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Applied Project Presentation


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My presentation about an on-line course I taught called Effective communications

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Applied Project Presentation

  1. 1. Effective Communications<br />Applied Project<br />eTeaching Certificate Program<br />February 2010<br />
  2. 2. Outline<br />Background<br />Course Proposal<br />Context<br />content<br />Goals <br />Technical<br />Social<br />organizational<br />What Worked<br />What Didn’t Work<br />Comments<br />
  3. 3. Background<br />Target Group<br />English as a Second Language - Internationally Trained Professionals<br />Advanced English Level<br />Engineers and Technologists<br />Variety of ethnicities<br />Up to 10 students <br />
  4. 4. Course Proposal<br />Context<br />Offered to students attending Communication for Engineers and Technologists (CET) at Vancouver Community College<br />CET on hiatus during Olympic period-no f2f contact during on-line course<br />Course ran for 12 days<br />Met students to present course and get recruits<br />8 students enrolled<br />
  5. 5. Course Proposal<br />Content<br />Communications focus in a professional setting – listening and speaking<br />More on listening than speaking<br />Listening strategies<br />Listening practice<br />
  6. 6. Goals<br />Technical<br />to post in a discussion forum, reply, or edit a post<br />to add an image, emoticons, a link<br />to upload a written document <br />to upload an audio file (MP3) <br />to add an entry in a class glossary (Vocabulary Sharing)<br />to use Voice Thread (to create a voice message, to “Tell me About Yourself”)<br />to participate in ‘Elluminate’ on-line sessions<br />to complete a variety of quizzes (multiple choice, matching, True/False)<br />
  7. 7. Goals<br />Organizational<br />Content presented on a daily basis – not all at once<br />Students managed their time to complete a variety of tasks:<br />complete short listening items and quizzes<br />create written and spoken instructions to teach others<br />create a voice message<br />share listening resources<br />share new or discovered vocabulary (minimum of 9 entries per student)<br />evaluate a voice message and a classmate’s oral response<br />complete a vocabulary quiz based on Vocabulary Sharing<br />create a minimum of 24 ‘quality’ posts or interactions (each post must respond to established criteria)<br /> <br />
  8. 8. Goals<br />Social<br />Asynchronous communication with the instructor on a daily basis<br />Asynchronous communication with other participants on a daily basis<br />synchronously in Elluminate<br />Communicate for a variety of reasons - to teach others, ask questions, comment, respond to feedback, share vocabulary, state opinions<br />
  9. 9. What Worked<br />Few technical problems<br />Students easily navigated the course<br />Instructions were clear<br />Students enjoyed communicating on-line<br />Communicated with instructor and with each other<br />Communicated to ask questions, share, give feedback, state opinions and to problem solve<br />Student generated material<br />Shared resources<br />Shared images<br />Created an activity not planned by the instructor (Song Sharing)<br />Vocabulary sharing<br />
  10. 10. What Worked<br />Elluminate Sessions added cohesiveness to course<br />Posts<br />Generally thoughtful ‘quality’ posts<br />Vocabulary Sharing<br />Fun – useful phrases shared “pain in the ass”<br />Students reflected on listening strategies through<br />Random listening glossary<br />Quizzes<br />Videos and feedback on videos<br />Feedback from instructor<br />Feedback<br />Instructor able to give effective written and oral feedback to students about their speaking/pronunciation<br />
  11. 11. What Didn’t Work<br />Participation<br />a student dropped out at start (work commitments)<br />Another disappeared half way through<br />One only participated in the Elluminate sessions<br />Posts<br />Some students participated more than others<br />Some students directed their posts more to the instructor than to each other<br />Only a few managed to post 2x/day<br />
  12. 12. What Didn’t Work<br />Voicethread<br />Took a lot of time for instructor to learn and adapt to course<br />Few students did this activity<br />Vocabulary Sharing<br />Not all students consistently contributed to Vocabulary sharing<br />
  13. 13. Comments<br />Assessment<br />Students not formally assessed by instructor<br />No ‘marks’ given except for quiz results and anecdotal feedback<br />Lack of formal assessment may have affected participation<br />Workload<br />Most students reported they spent 2 hours a day in the course<br />
  14. 14. Comments<br />Instructor Response<br />planning the course more stressful than running and moderating the course<br />Sense of wonder when students started participating in planned activities (It’s working!!)<br />Felt like there was more participation from students on-line than in the classroom<br />Wonder how it would be to manage same course with 20 students as we do with f2f.<br />