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Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
Rhythm & Ritual: Structure and its Function in an Online Course,
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Rhythm & Ritual: Structure and its Function in an Online Course,

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EJ Sobo, Anthropology …

EJ Sobo, Anthropology
In this informal presentation, I will discuss the value of rhythm and ritual in facilitating teaching/learning in distance education. I will review the uniform organization scheme used in my own courses, which involves a repeated series of elements, including ‘learning modules’.

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  • 1. Rhythm & Ritual: Structure and its Function in an Online Course
    • CDI - One Day in May (May 25 2011)
    • In this informal presentation, I will discuss the value of rhythm and ritual in facilitating teaching/learning in distance education. I will review the uniform organization scheme used in my own courses, which involves a repeated series of elements, including ‘learning modules’.
    • While my focus will be on how this system keeps students on track, I also will be happy to discuss various options for conducting assessments (e.g., via Turnitin’s ‘grademark’ option, which includes incredibly efficient rubric and comment capabilities) as well as to preview Blackboard 9.1, if participants desire it.
  • 2. ANTH 402
    • Dynamics of Biocultural Diversity:
    • “ Interaction of biology and culture in human populations. Relating genetic and cultural processes to the changes in human populations over time.”
  • 3. ANTH 402
    • Upper division GE course
      • Explorations - Natural Science
      • Cultural Diversity
    • Constantly offered
      • WC 220 – 150 seats
      • 2 or 3 F2F meetings per week
        • Lectures interspersed with in-class activities
  • 4. Why Convert? Opportunity offered
    • Increase learning
        • Hypothesis: Lack of lectures lead students to engage directly and more deeply with course materials
    • Service more students
  • 5. If Jamaicans can bobsled…. http://jpehanich.files.wordpress.com/2009/01/olympics-winners-circle_jamaican-bobsled2.jpg
  • 6. So can I? http://www.smh.com.au/ffximage/2006/01/25/fondue_coolrunnings_narrowweb__300x423,0.jpg
  • 7. Glutton for punishment?
    • Since Summer 2009, 402 has been taught online 6 times
    • Anthropology 102 has been converted and taught 2 times
    • After SSI I will have taught online 10x
  • 8. Up the steep learning curve
    • Advanced use of Blackboard
      • Test & Surveys
      • Various assignment submission modes
      • Voice Presentation tool, Live Classroom
      • Video – Jing, YouTube (etc.)
    • Captivate software for animated ppt lectures
  • 9. Up the steep learning curve
    • Advanced use of Blackboard
      • Test & Surveys
      • Various assignment submission modes
      • Voice Presentation tool, Live Classroom
      • Video – Jing, YouTube (etc.)
    • Captivate software for animated ppt lectures
    • Full commitment to learner-centered approach
      • Active learning tasks
      • Relevant graded work
      • Complete pre-fabrication
  • 10.  
  • 11. Key Lessons from Smith 2008
    • Create a clear pathway to learning
      • Provide a good map
        • Outcomes expected (advance planning)
        • Resources or tools for learning
        • Activities to cement learning
        • Self-assessment
        • Evaluation
      • Make the site easy to navigate
        • Uniformity
        • Pattern repetition
  • 12. What is the Teacher’s Job Today?
    • Sage on the Stage  Guide on the Side
      • There is now more than one book
      • We are here to facilitate learning
    http://www.uncp.edu/home/rwb/Medieval_Education5.jpg
  • 13. Course Rhythm - ‘Sections’
    • Three weeks each (5x, + 1 wk for review)
    • 6 modules each (Tu/Th model)
    • Each section ends with graded assessment
    • Value of repeated, rythmic, ritual
  • 14. Skeleton for Course
    • Outcomes / key terms
    • Learning Resources (“required readings”)
    • Enrichment folder
    • Learning and Self-assessment Activities
  • 15.  
  • 16. Structure even in Syllabus
  • 17. Structural parallels Outcomes Vocab Resources Self-tests
  • 18. Lessons from Last Summer
    • Predictability works!
    • Modules should be same length
    • Deadlines were appreciated
    • Too much clicking causes pain
      • “ click reduction campaign”
        • Moved to a flatter structure
        • (fewer folders)
  • 19. What I’ve learned so far
    • Set aside truckloads of time
      • Preparation
      • Email
  • 20. What I’ve learned so far
    • Set aside truckloads of prep time
    • Take test drives
    DJ Sobo
  • 21. What I’ve learned so far
    • Set aside truckloads of prep time
    • Take test drives
    • Prep students for tech probs, ‘high’ workload
    http://media.canada.com/idl/cahr/20080813/218787-75500.jpg / Grant Black, Calgary Herald
  • 22. What I’ve learned so far
    • Set aside truckloads of time
    • Take test drives
    • Prep students for tech probs, ‘high’ workload
    • Provide reminders , waymarkers , calendar
      • ‘ Pedagogically Proactive Maternalism’
      • Free students to think about content , not form
    http://media.canada.com/idl/cahr/20080813/218787-75500.jpg / Grant Black, Calgary Herald

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