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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 …
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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 […]
OTL301 Post 1
I have not had much experience with online learning as either a facilitator or a learner. This course has certainly given me insight into the process of online learning as a student of these three modules. An effective practices that I have observed and experienced so far is the incorporation of videos into the […]
OTL201 Post 6
Linking my Activities Portfolio has been a challenge for me because the instructions do not align or reflect the program or system. Perhaps there has been an update since the online instructions on how to create this link was created.
OTL201 Post 5
Concepts that have impacted my thoughts on student engagement and retention include connecting personally with students at the beginning of their enrollment in the course as well as creating and making available an personalized introductory video for students. Both of these practices will create a sense of connection between myself, as the instructor, and the […]
Learning Activities Strategy #5
Activity: Movie & critical reflection
In this activity, students will be required to watch a movie – selected by me – and write a critical reflection. This activity will encourage critical reflection and application of course concepts…
Learning Activities Strategy #4
Activity: Video Introduction
In this activity, I ask students to introduce themselves to me.
Student videos must include:
reasons they are in the course
what they would like to learn in the course
information they would like me to know about themselve…
Learning Activities Strategy #3
Activity: Recorded Presentation The objective of a recorded presentation will be to encourage students to gain an advanced understanding of a concept covered in the course. Students will be encouraged to think more broadly of a given topic or issue and will be required to incorporate current news articles, statistics, and situtate or relate the […]
Learning Activity Strategy #2
Activity: Relate course content to real world examples For this activity I will encourage students to relate course content to real world examples. I will encourage students to find current examples in the news media to relate and apply course concepts to. This is a strategy I use in my course to help students think […]
OTL201 Post 3
Teaching Criminology 3151 is my very first experience with teaching an online course and I am not yet able to speak from my own experience of enhancing my social presence nor am I able to provide examples based on this. I am, however, eager to put into practice all that I have learned so far […]
OTL201 Post 2
I think that my post will enhance social presence in the course I teach by my introducing myself, my connection to the course content, and my background. I think to improve my post I would emphasize more of a collective and group presence in my introduction of the course. I would begin with an opening […]
OTL101 Post 5
In reviewing my posts for this module I would choose Post 3. This post stands out for me because I realized that it is possible to restructure an assignments and encourage students to shift from unistructural or multistructural thinking to relational and extended abstract thinking through requiring students to think in more relational terms or […]
OTL Post 4
Are there any gaps between your practice of offering feedback to students and what Hattie recommends? I really enjoyed reading Hattie’s recommendations and could see a correlation between my teaching practice and the four levels of feedback that they recommends. Before this reading, I had not read an article that specifically outlined levels of feedback […]
OTL101 Post 3
I teach a third year Criminology course titled, Aboriginal Restorative Justice. Some of the learning outcomes of the course include: Describe elements of Indigenous worldviews. Assess victimization and offending as it relates to historic and contemporary colonization, residential school impacts, systemic and institutional racism, and colonial policies. Analyze the points of intersection and divergence between […]
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 – Full Circle
Having come to the end of these 3 courses, the main way my thinking has changed is in realizing that teaching an online course is not as simple as just transferring the content and teaching style associated with a face-to-face course. On-line teaching, and specifically, building a Community of Inquiry requires a completely different teaching …
OTL301 Post 5 – Reflections
I did indeed engage in each of the phases of critical inquiry. I don’t know that I resolved any specific problems but I have definitely evolved in my thinking about on-line teaching. Learning about the Community of Inquiry and the different phases of critical inquiry created a different perspective (much more in-depth) for me to …
OTL301 Post 4 – Interview Time!
