Reflections
What are 2-3 of the most important ideas that you have studied during this course? The ideas that stand out are: The continued need to give higher level feedback in an online setting. I can anticipate that it would be easiest to give level one type feedback, as it would be the easiest to give …
Feedback – Please sir, can I have some more?
Are there any gaps between your practice of offering feedback to students and what Hattie recommends: Oh I have no doubt there are some gaps. I imagine the largest gaps surface when trying to achieve the following two concepts: 1) Students from Socratic cultures “preferred more direct feedback particularly related to effort…and preferred more individual focused …
Continue reading “Feedback – Please sir, can I have some more?”
Mirror, mirror…time to Reflect!
My big takeaway from completing the first OTL course is that the theory that was presented didn’t come from research from online learning environments. This gives me confidence that all I know and have learned about teaching and learning is transferable to an online context – good teaching is good teaching! The most important ideas …
Post 4: Feeding it Forward
I find the whole area of feedback very intriguing. I have spent a lot of time developing and delivering workshops on effective feedback for teachers. I found my own research on the topic of feedback to confirm the findings in the Hattie chapter. Most importantly, I have found that if feedback (positive or negative) doesn’t …
A SOLO approach to Pulmonary Function
The course I will examine as an example is that of Pulmonary Function Testing. This is a mandatory course within the Respiratory Therapy program. It was also taught be me last year between September and November, 2018. What are the intended learning outcomes of the course? – Understand the importance of quality control (QC) in …
My presence on cognitive presence
What do I know now that I did not know prior to starting the course I didn’t know the percentage distribution of post according to the practical inquiry model. As measured by Garrison, Anderson, and Archer (2004), trigger phase having 8%, exploration phase having 42%, integration having 13%, and resolution having 4% is interesting. What …
In the sea of Post 1’s, a new fish joins
How’s that for an interesting title! Darn right! I think I will stick close to the suggested topics for this one. Favorite vacation spot: I can not think of a favorite. Over recent years I have had the chance to go to a number of different places internationally and nationally. Each has something to offer, …
Constructing Constructive Alignment
To begin this post, I feel that I need to situate myself in the learning of this lesson. First of all, I will be teaching a graduate course in Education on the topic of “Curriculum, Teaching & Learning”. In addition, I am also the course developer. As a result, my learning in this course is …
Effective Teaching: Benefits & Limitations of Models
The notion of Cognitive Presence is critical for the development of critical thinking processes and products; however, as I read and listen to the material, I’ve been reflecting on how much higher education (online or f2f) fails to facilitate the type of environment where it cognitive presence can flourish. The “lecture” and large class sizes …
Continue reading “Effective Teaching: Benefits & Limitations of Models”
Effective Online Learning: New Tricks for an Old Dog
I am embarking on a new frontier of personal learning and teaching after 28 years in the classroom and a PhD in Curriculum Theory & Implementation. I am definitely the “old dog” who is attempting to learn some “new tricks”. The most important characteristics of effective online learning will be the ability for dialogical encounters. …
Continue reading “Effective Online Learning: New Tricks for an Old Dog”
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
OTL201 Video Assignment -Help!
