Notes on module 2
Main points from introduction:
Strategic plan (2016): ‘Every core service is digital, Every educator is a digital educator, Every student is a digital student’.
First thoughts: I’m not sure this is what I want. Balance is good.
Create openings by making distance visible.
Methods for Engaged Online Teaching (EOT)
Digital traces.
What kind of times exist.
autonomy, dialogue, design.
Engagement: assessing discussing boards?
Distance:
- Is distance exclusive to online students?
- How might distance render itself online? What exactly as a teacher would you ‘see’ that suggests distance?
I don’t think distance only concerns online students. Distance is not only physical it is emotional /affective, political, social, temporal etc. In f2f you will have introverted students that might look distant yet learning. Some students might not actively engaged because this is not what they are used to (e.g. Chinese students more used to listen and absorb than actively participating).
Of course, distance is more physical online as students will not be in the same room but they with synchronous teaching for instance they will be in the same virtual room. What would suggest distance to me is students not engaging with me or others via the various channels that we have (discussion boards, emails, etc).
Transactional distance. ‘Three variables
- the dialogue that develops between the teacher and the student;
- the structure of the educational program; and
- the autonomy of the student’
‘Engaged teaching involves mitigating communicative and psychological distance between students and teachers, between students and students, and between students and institutions. It guides all that we do here’.
Be clear about what your role is (not just to the students but to yourself). Explain your role to the students so they know what to expect. Emphasise the balance between independent/autonomous learning and working in groups.
I think it’s also important to know your students and that they know each, so find activities to facilitate this. In one of my courses (f2f) I do a network bingo: the students have to find others in the class who have the skills/hobbies, etc listed in the categories. It’s always fun and they can get to know each more. I wonder if I could do this one online?
Be there for the students, i.e. present in some discussions (Not all!) and have ‘office hours’.
(Here is an example of a network bingo I found online, as I didn’t have mine at hand)
Examples: ‘audio feedback on an assignment’, a ‘warm biography with a pictures’, but also ‘weekly summaries of activity and encouragement in very short videos’.‘All of this establishes teacher presence, establishes a dialogue between teacher and student and ultimately reduces transactional distance’.
Knowing who who you are and your role, is very important, and also that your role and amount of involvement may change over the length of the course or just from task to task. Students may bring with them some expectations, of themselves and of you, which may not be appropriate for your course; this may be something interesting to discuss right at the start.
All the best,
Tracey
Thank you Tracey, discussing expectations is a great idea, but how to go about it with a hybrid cohort?