For this post, I interviewed the instructor who was assigned to me as my senior on-line faculty member. She has taught on-line continuous courses for a number of years and was kind enough to offer her perspective. I asked her the following questions: What strategies do you use to promote community and connection in a …
OTL 301 Post 5
Upon reflection, I’m quite surprised that I went through the critical inquiry process. This course instigated the triggering event by having me elicit my background knowledge and past experiences. This was my buy-in. The exploration phase occurred when new definitions, terms, and even technological problems were experienced. These problems pushed me out of my […]
OTL 301 Post 6
I definitely learned a lot of lessons from this course! First, facilitating the social-emotional aspects of students within an eLearning environment is crucial. It contributes to a sense of community and can promote online interactions. Additionally, strategically designing assignments and crafting well thought out questions can foster a sense of inquiry, organization, and open communication. […]
OTL 301 Post 4
I searched around for online instructors who would be available for an interview but no one was answering my emails- most likely because it is summer vacation. Andresen’s (2009) article indicates many concepts which address some of the lesson’s questions. To promote community and connection, instructors should consider the appropriate length of time to discuss […]
OTL 301 Post 3
Learning Outcome #1: Develop adaptations to address the students’ strengths and needs and the curriculum. Activity: Students read and analyze a case study. Students then determine what strategies teachers can use to address a variety of mathematical domains. Students will use research articles and recommended websites to help them with the assignment. For example: http://www.ldonline.org/indepth/math […]
OTL 301 Post 2
Now that I read more about teaching presence, I realize that establishing cohesion and sustaining respect and responses is necessary and needs to be added to my repertoire of effective practices. While I identified an excellent curriculum and responding to students’ posts are critical characteristics of teaching presence, I now realize that it goes beyond […]
OTL 301 Post 1
As an online instructor, I’ve had quite a few experiences with how to adjust my practices. One of the most effective practices I use is responding to Candidates’ posts. Within my response, I provide a compliment, raise some issues, add experiences/insight, and end with a question. I would not change this experience because I’ve had […]
Activity 5 Adaptive Technology
Adaptive technology is a wonderful activity that has students consider the pros and cons of technology and how it can be used to support students with exceptionalities (e.g. reading and writing challenges). This activity is inspired by this link: https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/8-examples-of-assistive-technology-and-adaptive-tools Candidates need to consider students’ strengths and needs, available budgets, willingness of teachers and students […]
Activity 4 Assessment Adaptations
Assessment adaptations for students with exceptionalities is a great activity that requires research and critical thinking. The activity is inspired by this link: http://www.readingrockets.org/article/how-adapt-your-teaching-strategies-student-needs This activity requires students to consider students’ strengths and challenges, adaptations, demands of the classroom, student perspectives, and ensuring the instructional objectives match the assessment. Depending on how the course is […]
OTL 201 Post 5
One of the most important concepts I learned is teaching presence. More importantly, sharing my hobbies and presenting some emotions is important for students to see. I always knew that open and cohesive communication was important, but now I know that these are vital elements in an online environment. One of my facilitation strategies is […]
Post 1
One activity that I would use is a social interaction page. This would entail a getting to know you board where Candidates would provide a brief bio and share interesting facts and perhaps quirks about themselves. This would also be an opportunity for Candidates to share their knowledge and experience on the subject matter gleaning […]
Activity 2 Brochure for Parents
One of the activities is to have Candidates create a parent brochure outlining learning disabilities. The source of the activity comes from this site: http://www.wpic.org/images/PDF/Disability_Brochures/11LD0916.pdf. The brochure should describe the types of learning disabilities and how parents can support their child at home. This would be a great activity, and I have used it with […]
Activity 3 Development of an IEP
Another activity is to create an IEP based on a case study provided. The source of the activity can be found in Appendix D from this link: https://www.bced.gov.bc.ca/specialed/docs/iepssn.pdf This activity fits perfectly in my teaching practice because it is such a real and experiential type of learning where the Candidate needs to apply the tenets […]
OTL 201- Post 2
If I had posted my introductory post to one of my current courses that I teach, I think my students would greatly appreciate matching a face to a name. I also think they would love to hear my voice as it would humanize me, the instructor. One improvement that I will make is to consider […]
OTL 101- Reflections. Pam Gurney
I chose OTL Post 3 as a post that was one of my best works. This post stood out for me because it made me realize that intended learning outcomes can be re-worded to reflect higher critical thinking skills. This post also made me realize that some of the additional assessments could be revised to […]
OTL 101 – Post 4.
I did not consider the cultural dispositions of the students when it comes to feedback. To improve the effectiveness of my feedback, I will consider giving indirect feedback to collectivist cultures (e.g. Asia). On the other hand, I will remember to give direct feedback and indicate effort for individualist cultures (e.g. North America).
OTL 101 – Post 3. Pamela Gurney
One of the intended learning outcomes in a special education course I teach indicates, “List assessment adaptations for students with an exceptionality.” This is considered a low level skill. However, upon further analysis of the student assignment, it requires Candidates to also explain how the assessment adaptations benefit students with exceptionalities. As such, this would […]
OTL 101 Post 2. Pamela Gurney
Before starting this course, I did not know about the CoI categories involving social presence, cognitive presence, and teaching presence. After watching the video, I realize that to facilitate cognitive presence and quality learning experiences, I need to ensure a sound teaching presence and social presence. This can be done, for example, by creating a […]
