Comments on: Why we do assignments – Generative Art at UNCSA and introduction to emerging tech

By: Bradley Shoebottom

Bradley Shoebottom — Thu, 19 Feb 2009 03:45:16 +0000

Dave,
Check out my course design for a connectivism inspired political science course. http://bradleyshoebottom.wordpress.com/2009/01/21/poe206-networked-learning-course-design/
I ran into the same problem of coming up with assignments that would be useful to the students to re-emphasize to themselves what they were learning. I gave them a concept map exercise to “force” them to draw connections between political theory, political structures/systems, and real life practice. My favorite concept map was not done in a concept map tool, but rather was a scrap booked. I also gave them other assignment that fed on one another ie they were the same political subject that they carried through the whole course first developing a backgrounder presentations, then a mock bill to present in parliament, a report outline, and then a final report of a style of their choice to bring everything together. The hardest assignment to grade is the concept map as it is relatively subjective. Most of my students were unable to create networks of ideas and instead created hierarchical organizational type charts. These are military folks, so I guess it is not surprising I got some “group-think” on their approach. When I do critique their other assignments, it is not necessarily on the actual subject, but their technique of presentation to ensure they have balance in their arguments, that they take a deep look at the statistics they choose to use, and that they outline the potential ramifications of their proposed political plans of actions. Sorry, gone on too long here. Guess I should write a blog status report on the course.

By: Brandy

Brandy — Wed, 11 Feb 2009 19:46:50 +0000

I think your thought of “adding 6 mandatory discussions (every two weeks)…” would be a helpful addition to the course. I realize that our Thursday night discussions were an “add-on” to the course but I have to admit I really felt some things “clicked” for me as I was listening, reading and contributing to the discussions. I think once I got passed the initial awkwardness of talking to my computer (like others, I need the non verbals!), it was okay. Of course, this discussion would have to be offered at different times through out the class to accommodate those in other time zones.

By: admin

admin — Tue, 10 Feb 2009 01:36:45 +0000

Funny… i had taken your point when i thought there was a suggestion that perhaps this one was not structured enough. I’m now thinking that perhaps the addition of 6 mandatory discussions (every two weeks) on general topics of interest to the whole course might have helped focus our discussions a little for an introductory course. This might not be needed in the follow up courses, but could provide added guidance to those unfamiliar with the constant use of their own personal opinions towards the work of fellow students

By: Brandy

Brandy — Mon, 09 Feb 2009 19:16:02 +0000

Just re-read my post. I should clear that there IS a clear structure to this course (weekly focus, readings, assignments, tasks, due dates etc).

By: Brandy Usick

Brandy Usick — Mon, 09 Feb 2009 19:01:07 +0000

I have been enjoying this course as well and have found the teaching style to be simultaneously exhilarating and frustrating. This course has provided a fantastic immersion opportunity that has helped me to learn and explore these new technologies in ways that I likely wouldn’t without the benefit of being registered in a course.

I subscribe to a great listserv called Tomorrow’s Professor and every once in a while I receive a message that just stops me in my tracks. The message on Friday entitled “How many pages” which discusses theory of “Achievement Goal Orientation” with regard to instructors and students to orientation/motivations on an assigned class task. I thought you might like to read this Dave.

In the post two of these theory’s orientations are described: “mastery or learning” orientation “Here a student is trying to learn or master the content” and “performance approach” orientation
“When students adopt this orientation, they are concerned with demonstrating their competence rather than learning.”

But interestingly the author adds “strategic effort” orientation and described that “This kind of orientation recognizes that there are many demands on everyone’s time, and sometimes students have to sacrifice quality in the face of over-commitment”

I am quoting heavily from this because I think in all courses, particularly when there is little structure for a particular course and the instructors want the student to be self-directed in their learning, these orientations need to be considered.

Because this was sent through email I am unable to provide link until they upload the post to the website. I’ll figure out how to share it.

By: Elise Morrissette

Elise Morrissette — Mon, 09 Feb 2009 02:01:08 +0000

I’m in this IET class with a long history of writing many essays — some were successful, some not so successful. For me, the success wasn’t just in the grade or having the professor understand my level of comprehension and critical thinking around a topic. The success was me being able to organize existing ideas, combine them with my own, and produce a piece that was thought provoking to my audience. At times, this audience was small, but at others, it was quite large. Those essays that were not successful were generally on topics that I was not invested or interested in. My point is that I think there are a variety of educational activities (from essays to podcasts to youtube videos) that are in the hands of the learner, regardless of what an instructor’s intentions are. What is sometimes difficult for a learner is finding and utlitizing the flexibility in any assignment that allows him/her learn best.

When I have spoken to past professors about taking this course, I have explained the community, teaching styles of you and George, the assignments and the structure of the course and have, in response, gotten a lot of, “You? Really? Taking a course like that? How’s that going for you?” I must have a reputation for needing lots of definition in my learning. (In college, having readings TBD would have made me incredibly anxious — not so much now, however.) I will be the first to admit that I have been challenged in this course and though I expected a challenge in a lot of areas, I wasn’t expecting my learning style to be challenged quite as much as it has been and that has been a really refreshing thing.

By: Gillian Watson

Gillian Watson — Sun, 08 Feb 2009 23:55:47 +0000

Hi Dave,
Thanks for the link to the University of North Carolina class. I am looking forward to exploring it more. I get super excited to think about students being able to tailor their own classes. I am not entirely sure how to reconcile that excitement with the reality of educational standards though.
For the record I am quite thankful you and George have left our projects in our own hands. I have learned way more in this course than I thought I would in a few months. It is easier for me to tell you what I think I have learned than for me to tell you my interpretations of what you think I should have learned (if that makes sense). I also would have been fine with a syllabus that was subject to change.

By: Sharon Peters

Sharon Peters — Sun, 08 Feb 2009 20:10:05 +0000

Great post, Dave, with some provocative thinking. You must know I have really enjoyed the Emerging Tech course with you and George so far. I have found myself using new approaches in my own classroom – somewhat like the “syllabus subject to change” model! The readings and interactions have sparked conversations with my students and a new willingness, on my part, to take risks in exploring new territory but with a sense of having a bit of grounding before I leap in.
I do wonder how those who are proponents of Understanding by Design (backwards planning) would feel about seeing so many “To be determined” statements in a course”? LOL
About the essay writing – I have the dreaded task of “teaching” basic paragraph structure and the essay form to grade 7 students (who are high school newbies in our system). To many of them is seems a pointless exercise, but as you have pointed out, they need basic skills in structuring language for a number of activities that will likely face in their educational careers. Finding assignments that make the activity meaningful and contextualized at the time, though, is a challenge.