As I complete my initial pass through the OTL 101, 201, and 301 courses, I record the following summary observations and plans. These represent only a first pass through the material and closely correspond to specific questions posed at the end of the last course. most important lessons from the course The concentration of the […]
Posts by J. Radney:
In this course, I have been reading articles and books presenting best practices used in online teaching. While the materials have been primarily focused upon online or blended synchronous teaching, I am preparing to teach a continuous-intake course that will minimize possibilities for a real-time, community of inquiry (CoI). This is ironic, given the overt […]
When students involved in a course come together, it can seem easy to create a dynamic community of inquiry around the subject matter of the course. There are many opportunities (around 40 hours of them, in most courses) where students can be encouraged to make real social contact with others in the course. In an […]
My objective in this post is to consider learning outcomes for a course and design activities such that they promote and encourage students’ attainment of the outcomes. An introductory course in critical thinking has several learning outcomes that are desirable. For example, successful students should: come to understand the structures of clear thought and argument; […]
It is ironic that we are reading about how active presence of a teacher is a key element to CoI (community of inquiry), since this otl301 course and its precursors, otl101 and otl201 have notably lacked any real-time presence by monitors. There has been no feedback from instructors or designers of the training and little […]
Although I currently teach mostly “lower-division” university courses, I have directed programs in university education, advising undergraduates pursuing a major or minor and directing a graduate program. I have also been involved in the design and implementation of multiple graduate programs generally in the humanities and specifically in theoretical linguistics. In this context during the […]
In reply to <a href=”https://rreudink.trubox.ca/2020/05/26/otl201-bio-post/#comment-5″>@jrradney</a>.
Have you tried setting your online file to “unpublished?” In YouTube, this is the middle setting between “public” (open to all views) and “private” (open only to listed accounts). The “unlisted” setting allows those who are given the YouTube link access to the video (so, for example, if you post the link on your blog, users could access the media, but your media would not be found by other search processes (engines, etc.).
Was your audio file produced using Audacity? If not, was it made with a memo recorder on a smart phone? Did you contact the helpful people at TRU regarding this?
I have way too many questions and way too few answers; sorry!
I have a post category of learning activities on this blog. My updated version of the learning activities posts I have made so far can be accessed by following this link. Hopefully, this filtered view of posts on this blog will display the five posts that I have made showing learning activities during this course. […]
This course has provided the stimulus to think through how my own behaviour can help students engage the course material better. In the past, I have thought of such things as media as helps for students unable (or unwilling) to take the time to read the textbook carefully, but I am now closer to an […]
Reading further in the same resource referenced in another post, I noticed the report that the actual nature of the activity seems to be less important than the “meaningful communication” between learners and instructors (M. Dixson, p. 8). Combining this insight with earlier discussions about empowering students to have input into the methods and standards […]
While reading an article reporting on different strategies for increasing student engagement in online courses, I had the notion to create a survey of live topics in my critical thinking course. In this activity, students would be presented with an array of topics and issues in the topic area. By their response they would identify: […]
I have long encouraged my students to use Moodle as a social engagement area. To that end, I have a social matters forum in each course site. I require students to write a short introduction (2-3 sentences they don’t mind others knowing) and I give a long list of possible topics, so that students need […]
Hi, rreudink (sorry, I don’t know your name),
I think you have hit upon a key that personal disclosure really stimulates depth of group presence. I believe you will find your students deepening their appreciate for your courses in correlation with their perceptions that you are open with them (not too much, obviously, but in an authentic way). I look forward to reading more of your thoughts.
Thanks for the introduction. What did you try in the way of uploading? What sort of problems did you encounter? I am not asking because I am an expert in the process, but because I might face similar problems myself in the days ahead and maybe a solution can be found that would help us all.
While I’m on the subject of problems to address, do you have any idea why the X in lower case (x) displays as an open quote– ” — in this Wordpress environment? I have tried both Firefox and Chrome browsers, where I have the problem (on my MacAir), but on Safari, the eks (lower-case X) displays correctly.
According to a popular model of communication, information transfer is accomplished by means of a message that reflects ideation on the part of a speaker/writer and interpretation on the part of at least one hearer/reader. I reject the common model of communication and instead conceive human behaviour more in the way understood by the linguists […]
Okay. So I’m going to introduce myself. My name is Randy Radney –that wasn’t an echo that you heard– Randy was not the name my mother gave me, but it’s the one that people usually call me, except in the British context where people tend to refer to me simply as Radney. I sign my […]
As a course designer who is training to be a course facilitator for TRUOL, this first course, concerned as it has been with design elements has been stimulating and frustrating. I find it exciting to consider how courses can be designed to focus on the needs of learners, so that students don’t waste time in […]
The consideration of Hattie’s discussion on feedback raises my awareness of some important gaps in the feedback I have been offering students. I teach across a wide range of disciplines in both applied and theoretical areas, so my feedback is necessarily diverse. For example, in a course where I am preparing students to succeed […]
In today’s post, I wish to explore the alignment of course objectives with course activities and assessments, so as to promote more thorough skill development in the critical thinking introduction that I teach each year. The course objectives are stated as follows in the course outline: More specifically, by the end of the course, students […]
In the article read for this section of the course, I have been encouraged to consider the notion of critical thinking as a social process, whether synchronous or asynchronous. The article attempted to construct a heuristic to diagnose the presence or absence of processes in a community based upon the use of key terms or […]
This is Day One of online training to facilitate in the TRU Open Learning world. This is a good chance for me to see how the online environment intimidates those whose roles are less empowered among the learning community. For example, learners who must excel to succeed at whatever project they hope to complete may […]