Post 2 – Cognitive Presence
What I know now that I did not know prior to starting the course: The Practical Inquiry Model (four phases: triggering event, exploration, integration, resolution). Gaps or discrepancies I noticed between my ideas in Post 1 and what I have learned since then in Lesson 1: None yet. Questions I would like to explore on […]
Getting Started
My favourite vacation spot: Kihei, Maui, Hawaii. Great beaches, hiking, snorkelling, weather, and food. The last novel that I read: A Little Life by Hanya Yanagihara. Epic, wrenching account of the lives of four friends focussed on one of the four who endured a horrific childhood. The most important characteristic of high quality online learning […]
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Post 5 – Integration
I appreciated the opportunity to think about how to give feedback in Post 4. Although I have taken teacher training before, I have never been asked to break down what feedback actually is! This post helped me relate my own experiences, often negative, with feedback and to reflect on how to improve this experience for […]
Post 4 – Feedback
As an undergraduate student I remember my own feelings of dread when my professor handed back assignments. Over the years I have tried – not without difficulty – to replace this dread with curiosity. Curiosity in response to feedback allows for growth. There’s a sense of exercising choice and creativity in deciding what pathways to […]
Post 3 – Constructive Alignment
I appreciated the focus in these readings and videos on the active knowledge construction of students, or what students do. I also appreciated the statement that learning occurs by associating new with old information or building new information onto older information. In other words, learning is relational. I am currently teaching A Cultural History of […]
Self Coding
I have gone through and coded each of my posts as falling into each of the categories of cognitive inquiry: triggering event, exploration, integration, and resolution. I definitely found that fewer posts fell into the resolution phase. Lots of posts made it through to the integration phase. However, the integration posts did make it through […]
Post 6: Reflection
The time has come to reflect on this course and finish my blog. I generally enjoyed the focus on teaching practice and bringing everything together from all three courses. The most important lessons I learned were around facilitation principles, many of which I already applied but would like to improve on. Overall, the course has […]
Post 2 – Cognitive Presence
Cognitive presence is the idea that learning takes place by constructing meaning through communication, be it student to student, student to content or student to teacher. I was struck by the idea that asynchronous text-based learning can be more inclusive because it gives a larger number of students time to think and participate in a […]
Post 1 Introductions
I’m a new OLFM in History at Thompson Rivers University. I just took my first trip to the Sunshine Coast on the traditional territories of the Tla’amin, Klahoose, shíshaálh, and Skwxwú7mesh nations. What a beautiful mossy rainforest. As an OLFM I look forward to strengthening my ability to teach effectively online. This is especially important […]
Interview: OTL 301 Post 4
Below is a summary of my conversation with a colleague who also teaches continuous entry courses at TRU. Q1. What types of courses do you teach? Ecology and more specifically Animal Behaviour and Evolution Q2. What types of assignments do you find encourage either interaction with you or between students, for example, on a blog? […]
We Asked Top Executives to Share Their Trusted Remote Team Management Routines
Top Executives Share Their Trusted Remote Team Management RoutinesEighty-two power players in their field shared what insights they use to keep their organizations and teams in tip-top shape.I was fortunate enough to work for a company that scaled from…
Thanks to pedagogical supporters
Thanks to those who have been supporting teachers to shift their teaching practices online during the COVID 19 Pandemic. There are many folks whose jobs
Learning Summary (OTL Post 6)
This was a very rigorous course that will go a long way to improve my online teaching experience. I will hereby share some most important lessons you gathered from the course. It was a big learning curve for my remote teaching and will help me configure students’ expectations and anxieties. All of the learning strategies … Continue reading Learning Summary (OTL Post 6)
Reflection (OTL301 Post 5)
• Did you engage in each of the phases of the critical inquiry process? Answer: I engaged in each phase of the critical inquiry process. I have identified different triggering events, then explored different solutions to address the issues and finally integrated the solution in the online teaching environment, thus leading to successful resolution. For … Continue reading Reflection (OTL301 Post 5)
OTL301-Post 6!
