Sunday, December 30, 2007

It's all about the learning - What I learned in 2007

Happy 2008! Gosh, I love the new year time as it truly does offer each of us a fresh new start.

The Big Question on the Learning Circuits blog of which I am a shameless lurker asks what we learned in 2007 [Link to full text]. For someone who may be addicted to learning, you would think that would be an easy question to answer. But .... maybe if I categorize?

I completed 24 hours towards my EdD at Western Carolina in 2007. What did I learn? A ton about higher ed programming and leadership and research. I integrate concepts from school into my job every day, and probably, for me, the most important tidbit is that a dedication to our mission puts students and learning first, but is all too rare, even for idealistic educators at community colleges. I've learned I am definitely an outlier, usually finding the status quo to be an unacceptable alternative for any solution, and becoming more impatient with the lack of andragogy-based instruction in higher ed. Most surprisingly, I learned that instructors of adults trained in the shadow of Knowles and his counter-parts, tend to be extremely resistant to adoption of said andragogy-based instruction!

I assisted 46 different community college faculty to adopt or improve their use of technology as an instructional tool. My involvement ranged from training folks to use their e-mail program to co-authoring media-rich online classes. What did I learn? Without doubt, I learned that people embrace change reluctantly and only when they foresee a benefit to themselves. On the other hand, I learned to break down the process of change to extremely small steps, and found that resistance eased and, in many cases, innovation ensued. I also learned that effective seated-class instructors fear the loss of interaction and "light-bulb" moments in moving their classes to an online environment. I learned, however, that as long as I didn't try to boilerplate a solution, these same instructors found much joy in collaborating with me to develop individualized, media-rich online classes to which they point with pride.

On a personal note, I learned how much smaller the world seems without my dad and my brother-in-law, Cliff, both of whom we lost in July. I learned the value of international travel, visiting Europe twice and Mexico once. I learned so much on these trips that I join one of my professors in the belief that all students at our community colleges should get a passport and be offered myriad ways to use it.

OK .. enough is enough. I really enjoyed reading what others learned as linked from the Big Question and hope this adds something to the conversation.

Happy New Year and all the best in 2008!

Wednesday, December 19, 2007

Generating online discussion

Wow! It has been a while! Time just gets away from you when your plate is too full, doesn't it? What with the best job on my campus and a full load of doctoral classes, I guess I let this little blog slip through the cracks. Oh well, I'm back at it now!

I had bookmarked this article on how to generate online discussion [Link to full text] a while back as the topic is one of interest to most of the online faculty I know. Research invariably tells us that online students engage when they are connected, not only to their instructor, but to each other as well. Asynchronous discussion postings are one way we have of trying to make sure that connection occurs and grows. Some of the suggestions offered the above ref'd list include:

  • Consider integrating Internet research, in which students include and discuss relevant Web sites as active links in their messages to each other, for example, a misconduct case from Ethics in Science or a Pre-Raphaelite painting from the Victorian Web. When appropriate, encourage students to incorporate visual images and multimedia.
    AND
  • Encourage or require students to quote from the textbook, from your lectures and materials, and from their classmates’ posts when they respond to each other and when they write their tests or papers on topics they discussed online. Provide a model for informal documentation for these source references


There is no question, that effective online discussion in a class full of community college students is not an easy goal to attain. Some instructors force the point, requiring a certain number and level of postings as part of the graded activities for the class (the list cited here suggests giving credit but not grading). I'm not sure that gets us where we want to go, but leaving students to their own devices often means no postings at all! So, what are some ways we can encourage lively debate amongst the inquiring minds enrolled in our online classes?

I have always felt that one "no duh" point is that the discussion topic, including the way it is worded can make or break the dynamics of the discussion. A topic or question that doesn't interest anybody isn't going to generate much innovative thought.

I try to tie my discussion topics and questions into some media or third-party product, particularly ones self-discovered by the student. Lately, I have turned to YouTube for the basis of my discussion points and have had pretty good luck engendering conversation on the discussion boards.