Self-Selected Blog 1

Engagement Versus Entertainment

For the last week, I have been watching the Olympic games on television. I marvel at the talented athletes and have enjoyed their feats along with the spectacle of the beautiful Vancouver scenery. Viewing the venue has brought to mind something that I have been pondering over these past few weeks regarding engaging students versus entertaining them. I thought that this activitiy mirrored the olympics. The olympics entertain, but also engage the viewer in the finer points of athleticism, as the announcer sporting expert explains the mechanics of the various sports. Several weeks ago, I viewed a video regarding student engagement and was surprised at the reaction of the students in the video that apparently was made by them.

The Video Tale

The video was featured on a commonly used social network video site. The student/actors in the videos apparently were not satisfied with the level of interaction that was currently present in their class. Several held up signs that stated their discontent with textbooks, lectures, etc. One student even protested lack of money for some cause-what was that?

Who's Responsible for Learning?

What concerns me about these students' video message is that there was no accountability for their own learning. The communication was that unless the teaching materials (mainly the textbook) were entertaining, students would not read them. While I support interactive activities that encourage student engagement and critical thinking, I am concerned that students feel that the teacher has the sole responsibility for providing entertaining materials that they will enjoy reading. Who ever promised entertainment? My question is this: Do students today take any responsibility for their own learning? The students in the video didn't even consider learning their responsibility.

Where Do We Go From Here?

So what is the answer? How do we as teachers engage students, but also motivate them to take responsibility for their own learning? I invite your thoughts and comments.

End of Part One Blog/ONTL652

Reflections

Whew! After many readings, podcasts, discussions and one Wimba session, part one of the course is finally over. In one way, it took me forever to get to the end. In another way, it seemed like I just turned around and this part of the course was over.

What I Learned

One of the most important items that I learned was to review the syllabus periodically. In the past, I have tended to read it once (excitedly) at the beginning of the course and then forget about it. I found that this is not a good idea since there are many assignments in the syllabus that one needs to keep up on-like when the blog postings are due. Resolution: try to be more diligent in reviewing the syllabus for assignments.

Fun Assignments

I really enjoyed the ice-breaker discussion. It was enjoyable to read what animals the other students thought they were like. It was especially fun to see if I got it right and to see the animal pictures. This was a good way to initially build community. I felt my fellow students' personalities came through in their discussion posts.

Design

There was a great deal of time spent on learning about designing online courses, as one might expect. Especially enjoyable were the podcasts, as contact with the instructor was provided. Podcasts are also a technique that familiarizes the student with the instructor. The contact makes the student feel more comfortable in approaching the instructor.

Learner Issues

Two videos on learner issues were available for viewing. On one hand, it was good to hear the viewpoints of students on instruction. On the other hand, the students in "A Vision of Students Today", seemed more interested in blaming instructors for their unhappiness with the way courses were delivered, than taking responsiblity for their own learning. While I am a champion of efforts to engage students to learn, I think that we have gotten away from expecting students to take ownership of their learning. A stark example of this is the student who held up the sign that stated "I don't read textbooks" or something similar. While as I stated previously, I do want to engage, but don't feel that I need to entertain.

Constraints and Considerations

Readings on designer constraints and considerations emphasized the reality of my world in creating online classes. In particular, budget constraints are the one barrier that leads to all other barriers in designing and implementing an online course. While it is necessary for the course designer to be well versed not only in design, but in technical aspects of course construction, designers are not all experts. Designers need professional instructional designers and experts in course construction for consultation and trouble shooting.

The Paper

I liked the instructors strategy of having students do the paper in sections. That way the paper gets done and the student avoid waiting until the last minute to turn in the assignment. The use of the design team was effective in three ways:

1. Provided feedback to improve the paper before grading
2. Provided an opportunigy for group interaction and community building
3. Stimulated critical thinking

Next Up

It is with some anxiety that I approach the next section. I am fairly confident of evaluation mechanisms. I do have a fear of rubrics. Mine always seem so rudimentary. I am curious aoubt how well the online rubric mechanisms will work. Stay tuned.