Hi Everyone, Thank you for reading these posts! I am glad to be at the last post now, and share my insights on the following chosen questions: How has your thinking changed as a result of completing the course? I have become more aware of the cognitive, social and teacher presence in online teaching. I […]
OTL301-Post 5
Hi everyone, I found this post a very confusing and complex one in terms of the instructions to build the menu and self-code. Anyhow, here is my attempt at answering the questions: Did you engage in each of the phases of the critical inquiry process? I think I have attempted to engage with a triggering […]
OT301-Post 4
Hi there, Here is the summary of my interview for a course that had continuous enrolment, and was self-paced asynchronously: the topics of discussion and/or questions asked How was the course designed and laid out to help wth engagement? answers, solutions, suggestions or other advice given/ 2 things I learned that worked! Many pre-recorded lectures […]
OTL301- Post 3
Hi Everyone, Here is table I am using to develop one of my fall course’s it has modified LOs and they demonstrate principle 1 (creating safe environment) and principle 2 (critical reflection). Any feedback would be great! Concept/Topic Learning Outcome: What do you want students to be able to do with that content? Instructional Strategy […]
Interview (OTL301 Post 4)
Post 4 “Interview” Q1) What entry level course did you teach? Answer: Human Geography Q 2) How do you promote community and connection in a continuous entry course? Answer: I use several strategies to keep a continuous connection with my students. We start with brief 30-minute video introductions posted to blackboard so that we can … Continue reading Interview (OTL301 Post 4)
Designing Learning Activity (OTL301 Post 3)
Dear Colleagues, In summer 2020 I am teaching an online course of Portfolio and Equity Analysis (FNCE3150). I used to teach this course in face-2-face setting and for the first time I am teaching it in an asynchronous setting. I record my videos each week and upload them so that students can see my videos … Continue reading Designing Learning Activity (OTL301 Post 3)
OTL301- Post 2
Hi all, Here are my thoughts: 1.How has your view of the effective practice changed now that you have read more about teaching presence? The teacher needs to put a great deal of front-loading work on course design, discussion facilitation, and clear expectations and instructions for each assignment. A lot of reminders and contextual videos […]
OTL301- Post 1
Hi Everyone, Here are my thoughts on effective practice as a facilitator of online learning: I remember when I thought that online learning was good for flexibility and equity reasons. I still believe this because many may not be able to come physically into a campus if they another day job that is necessary to […]
OTL201 Post 6
Hi Everyone, Here is a portfolio update, again it is not in the portfolio as I don’t know how to do this and I am awaiting a response from OL. Please note all my activities strive to be possible in an asynchronous delivery: (d) Scavenger Hunt- with several links to important documents that require students […]
OTL201 Post 5
Hi Everyone, Here are my thoughts on this week’s topic of student engagement: What are the 2-3 most important concepts that have impacted your thoughts on student engagement and retention during this course? The interaction dynamic between student to student is important even if it is an asynchronous course, as it still makes them connect […]
OTL201 Post 4 My video
Hi Everyone,
Here is a link to my welcome video to my incoming students with an overview of a course I will teach in the fall.
https://drive.google.com/file/d/1lIC7YhpxiOnIpyUt8nOIzUsqqeeblRfj/view?usp=sharing
I think aligns with social presence as it …
OTL Course 2- Post 3 (a)(b)(c)
Hi Everyone, I couldn’t figure out the learning portfolio but here are my 3 activities: (a) Activity #1: Dear Students, Please do a short video (1-2 minutes) introduction of yourself so that your peers and I can get to know you. Please use Kaltura Capture Express on Moodle, so that you familiarize yourself with it. […]
Course OTL_02: Post 2
Hi Everyone, Here are my answers to the following: Describe the ways in which your introductory post should have enhanced social presence in a course that you teach There is a visual connection and audio connection. A personal fact about my twins and family that students can connect too. 2. Identify at least one improvement […]
Course 2: Post 1
https://drive.google.com/file/d/11Ipecs3bal7SlAPoALA5r1nZsSoqBPDr/view?usp=sharing
My intro video can be found at the above open link from my google drive
Post 5
Hi all, Here are my responses: Write a few words about why you think that post or those posts stand out: I think my first post in which I ask about community building activities holds true and my last post on feedback are tied together. If feedback is to help support where students are going […]
Post 4
Hi everyone, Hope all is well. Here are my thoughts on the following questions: Are there any gaps between your practice of offering feedback to students and what Hattie recommends? Although, I like what Hattie recommends in terms of her feedback model “Where am I going? (What are the goals?) How am I going? (Whhttps://masharma.trubox.ca/wp-admin/post-new.phpat […]
Post 3
Hi Everyone, Here are my answers to the following questions: What are the intended learning outcomes of the course? Do the learning outcomes reflect high-level cognitive skills or low-level skills (pay attention to the verbs)? Yes, in my course since it was pre-constructed and I am strictly teaching it as an instructor, I believe the […]
Post 2: Cognitive Presence
Hi everyone, Here are my thoughts to the questions for blog 2: What do you know now that you did not know prior to starting the course? I did not know about the model of cognitive descriptors model (figure 3) in the article. I wonder how figure 2 and 3 overlap What gaps or discrepancies […]
Introduction
Hi everyone, My name is Manu Sharma. Here is a little more information about me: *My favourite vacation spot is anywhere near the ocean, currently going to Victoria sounds good to me! *I have not read a novel for fun for a very long time as I have been deeply entrenched in writing my own […]