Hi, I have never created a video and I am wondering whether anyone can assist me with ideas on how to complete this assignment? I am having a lot of trouble finding software to enable me to videotape myself and I have no idea how to upload to Youtube and Vimeo and I’m not sure […]
OTL201 Intro
My name is Ellen Faulkner and I am the instructor for Criminology 4121: Crime and Media. I have a PhD in Sociology from the University of Toronto and I teach courses focused on human rights, social inequality, hate crime, and gender and sexuality. I have also taught introductory research methods and qualitative research methods. I […]
OTL201 Post 2 Enhancing Social Presence
1.describe the ways in which your introductory post should have enhanced social presence in a course that you teach. I think that Post 1 OTL2-1-Post 1 – “A Blog About Me” enhanced social presence because I introduced myself and located myself as the instructor for CRIM 4121 – Crime and Media. I discussed my background […]
OTL301 Post 5 Self-Coding Activity
Did you engage in each of the phases of the critical inquiry process? Yes, I believe that I engaged in the phases of the critical inquiry process. Each of the phases were addressed: Triggering Event, Exploration, Integration, and Resolution. Were you able to resolve any problems or dilemmas? I had difficulty with the coding exercise […]
OTL201 Post 1 Recording Getting Started – A Blog About Me
My name is Ellen Faulkner and I am the instructor for Criminology 4121: Crime and Media. I have a PhD in Sociology from the University of Toronto and I teach courses focused on human rights, social inequality, hate crime, and gender and sexuality. I have also taught introductory research methods and qualitative research methods. I […]
0TL 201 POST 6 – Portfolio Update
OTL201 POST 6 – Portfolio Update Topic Progress: ← Back to Lesson Create a new post and include a link to or embed an updated version of your Learning Activities Portfolio, which you started in Lesson 3, including a total of five entries. Once you have completed this post, you have completed the course. Course […]
OTL201 Post 5 – Integration
otl201 POST 5 – Integration What are the 2-3 most important concepts that have impacted your thoughts on student engagement and retention during this course? The concept of Social Presence and Interaction have impacted my thoughts on student engagement and retention during this course. Garrison, Anderson, and Archer use the following definition of social presence: […]
OTL201 Post 4 – Your Video
POST 4 – Your Video Topic Progress: ← Back to Lesson Your task for Lesson 3 is to plan and create a short video that you can use in multiple courses to either introduce yourself or to provide a relevant tutorial or commentary. You may also want to create a video to summarize your learning […]
OTL301 Post 6 – Summarizing your Learning
OT301 POST 6 – Summarizing your Learning Your final post for this course is an opportunity to reflect on your learning journey through the course and to look ahead as you integrate your new knowledge into your teaching practice. You may choose to complete this post in one of a variety of ways. You may […]
OTL301 Post 4 Interview
OTL301 POST 4 – Interview The instructor I interviewed for this assignment is the Probation Officer who taught CORR – 1000OL003 – Adult Correction Officer (Online) with the Justice Institute of British Columbia (JIBC). I was a student in this continuous entry online course. Course Details: This course is designed for members of the public […]
Salmon Fry
Running out of ideas for your salmon unit? Need something zippy to get your class going after Thanksgiving? Try out “SALMON FRY – a song I wrote for the Primary Song of the Month Club in School District #73 in the 1990’s. It covers…
OTL301 Post 3 Designing Aligned Learning Experiences
OTL301 POST 3 – Designing Aligned Learning Experiences The following Learning Outcomes and Learning Activities are from my face-to-face course CRIM 241 – Introduction to Corrections. LEARNING OUTCOMES #1 Develop critical thinking and research skills for writing effective research papers. Develop speaking and writing skills to clearly communicate correctional concepts, research and theory. This includes […]
OTL301 Post 1 Teaching Getting Started
OTL 301 Post 1 Teaching To begin, think about an example of an effective practice you have experienced with regard to online learning, either as a learner or a facilitator. You may want to jot down notes, use a journal, or draw a concept map to describe the story of your experience with this example […]
OTL101 Blog 5 – Integration and Reflections
OTL101 Post 5 Integration and Reflections Looking back through my previous posts I think that the following showcases my best interpretation of the assignments. Cognitive Presence The reading by Garrison, Anderson, and Archer, “Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education,” emphasizes the importance of enhancing CMC – Computer mediated communication through asynchronous […]
OTL101 POST 4 – Offering Feedback
OTL101 POST 4 – Offering Feedback Are there any gaps between your practice of offering feedback to students and what Hattie recommends? In teaching a 4/4 teaching load it is often difficult to provide immediate feedback to students however, I attempt to provide such feedback in a timely fashion. In the process of grading I […]
OTL101 POST 3 Constructive Alignment – Teaching so that Robert behaves like Susan.
