Posts Tagged ‘end of term’

It’s the end of another very busy term.  I taught 5 courses this term which probably helps explain why I have neglected this poor blog for the better part of the last four months.  I apologize. As I look toward the spring and the summer courses I am scheduled to teach, I really hope to find more time to keep this blog space up to date.

As a first step in reentering the blogging world, I am going to do a brief wrap up post to reflect a little bit about what worked and what didn’t in my virtual classrooms this term.

1. Group presentations.  In my brand new course on Contemporary Literacies, my students worked together in small groups to create a group presentation on a topic of their choosing.  Although working in groups on a project like this is challenging for students working at a distance, my students faced challenges (such as different time zones, technical issues, etc.) and created presentations that were informative and fascinating.  I will definitely be using more group and paired assignments in the future.  If you are interested, you can see the final projects here: http://edes543atuofa.wikispaces.com/Group+Presentations+on+Literacy+Topics

2.  This I Believe. In the same course, I decided to give a smaller final project instead of a big paper or research project.  Modelled after NPR’s This I Believe program, I asked the students in my class to synthesize their learning and write a short piece about what you now believe about the future of literacy, literacy leadership, reading, etc. in schools and school libraries. I think it was a challenging assignment, in part because of the length (no more than 1000 words) required students to be brief and to really synthesize what they had learned in a clear, concise way.  It was also challenging because I asked them to record their statements and post the mp3 to the course wiki.  I think hearing the words spoken aloud forced some people to revise and reflect even more. To me, this was a really powerful final assignment that was much more effective than a traditional research paper or final reflection.  If you are interested in seeing and hearing some of my students’ fantastic statements, they are all posted to the course wiki here: http://edes543atuofa.wikispaces.com/This+I+Believe+Assignment

3.  Face-to-Face via Skype. I taught a section of the Department of Elementary Education’s capping course this term (it is the final course students take in their MEd).  I helped 11 students through the process of writing a large paper on a topic of their choice.  One thing I discovered as part of teaching this class is how important and powerful the occasional face-to-face conversation can be in an online course.  I had the chance to skype with several of the students in my class and really enjoyed that face-to-face interaction.  I don’t know how possible it is to schedule regular skype conversations with students (particularly when I am teaching 30 students in a section) but it reminded me of the importance of connecting with my students in different ways.

4. Information gets missed. I need to think about new ways to ensure that the students in my classes see and pay attention to all the relevant information on the course site.  I know that in the early days of a course, there is a lot of information to take in and remember, but I discovered 2/3 of the way through one of my classes that a few people really misunderstood a major part of the course requirements.  It is cleared up now, but it got me thinking about what I can and should be doing in the early days of a course to make sure that all that important information is shared in an effective way without being overwhelming.

5.  Grading.  Assessment of student work is hard and takes a lot of time.  I usually try very hard to get my students’ work back to them as quickly as possible, often within a few days of an assignment being submitted.  However, this term, sometimes the grading  just got away from me and I could not mark as fast as I had hoped. This term I had to learn to cut myself a little slack and not worry too much if I didn’t get my grading done as quickly as I would like.

I am still processing and thinking about this term and considering how to make adjustments to my next set of classes based on what I learned this term.  I am looking forward to continuing to improve my teaching and my courses for my next groups of students.


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cc image on flickr by timailius

Right now, as the end of the university term looms, I feel like the people in this picture.  I’m juggling a lot of balls right now and trying to make sure nothing gets dropped.  As a sessional instructor (or, as I like to call it, an itinerant professor) at three different universities, I am teaching four courses this term.  Four very different courses (research methods, children and youth services, Web 2.0, and collection management), on three different online course management systems.  Each university and program has its own rules and regulations, calendar, deadlines, and dates.  Trying to meet various deadlines for grading and submitting final grades over the next two weeks is just one of the balls I am trying to keep in the air.  In addition to my teaching responsibilities for this term, I am also preparing for a presentation later this week, trying to work on (or at least think about) next term’s courses, get ready for Christmas, and find some time to do non-work things with my family.

Some days I feel like I’m managing it all quite well…and other days, well, let’s just say at least a few of those balls end up falling to the ground.

One of the things I have learned over the last few years of teaching in this itinerant model is that it is feast or famine.  During the regular term, I often teach between 3 and 6 courses for two or three different universities.  For the 13 or 16 weeks of the term, then, I am constantly busy.  I’m online regularly, teaching, emailing students, posting lectures, monitoring discussions, answering questions, guiding, leading, learning.  And grading…always grading.  During the spring or summer, sometimes I teach one or two classes, or sometimes none at all.  Those ‘quieter’ months seems very strange, particularly if I am not teaching at all, in part because I don’t earn any pay cheque during those times, but perhaps more importantly, because I am not juggling quite so many balls. And I never know quite what to do with myself.

Although I value my down time and miss having regular time to do things I really enjoy, such as quilting or reading for pleasure, I have also found that I usually do better when I have many balls in the air that need to be juggled.  I tend to be more productive when I am busy and take great satisfaction in crossing things off my long (and growing) list of things to do.  So, I will keep that in mind over the next few days and weeks as I work hard to grade papers, submit final grades, meet deadlines, and prepare for next term.  Hopefully nothing gets dropped and hopefully I can continue to find satisfaction in crossing things off my very long to do list.

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