Teaching Presence (OTL301 Post 2)
After reading about teaching presence, I have learned that my Professor actually included all the key ingredients of teaching presence in the activity which I have mentioned in the first post (https://zraja.trubox.ca/2020/06/17/past-experience-otl301-post-1/). He first designed the learning activity, then he acted as the facilitator, ensuring every one must participate in that activity and finally he … Continue reading Teaching Presence (OTL301 Post 2)
Past Experience (OTL301 Post 1)
I remember when I was doing MBA from the Texas A & M International, I took an online course on Financial Institutions. One task which was assigned to us by the professor was to read the chapter from the book and post any question on a topic of choice on the discussion forum and then … Continue reading Past Experience (OTL301 Post 1)
Sample Video Lecture
Hello, One of the activity I post in my regular Thompson Rivers University classes -not yet posted in the open learning class though as it is not designed my me- includes my online lectures on important topics. Here is my sample lecture on Time Value of Money which I have recorded for the Introduction to … Continue reading Sample Video Lecture
All Posts from “Engage” Course (OTL201 Post 6)
Here are all the posts from the “Engage” course including the learning portfolio
Updated Learning Portfolio:
Learning Activities Portfolio by Dr. Zubair Ali Raja (please click)
Integration:
Integration (OTL201 Post 5)
Introductory Video:
V…
Integration (OTL201 Post 5)
This course has helped to understand that why social presence is important. The concept of introducing yourself in a way that can reduce the power distance between teacher and student is very important. This can make students communicate freely with the faculty member and help the instructor to understand the student which is a challenging … Continue reading Integration (OTL201 Post 5)
Video Introducing Me (OTL201 Post 4)
Hello, Please see my introductory video: Here I have another video on one of the most important concept of Finance, Time Value of Money
Building on OTL courses
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 […]
Learning Activities Portfolio (OTL201 Post 3)
Hello,
Here is the link of few sample learning activities which I use in my courses to keep my students engaged. Discussions on online forum about these activities are usually extensive and address the issue of social presence in online teaching enviro…
Price Ratio Analysis
Price Ratio Analysis is widely used in the investment industry to find the price of stocks. I provide my students with Value Line Investment Surveys of sample firms so that they can apply the price ratio analysis to evaluate the price of stocks of real firms. Kindly click on the following link to get the … Continue reading Price Ratio Analysis
Gathering Information about the Firm
In my Corporate Finance and Financial Statement Analysis Classes, group of 4 students need to analyze a company. To ensure a sound analysis, I always ask them to find out the answers to the following questions, as first assignment, so that they know the nature of firm’s business, background, capabilities, competitive advantage and its industry. … Continue reading Gathering Information about the Firm
Self-coding Exercise
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 […]
Exercise Problems
In my class of Advance Corporate Finance, student needs to do exercise problems for each chapter. These problems are available at the following link and students need to use the code given to them by the publisher to access these problems. https://connect.mheducation.com/class/z-raja-summer-2020 This is an important learning activity as students practice their finance skills taught […]
CoI in the Asynchronous World
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 […]
Aligning Outcomes and Activities
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; […]
OTL 301: Intended Learning Outcomes
This post is all about intended learning outcomes and associated learning activities that follow the design principles from the community of inquiry model. The following are 2 intended learning outcomes for a course on ecosystem ecology, my area of expertise: Understand and evaluate how published scientific research articles contribute to broader ecological theory Observe and […]
OTL 301: Current Practice
In my first post for this course I described a teaching practice related to interacting with students at the beginning of the field research portion of the course. Reading the information on ‘teaching presence’ has not really changed my view of my teaching practice. I think my example is inline with the discussions on teaching […]
Training in the absence of active presence by a teacher
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 […]
Peer Study and Learning
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 […]
OTL 301 Getting Started
Thinking about effective teaching practice reminds me of interacting with students when they are starting to plan their independent research project, which is part of their course. Students inevitably start to feel overwhelmed by the range of options of what they could study and once they get passed that then they have to figure out […]
Learning Portfolio: Online Interactions
Ensuring appropriate online interactions is something I already do, but I am a strong believer in ongoing improvement. And…writing is an area I can always improve in. There are lots of resources out there on wording criticism and it is more than focusing on ideas vs. people. If I am going to get my course […]
Learning Portfolio: Encourage Blog Use
This learning strategy is all about ways to encourage use of the course blog. I comment often and try to stimulate interest. Students are required to comment as part of their blog mark, but I find this often happens at the end of the course as task that has to be done to complete the […]
Portfolio Update
Did you miss the Learning Portfolio, I’ve updated mine and link to it here or at the menu at the top of the page. Learn more strategies for effective engagement through improving social presence!