OTL101 – POST 3 – Constructive Alignment – “Teaching so that Robert behaves like Susan.” “Transmission is not the way that students learn.” (Jensen, Open Learning). “Learning takes place through the active behaviour of the student: it is what he does that he learns, not what the teacher does.” (Ralph, W. Tayler, 1949). Using either […]
OT101 Post 2 – Cognitive Presence
OTL101 Post 2: Cognitive Presence. What do you know now that you did not know prior to starting the course? The reading by Garrison, Anderson, and Archer, “Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education,” emphasizes the importance of enhancing CMC – Computer mediated communication through asynchronous text based conferencing environments. Garrison, Anderson […]
OTL301 Post 2 – Your Current Practice
POST 2 – Your Current Practice Go back to your blog and review your first post for this course, then create a new post and record your thoughts on the following questions. How has your view of the effective practice changed now that you have read more about teaching presence? Having read Garrison, Anderson and […]
OTL 101 Post 1 – Favourite Vacation Spot
a description of your favourite vacation spot. Answer: my favourite vacation spot is Ottawa, Ontario because this is where I conduct research. a synopsis of the last novel that you read. Answer: I recently read “The Whistler” – by John Grisham. A whistleblower attempts to influence the FBI to investigate a fraudulent Judge. your answers […]
Blog 1
a description of your favourite vacation spot. Answer: my favourite vacation spot is Ottawa, Ontario because this is where I conduct research. a synopsis of the last novel that you read. Answer: I recently read “The Whistler” – by John Grisham. A whistleblower attempts to influence the FBI to investigate a fraudulent Judge. your answers …
A Snail Tale
Over the years, I’ve composed a few children’s songs for primary grades. A couple years ago, Ms. Comeau invited me to her K/1 class at Dallas Elementary to hear about the students’ inquiry projects about snails. They had a number of questions for me to find out if I knew what they had discovered … Continue reading A Snail Tale →
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Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
OTL 301 – Post 6 – The end… or just the beginning!
Final post! What I have learned in this last course is that course design is very important for social, cognitive, and teaching presence, but not much can be done to change it once the course is online, so I need to reflect on how to maximize these through the techniques of facilitation and direct instruction. […]
OTL 301 – Post 5 – Self-reflection on critical inquiry process
Looking at the self-coded categories from my different posts, I notice that I did engage in all four phases of the critical inquiry process, and that it was not a linear process. I was able to resolve certain issues by thinking about them and relating them to the course materials, using these to further my […]
OTL 301 – Post 4 – The voice of experience!
The interview with a colleague who has taught several continuous entry courses was very helpful and informed me on a great deal of topics. In terms of teaching presence and the promotion of community, the main points I took away from the conversation were: -get in touch with the students early and keep in touch […]
OTL 301 – Post 3 – Aligning learning objectives and activities
Learning objective 1: Apply theories of crime to real life incidents Learning activity 1: Case study – Using one of the case studies in the textbook, consider the ways in which some of the theories we have seen would explain the situation described. Which theoretical concepts are in evidence in this case study? Learning objective […]
OTL 301 – Post 2
The reading by Anderson, Rourke, Garrison, & Archer (2001) on teaching presence helped me to see why reading other students’ blogs posts was important to my learning experience: it served as a model and a guideline when the course’s guidelines were insufficient or unclear (design and organization; direct instruction) it helped me to pinpoint or […]
OTL 301 – Post 1 – Effective practice
Hello, My name is Chantal Faucher. I am new to TRU OL and will be teaching Crim 4121 (Crime and the Media) and 3321 (Sociology of Law). I have quite a bit of experience as a f2f instructor (10+ years), but I do not really have much experience as an online teacher or learner outside […]
OTL 201 – Post 6 – Portfolio update
In addition to the three learning activities mentioned in post 3 (truth statements, norms for online setting, public criminology strategy examples), additional activities that are consistent with the lesson in this course include: -The introductory video in Post 5. -Formulating an introductory email that covers the key points of the above items and from my […]
A bit about me…
Hi Everyone, My name is Kieran Gionet, I have been teaching in a clinical environment for about five years. This will be my first foray into the online classroom environment! I have a lot to learn and hope my previous experiences do me justice in the future. I’ve recently gone to what has to be …
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
OTL201 Post 5 – Integration
OK, well I am skipping ahead to this post even though I have not completed post 4 – I think I will need the help of my 12 year old for that one! So, what have I learned… Although I don’t particularly care to look at photos of myself, much less videos, I have learned […]
OTL 201 Post 3 – Learning Activities Portfolio
These are the links to my three learning activities: https://elearning.trubox.ca/2018/06/26/learning-activities-portfolio-1/ https://elearning.trubox.ca/2018/06/26/learning-activities-portfolio-2/ https://elearning.trubox.ca/2018/06/26/learning-activities-portfolio-3/
Learning Activities Portfolio #2
