Teaching and Learning Online series - Part 8

By Dr. Vanae E. Morris

Teaching online is hard! Ok, there, I said it! 

Not only is online teaching hard but the modeling of online teaching is very similar to what we have experienced in face-to-face classes over the many years of instruction and that is, we do what we have experienced or observed! 

Breaking that paradigm is the hard part! I have talked about (in this blog) what is considered to be the best practices of online teaching. However, should these best practices only apply to an online environment? I think not! As part of my role as a Higher Education Instructional Consultant, I go into the classrooms of instructors and observe their teaching. I take copious notes using a rubric that requests information about the behaviors of the instructor and the students. After the observation is complete, I take the rubric with my notes, and give suggestions to the instructors on ways that they could include more active learning strategies, classroom management techniques, questioning strategies, and many other suggestions for “best practices!” This conversation allows for the “why” of the teaching and helps support the “mechanics” of the notes that I took during the observation.  

Over the last two semesters, there has been a distinct pattern in both mine and my colleague’s observations that precipitated the formulation of a template with similar feedback and eventually the creation of resource pages that we could refer our instructors to for further clarification. Most of our interactions the last two semesters has been with graduate students and teaching assistants, who are now modeling what they have observed in both the face-to-face and online environments over several years of taking classes from “seasoned” instructors, who are also modeling what they experienced and observed  as students.  One of the challenges that we have as instructional consultants in higher education is shifting that paradigm! 

In this blog, I have discussed several best practices based on research, personal observations and experiences, and feedback from my colleagues within the instructional consulting community. All of the best practices can be utilized in a face-to-face classroom as well as in an online teaching and learning environment, it is just a matter a shifting the paradigm using different delivery methods, techniques, technology tools, and strategies. In my role, I encourage instructors to move from what has been modeled for years, to different strategies that take students from passively listening to actively engaging in the content! 

The last best practice that I want to share is that of maintaining enthusiasm! Twelve to sixteen week semesters can sometimes seem like an eternity if we lose our enthusiasm for the content, our willingness to assist our students toward successful outcomes, and communicating that enthusiasm to our students. This enthusiasm (or lack of) is always evident when I visit a classroom, either face-to-face or online, so I like to give my instructors (and myself) this advice: stay organized, be an active presence in your classroom, communicate your enthusiasm frequently, and shift the paradigm to something new! 

Teaching and Learning Online series - Part 7

 by Dr. Vanae E. Morris

In previous posts in this series, I have discussed several of the adult learning principles as posited by Knowles (1980), which includes two that are relevant for the topic of conversation today. From Boettcher and Conrad (2005), in an online course, an instructor should “. . . combine core concept learning with customized and personalized learning” and from Ko (2005), learning should be connected to real-life experiences. 

Knowles (1980) believes that adults learn best when the information is embedded in their experiences and adults want the learning to be relevant to their lives, goals, and needs. Making connections to prior knowledge and life experiences makes the learning more relevant for the adult learner.  Finding activities that encourage connections, experiences, and prior knowledge can be accomplished using active learning and promoting accountability. 

How can this be accomplished? Ko (2005, slide 8) believes that there are four ways to help your adult students make connections to real-life experiences: 

1. Encourage students to apply real-world experience to course content
2. Encourage students to draw on personal examples and observations that are relevant to the course
3. Tie contemporary events or issues to course content
4. Whenever possible, encourage students to incorporate their own goals into study

Boettcher and Conrad (2005) also believe that encouraging adults to bring their life experiences and prior knowledge to the class can be accomplished by combining core learning with personalized learning. “In practical terms for online courses, it means designing options and choices within learning experiences, assignments, and special projects . . . Discussion forums, blogging, journals, wikis, and similar social networking type tools provide excellent communication channels for engaging learners in clarifying and enlarging their mental models or concepts and building links and identifying relationships” (p. 46). 

I have made changes to my online pedagogy course to include more reflective writing and learning community activities to promote and encourage the learners in my course to bring their life-experiences and prior knowledge to the content and to personalize the learning for my students. I encourage you to examine your current courses for methods you could use to help your students bring and apply real-world experiences to the course content and to personalize your courses for your students each semester.

References

Boettcher, J.V. & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner: The definitive classic in adult education and human resource development (7^th ed.). New York: Elsevier.

Ko, S. (2005). Student-centered online teaching: Best practices. Retrieved from http://www.powershow.com

(Em)Power in the Classroom Series (Part 6)

by Rai Farrelly, PhD

 

I don't consider myself to be 'one lacking voice' by any means, but sometimes I can't seem to find it. The ideas will be swirling around somewhere - in my mind or my heart or coming to life in my emotions, but without voice they just swirl, which makes things a bit muddy. Recently, I've been finding my voice in the words of others - and it makes me happy!