https://rreudink.trubox.ca/category/learning-activ…
OLTC 201 Integration
In general, this course focused more on topics related to asynchronous learning and the concepts of social presence and specific instructor strategies were the two concepts that most caught my thoughts related to improving engagement and retention. I think it is easy to rationalize implementing additional facilitation strategies and I think improving student engagement is […]
Video Introduction
The task for this post was to create a video introduction or tutorial commentary that could be used for multiple courses. I think a video introduction is a great idea for an online learning course as it gives the students a chance to learn more about the course in a different sort of way and […]
Comment on OTL201 Bio Post by @jrradney
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!
Revis(it)ed Learning Activities
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. […]
OTL201 Encouraging Student Engagement, post 5
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 […]
Learning Portfolio: Ongoing Interaction
One challenge with asynchronous learning is that with students learning at their own pace it can be a challenge to maintain ongoing social interaction, especially with students that go long periods between course activities. This strategy is about ways to improve ongoing social interaction. First, I will add to my welcome email how I will […]
Learning Portfolio: Technical Assistance and Resources
In this episode of Learning Portfolio: providing technical assistance and resources to students. My course is already designed and includes clear tutorials for assignments and marking guides available for students and therefore, it is a bit of a challenge to find new strategies to employ in my online teaching. I provide technical advice one on […]
Learning Portfolio Introductions
These series of posts are on strategies for online learning. The first is a combination of something I already do and a new one. I like sending welcome emails to students that introduce myself and give an overview of the course and some key things students will want to start by checking out. However, I […]
OTL 301 Post 6: Summarizing My Learning 🙂
this is the end of the beginning… Well, I’ve been pleasantly surprised by these courses and by my ability to work on them. Like many, I’ve always found self-directed, required activities challenging to get myself to work on but I’ve actually done this one early! Yay Me!!!! When I look …
OTL 301 Post 4: Interview with Super Teacher
Interview with Super Teacher I had a great conversation with my colleague, Super Teacher (I’m hiding his identity to save him from being overwhelmed with adoring fans). He, like me, teaches classes at the School of Business and Economics at TRU both online and face-to-face. I was lucky to be …
The Aim of Student Interaction
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 […]
Increasing Student Engagement
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: […]
Social Matters Forum otl201
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 […]
Comment on OTL201 Bio Post by rreudink
In reply to rreudink.
Hi, perhaps for security reasons you can not upload an audio file directly into the trubox sites, or at least I could not. You could post on utube or another forum and include the link though I was not sure how I felt about having…
Comment on Enhancing Social Presence by @jrradney
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.
Comment on OTL201 Bio Post by @jrradney
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.
Remodeling effective CoI interaction
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 […]
A bit about me
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 […]
Reflecting on the 101 course for instructors
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 […]
Enhancing Social Presence
My first task in this post is to examine how my previous post should have enhanced social presence in my online course and how to improve upon that. A bio that shares information can help with social presence as it is a way to project your personality into the online environment and be seen as […]
OTL201 Bio Post
Hi, I live in Kamloops, BC though I’m from the east coast and have lived in 4 Canadian provinces so far in my life. I love camping, running, skiing, and mountain biking. During COVID I’ve added one more that my two kids have been really into – skateboarding. The image depicts one of the things […]
Feedback Gaps otl101, post 4
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 […]
otl101, post 3
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 […]
On Cognitive Presence, post 2
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 […]
Hello, otl101 post 1
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 […]
Hello world!
