Thursday, June 02, 2005
1. Overconscientious Teachers
PLS HELP! How can we help teachers who are being “overconscientious” when teaching online or hybrid/blended courses? They set requirements that demand too much of themselves and/or their students. They may misuse online tools by requiring too frequent interaction; e.g., requiring every student to respond to two questions per week on a Web-based threaded discussion board; expecting that the teacher will read and grade all student contributions and respond to most of them within the same day they were posted.
PLS help colleagues by describing HERE IN A COMMENT what has been working well at your institution or in your experience in response to this issue/situation BY CLICKING JUST BELOW HERE ON "comments." - Pls include contact info for those wanting to learn more from you about your suggestions.
For more on Dangerous Discussions Class Size, click on:
http://www.tltgroup.org/ProFacDev/DangerousDiscussions/ClassSize.htm
PLS help colleagues by describing HERE IN A COMMENT what has been working well at your institution or in your experience in response to this issue/situation BY CLICKING JUST BELOW HERE ON "comments." - Pls include contact info for those wanting to learn more from you about your suggestions.
For more on Dangerous Discussions Class Size, click on:
http://www.tltgroup.org/ProFacDev/DangerousDiscussions/ClassSize.htm
Comments:
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I've been teaching "hybrid/blended" courses for a number of years now (cf http://serendip.brynmawr.edu/biology/b103, http://serendip.brynmawr.edu/bb/neuro/neuro05, http://serendip.brynmawr.edu/). One of the unexpected realizations that has emerged from those explorations that may be relevant to "overconscientious teachers ... who set requirements that demand too much of themselves" is that on-line class engagement (forums and published student papers) can change the dynamics of the educational process by making students more responsible for not only their own education but that of other students (and people outside the immediate classroom as well).
"Looking back on this semester I have really learned a lot. I find it completely interesting how the many different people in our class has influenced my learning. Everyone's postings and discussion in class has helped me ... Thank you again to everyone in the class, I learned so much from all your thoughts." ... http://serendip.brynmawr.edu/forum/viewforum.php?forum_id=320#15083.
There are all sorts of benefits to the students themselves in their coming to think of themselves not only as students but also as teachers (cf http://serendip.brynmawr.edu/sci_edu/edtech04/forums.html and http://serendip.brynmawr.edu/sci_edu/edtech04/authoring.html). And, in addition, there are significant benefits to the teacher. By encouraging students to take greater responsibility not only for their own but other peoples' education, the role of the teacher is altered in ways that may be helpful to the "overconscientious". One feels less of a responsibility as the sole agent of change generation in the classroom context, and a greater freedom to function more as an encourager, nudger, and synthesizer (cf http://serendip.brynmawr.edu/sci_edu/emergentpedagogy.html).
There are, of course, new challenges inherent in this sort of approach. It may be less reliable and efficient in assuring transmission of particular bodies of content, and requires the teacher to be willing and able to function in a somewhat unpredictably, less fully programmed mode. On the flip side, it does a better job of developing thinking skills useable in a wide range of contexts and produces a classroom environment that is richer and more engaging, for me at least (http://serendip.brynmawr.edu/sci_edu/problem.html) and for a significant number of students as well (http://serendip.brynmawr.edu/sci_edu/less_wrong.html).
"Looking back on this semester I have really learned a lot. I find it completely interesting how the many different people in our class has influenced my learning. Everyone's postings and discussion in class has helped me ... Thank you again to everyone in the class, I learned so much from all your thoughts." ... http://serendip.brynmawr.edu/forum/viewforum.php?forum_id=320#15083.
There are all sorts of benefits to the students themselves in their coming to think of themselves not only as students but also as teachers (cf http://serendip.brynmawr.edu/sci_edu/edtech04/forums.html and http://serendip.brynmawr.edu/sci_edu/edtech04/authoring.html). And, in addition, there are significant benefits to the teacher. By encouraging students to take greater responsibility not only for their own but other peoples' education, the role of the teacher is altered in ways that may be helpful to the "overconscientious". One feels less of a responsibility as the sole agent of change generation in the classroom context, and a greater freedom to function more as an encourager, nudger, and synthesizer (cf http://serendip.brynmawr.edu/sci_edu/emergentpedagogy.html).
There are, of course, new challenges inherent in this sort of approach. It may be less reliable and efficient in assuring transmission of particular bodies of content, and requires the teacher to be willing and able to function in a somewhat unpredictably, less fully programmed mode. On the flip side, it does a better job of developing thinking skills useable in a wide range of contexts and produces a classroom environment that is richer and more engaging, for me at least (http://serendip.brynmawr.edu/sci_edu/problem.html) and for a significant number of students as well (http://serendip.brynmawr.edu/sci_edu/less_wrong.html).
# posted by 
: 8:43 AM
: 8:43 AM
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