I'm not new to teaching in an institution of higher education. In fact, thanks to the power sharing of my early mentors in the academy, I've been teaching classes for over a decade - dating back to my years as a green Masters student. However, it wasn't until this past semester with the class that I've been writing about in this blog series - (Em)Power in the Classroom - that I have actually 'negotiated curriculum' in this way. But it was always in me!

In this negotiated class, the final power sharing act was the grading. At the beginning of the class, we decided on a qualitative grading scale, relying on carefully crafted rubrics with clearly defined criteria that would guide them. Even though we set the grading policy together and it was going to be difficult to get less than an A given the opportunities for multiple drafts and revisions with peer and instructor feedback, they still asked the usual questions toward the end of the semester: Am I in good standing? Do you think I'll get an A? Is there anything else I could do to make sure I have an A? I assured them that if they were slated to receive a grade they wouldn't be happy with, I would be in touch and we would negotiate a plan to help them reach their goal, even if that meant assigning an 'I' (Incomplete) which they would have a year to remedy. You could see the shoulders relax as I said it. I still had a couple of students visit me to make sure they were on track for the A they so desired. We worked together, made some revisions here and there and embarked on our summer vacations worry-free (with relation to this class, at least).

I didn't always operate this way.

Previously, I taught from syllabi that I inherited and I taught with a style that I emulated. I put into practice what I thought to be the 'better' elements of my own learning experiences, supplemented with new techniques and strategies gleaned from my second language teacher education classes. Having taught many English as a Second Language courses followed by teacher education courses for teachers of English language learners, I acquired a large toolbox from which to draw when working away in the classroom. The inklings of 'Atlas Shrugged' - not the book, but the literal shrugging of the world on my shoulders - were also in me, planted by early readings about The Atlas Complex, the teacher as transmitter of knowledge, as 'sage on the stage', the students as empty vessels waiting to be filled - the 'banking method' of education. These were all concepts I was encouraged to discard as I adopted more student-centered approaches where the teacher is the facilitator, the architect, the gardener - cultivating opportunity for rich student experiences and deep learning.

I always viewed myself as a facilitator. I crafted beautiful lessons that promoted student-centered instruction (or so I thought). There was an abundance of collaborative learning opportunities and formative assessment. I was rarely the 'sage on the stage' talking at them, but rather I engaged them in discussions and projects and presentations. Didn't I?

To whatever extent my instruction embodied a student-centered approach, I had to admit at some point - I was still in charge. I was still the one with all the power. I determined the topics before meeting my students. I chose the assignments before knowing how they learned. I crafted a syllabus that read like a contract with policies that were handed down to me by my Department. I assessed them with numbers and percentages that confused even me at grading time.

And then it happened. What many of you have known for years - I discovered Power Sharing in the Classroom. I discovered in reverse chronological order the works of educators who said with their words what had been burning in me ... perhaps since I was a learner planted in a uniform, in a classroom, in a row, at a desk in front of a nun. As I read Stephen Brookfield, MaryEllen Weimer, bell hooks, Susan Hyde, Ira Shor, Garth Boomer, Norma Gonzalez, Nancy Lester, John Dewey, Paolo Freire and many others, I found that they were saying exactly what I was feeling.

I sat with When Students Have Power by Ira Shor and wanted to read every sentence aloud to my colleague. "On the first day, if I had enacted traditional rhetoric as a unilateral authority, I would have begun by narrating the syllabus ("reading the riot act") and by lecturing on the course material (the pre-emptive didactic presentation)" (p. 30). Yes! Exactly, Ira!

bell hooks was like music to my ears as I turned the pages of Teaching to Transgress: Education as the Practice of Freedom. "It is rare that any professor, no matter how eloquent a lecturer, can generate through his or her actions enough excitement to create an exciting classroom. Excitement is generated through collective effort" (p. 8). Absolutely, bell!

Bringing the critical lens to reflective practice in Becoming a Critically Reflective Teacher, Stephen Brookfield had me nodding out loud in my chair. "When we practice critically, we regard curricula as constructed and tentative, as framed by human agency and therefore capable of being dismantled and reframed by teachers and students" (p. 40). Amen, Stephen!

I literally couldn't have said any of that better myself (yet). I'm a young faculty with my Dr. title newly awarded and my voice is growing stronger by the day. As I continue to 'find my voice', I will also find ways to 'make a noise' so that I can continue to promote Power Sharing in the Classroom.


Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.

hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.

Shor, I. (1996). When Students Have Power: Negotiating Authority in a Critical Pedagogy. Chicago: The University of Chicago Press.


"Believe that you can change the world. Find your voice. Make a noise." -Katie Herzig, Make a Noise