Something that stifles social presence is the potential for negative reactions from others in the course. I have conducted extensive research on cyberbullying in the post-secondary sector and I have seen many manifestations of negative online conduct that can impact the learning environment. To address that in f2f courses, I have added a note in […]
Learning Activities Portfolio #3
The most interesting and challenging learning activity in my opinion for Crim 4121 will be the development of a public criminology strategy. The activity builds on students’ understanding of what it means to be a public criminologist and how to get academic information about crime and justice out of the ivory tower in order to […]
Learning Activities Portfolio #1
I like to use the introductions as a way to contribute to learning. One way I could do this while also enhancing social presence in Crim 4121 (Crime & Media) would be to have students add 3 “Truth Statements” to their personal introduction that is already built into the course, i.e. three things they know […]
OTL 201 Post 2 – Improvements
Introducing myself to students is always something that makes me wonder – how much do students really want to know about me? The ways in which my post (OTL 201 Post 1) could enhance social presence is to give students a glimpse into who I am (French speaking, mother of 3, lame sense of humour!), […]
Looking back, looking forward
I showcased my second post because it focused on critical thinking, which I value highly in my teaching and the material in that lesson gave me new ideas to think about in relation to the teaching and learning of critical thinking skills. Looking back on my teaching, the most important lesson I draw from this …
The feedback trough
Providing feedback sometimes presents a challenge because it seems to be ignored often, or used as a basis for arguing about a grade. I always try to start with some positive feedback (what they have done well, or at least the demonstration of an effort), which I think aligns with the “self” level. After that, …
Learning outcomes
The department-approved learning outcomes for Intro to Criminology are: Upon successful completion of this course, students will be able to: 1. Explain, critique, and apply theories of crime (e.g. Classical, biological/psychological, social structure, social process, social conflict) 2. Explain, and cite examples of, how theory informs policy and practice in Canada and globally 3. Compare …
Critical thinking as a process and an outcome
The development of critical thinking, though often not an enumerated learning objective, guides much of what I aspire to for my students. Such an orientation can be seen through the selection of course materials as well as through questions that I ask and tasks that I assign in a course. I had never before explored …
Continue reading “Critical thinking as a process and an outcome”
Eating lobster with the Queen!
My word cloud emphasizes student learning and engagement (as it should, probably!), but also references my favourite vacation spot (Old Orchard Beach, Maine) and my most recent pleasure reading (Mrs. Queen takes the train). Although perhaps a disparate set of ideas, they all do evoke reflections on common themes: the roles we have, our obligations …
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Who’s the Boss of You
Teachers, while being autonomous professionals, have many bosses. First, there’s their employer, the regulatory oversight of the BC Council of Teachers, and the legal requirements of the School Act, Ministerial Orders, and Regulations. These, like the Professional Standards, can be a bit of a dry topic for Teacher Candidates. Hence, another song! Enjoy “Who’s the … Continue reading Who’s the Boss of You →
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
otl101 ‘post 2’
The article ‘Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education’ coincides with concepts I incorporate into the classes that I teach face to face at TRU. To help students enhance critical thinking, I value the importance of involving creative and problem solving strategies to promote intuitive and insightfulness regarding the different concepts […]
otl101 and ‘post 3’
I’m using the intended learning outcomes of the course I’m teaching in Jan/18 in the Human Service Program (Working with People Who Use Substances). I believe the learning outcomes reflect high-level cognitive skills. a) Identify self-awareness of personal addictions values and attitudes and articulate a professional value stance consistent with social service work. b)Describe the etiology […]
101 – Post 4
I think something to consider is understanding what is most effective feedback for students at an individual level. I have always just provided feedback to students using the rubric marking criteria and demonstrating how they received full marks or how they could have received full marks. This seems to be effective overall (ie: seeing improvements […]
101- Post 5 Integration
Important concepts that stuck out for me during this course are cognitive presence and the process of learning and I think my posts demonstrated the aspects that I want to remember and continually implement in my practise as an instructor and facilitator of learning. I think when the instructor begins with a creative and meaningful […]
201 Intro
Hi – I’m Tara Ettinger. I have worked with children, youth and families for over 25 years. I have been a sessional instructor at TRU, in the Human Service/Social Work Dept. for just over a year now and really enjoy it. I am currently doing my PhD at UBC; therefore, travelling a lot – but […]
otl201’ and ‘post 2′.
My introductory post could have demonstrated both interpersonal and open interaction to enhance social presence. At least one improvement that I might make of what I know about social presence since completing my first post is that a more useful tool for an introductory post would consist of words that make the students feel a […]
201 post 3
URL to my Learning Activity Portfolio: https://elearning.trubox.ca/wp-admin/post.php?post=5313&action=edit
otl201’ and add the tag ‘post 4’.