Welcome to TRUBOX Sites. This is your first post. Edit or delete it, then start blogging!
Better Introduction (OTL2 Post 2)
Compare to my post-1 in this course, I need to do a lot of changes in my introduction to enhance my social presence. In my last post I have simply written one line and most of the introduction I have intentionally given in my video to have more views. Now in an actual course I […]
OTL 301 Post 3: Designing Aligned Learning Experiences
Here are two ideas for aligned learning experiences that I may use in the future. They are definitely still works-in-progress but I think they are interesting for me to continue to work on and try. Learning Outcome 1: Core Supply Chain Knowledge Objective: Students will understand the issues and challenges …
OTL 301 Post 5: Critical Inquiry Reflection
Critical Inquiry Reflection It’s an interesting, albeit time-consuming, task to go through all my posts to follow the process of critical inquiry in which the course engaged me. I can see that I was engaged in each of the phases of the process but that from my perspective I did …
Here I am again!!! (OTL201 Post 1)
Hello Colleagues, Here is the recording of my voice with few important things about me. https://www.loom.com/share/1196d925764d4dffbcc3d2b Here is my picture.
Integration (OTL101 Post 5)
I appreciate the efforts of TRU open learning division for making their OLFMs taking these courses as they have provided a lot of insight about how online teaching should be done. I believe that the the most important idea which I am learning from this course is keeping in mind the difference between students’ approaches […]
What Are The Best Social Selling Platforms For B2B Sales?
VERY FEW SOCIAL MEDIA PLATFORM VENDORS DELIVER ON THE SALES ENABLEMENTFew marketing and social media platforms are built to entirely deliver on the sales use case.Organizations that utilize social media for an assortment of activities, which include em…
How To Optimize Teaching During The COVID-19 Crisis
Most of the online schools have largely been unaffected but for most colleges and universities faced an unimaginable crisis when COVID-19 hit as school was still in session and contingency plans were not immediately ready. Most higher education profess…
OTL 3 Post 2: Effective Practice Perception Changes?
When I started the course, there was a large gap in my understanding of engaged online teaching and what would constitute or create a high quality online learning environment. I’ve always been concerned with course design, assuming that it was the core of the successful online environment; this is likely …
Showcase Post of Zubair from Think Course
Hi there. I believe my showcase post from the “Think” course is the given on the following link. In this blog I have demonstrated my understanding about SOLO taxonomy in detail using different examples. This has led me to believe that it is…
Feedback (OTL101 Post 4)
First, Hattie’s article provides valuable insight to me as it has given me a new perspective to think about this important construct, the feedback. Undoubtedly, I agree with Hattie that feedback significantly influences the achievement of a student in attaining the learning outcomes. I believe that to some extend I am actually following Hattie’s recommendations […]
Constructive Alignment (OTL101 Post 3)
Following are the “Learning Outcomes” of my “Portfolio and Equity Analysis” course and requires high-level of cognitive skills to achieve them. Evaluate the effect of risk and diversification on investment decisions. Discuss the characteristics of the various types of investments and the ways in which they are sold. Defend the use of mutual funds versus […]
otl201
I didn’t realize the importance of community building and social presence before reading this course. Because the course that I teach is self paced, every student goes through on their own pace and there is not a community. But it will be different once I (probably) begin to instruct fall 20 courses online. It’s important […]
otl 301
How do you create community in your poetry class? How do you create peer workshop activities? The class should be into groups of 9 or 10. Each group should meet twice, so for six weeks, we did intensive workshopping. Each student was responsible for reading and preparing feedback for only the students in their group, […]
What are the most important lessons you gathered from the course? I learned how important it is to create a sense of community in an online course. This is especially pertinent now in a covid era, when people are feeling isolated and lonely and looking for community online. The silver lining is that instructors […]
otl 301
Did you engage in each of the phases of the critical inquiry process? Were you able to resolve any problems or dilemmas? What might you do differently in a future course? How might you engage with your students to ensure that they are working through the entire inquiry process? Do you think that working through […]
otl 301
LOs for a poetry class: respond to works of contemporary poets identify poetic techniques The student will visit the website http://www.griffinpoetryprize.com/ and select a poet whose work they will analyze. The Griffin poetry website provides samples of poets long-listed for the Griffin Prize, a significant award showcasing the work of Canadian and International writers. […]
