How many of you have a newspaper delivered to your school or classroom daily, weekly, monthly?

With Doodlebuzz, you can access hundreds of newspapers from around the country based on whatever curriculum or topic you want.

Now that you’ve had a chance to “meet” our teacher bloggers, share your favorite teacher bloggers and blog posts in the comments section!