Unfortunately the ‘Welcome’ tutorial I put together for a Communications class would not load – I tried to load it to the portfolio and it would not load there either.
201 post 5
Concepts that have impacted my thoughts on student engagement and retention during this course is the categories of interaction – it made me remember that interaction needs to be cohesive to allow both interpersonal and open interaction so the students feel connected and engaged with both the teacher, the class and the other students. I […]
201 post 6 – Portfolio update
https://elearning.trubox.ca/wp-admin/post.php?post=5313&action=edit
301 – Post 1
I did my Master’s degree in a blended classroom setting and online program. The online portion was an effective practice for me because the instructor did an amazing job of incorporating on-going interaction amongst the learners and with herself, which created a norm with our communication and resulted to full engagement with each other and […]
301- Post 2
Effective practice relies a lot on teaching presence and I can see how my thoughts have changed since my original posts – as those posts focussed more on the student learning. I think the idea of teaching presence demonstrates how important the connection, facilitation and engagement by the teacher is to promote student connection, course […]
301- post 3
Intended learning outcomes for an area of knowledge or skill within your area of expertise or training: Identify and understand trauma outcomes for children and youth. Identify and understand best practises for children/youth in trauma Create a learning activity (or two) aligned to one or more of those intended learning outcomes: Create a powerpoint to […]
301 Post 4
The topics of discussion and/or questions asked: What you found most challenging? & What helped you to encourage social learning amongst students? Answers, solutions & suggestions: The importance of designing the course to include and encourage on-going interaction amongst students and with instructor Want to start the norm of encouraging interpersonal and open communication Encourage […]
301 Post 5
I’m not getting the ‘Add New Category’ pop up when I hover over posts?
301 Post 6
The most important lessons I gathered from the course is just really the acknowledgment and understanding of how to ‘set the stage’ for learning and seeing the need to learn how to balance the need between the too much to too little involvement with scholarly leadership in assisting students to meet their learning outcomes My […]
otl101 post 2
I have learned that students tend to be most comfortable in the exploration phase of the practical inquiry model. Previously I would have thought that learners wanted to find a resolution to a dilemma or challenging question quickly. In f2f learning environments, I find that students seek answers from the instructor rather than deliberating and […]
otl101 post 3
I selected the syllabus for a f2f course I am new to teaching this upcoming semester. The course is called Hotel Sales & Service. It was developed in 2003 and I think that the learning outcomes have been modified over the years to suit the expertise of the particular instructor. The course is designed to […]
otl101 post 4
I think what resonated the most with me in Hattie’s article was the acknowledgement of errors in a safe environment and an emphasis on the positive function of errors. I think I am hesitant to point out errors to protect the student’s feelings in a public space. To create a safe space to openly discuss […]
otl101 post 5
The most valuable lessons that I learned in this module are a) students feel more comfortable in the exploration phase of critical thinking and learning and as a teacher my presence is essential to encouraging the transition from this phase into the integration and resolution phases; and b) feedback addressing errors can bridge the gap […]
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
OTL301 Post 6
What are the most important lessons you gathered from the course? How has your thinking changed as a result of completing the course? There are so many important lessons that I have learned through taking this course, many of the important lessons I have learned were outlined in OTL 301 – Post 5. Additionally, the […]
OTL301 Post 5
Did you engage in each of the phases of the critical inquiry process? Yes, I found this to be a useful and engaging process. I enjoyed having the opportunity to reflect on all that I have learned through reviewing my posts. It’s clear that through these online modules that I have engaged in each phase […]
OTL 301 Post 4
Unfortunately, I do not know other faculty members in OLFM to interview and have decided to exercise the option of being fluid and flexible with achieving the stated learning outcomes by outlining points made by fellow faculty members. Wayne Singular outlines his struggles with teaching a prepackaged course with predetermined assessments. For me, the struggle […]
OTL301 Post 3
The following are learning objectives for a course I teach on Canadian Aboriginal Policy: discuss how Indigenous and non-Indigenous relations have changed over time criticallly analyze the implications Canadian policies – including social, politicial, and economic – on Indigenous communties apply knowledge gained in the course to contemporary experiences of Indigenous peoples through the news […]
OTL301 Post 2
How has your view of the effective practice changed now that you have read more about teaching presence? My view of incorporating videos as effective practice has not changed after reading more about teaching presence. In what ways did the effective practice that you identified show the characteristics of teaching presence? “Presentation of content and […]
