Christopher Brown

Asynchronous labs are some of the more difficult concepts that I have had to get around. I was so used to being with them and answering a question as it arose. Also, when I am looking at the same question from a bunch of different people, I find it is easier to answer everyone in an announcement or FAQ type of situation.

Having sessions for testing and progress checks is important. I like to have sessions where we are going over the more real-world examples. They can then see how this all relates to what they are learning. I give them chances to give their stories and ask any questions. I also encourage more "ambiguous" problems that might have multiple solutions.

One of the most difficult things has been making projects and interesting material for the trade courses. For the IT courses, it is easier. We have Packet Tracer and other tools to simulate the environment. However, in the Electrical courses, I haven't been able to find anything that can do this. I haven't found a "wire the circuit" simulator or a short circuit troubleshooter. Anyone that knows of anything like this, please sent it to christopher.brown@yti.edu

I know that asynchronous learning can be difficult for some students who need the structure of the classroom, but just because you are asynchronous doesn't mean that you can't set up a class and invite students to join. Make it a scheduled thing even if for an hour and this can give them the structure that is needed while still allowing freedom.

The biggest thing that I have learned just by doing the instruction is that the online learner needs to be more engaged. When you're in the dedicated classroom, it is easier to have their attention because everyone is interaction and it is in real time, but online it can be something forgotten or given less effort only because it isn't seen as interactive and more of a solitary experience.

I am not a fan of the sharing of personal experiences and self-disclosure when it gets out of hand. It can be used effectively to show how you are an expert in your field, but if the sharing gets into the personal and away from the professional, then it can be a problem.

I like the idea of using multiple sources. In fact, the adaptive technology section mentions using their responses to adjust the questions. I like to offer students multiple avenues for finding information about a subject because sometimes I may present material/peojects in a way that they may be struggling with, but seeing a different perspective (from a student, video, website, etc) might just make them look at it in a way that they can understand.

I have always liked the idea of the blended/hybrid programs. They were beneficial for me when I couldn't attend the traditional school because of work, family, and so on. So I am used to this environment. I can use that expertise to show students a path towards staying on track (which is the most common cause of student issues that i have seen). 

I think my new favorite quote, and the thing that will stick with me the most is: "Learning is not attained by chance; it must be sought for with ardor and attended to with diligence" – Abigail Adams, First Lady to President John Adams

Students have to be shown how the information, projects, and hard work will pay off later. This will cause them to seek out new informaiton and even more expanded knowledge with a fervor that they didn't know they possessed. If you can get them to see how it is vital for them, they are more… >>>

Oddly enough, the biggest thing that I took from this has already been discussed in other trainings. It is all about making sure that the students know that you are a real person, not a bot, and that you're there for them if they need it. Also, you have to make the subject matter fun. I know that not everything is a barrel of laughs, but we need to take that dry material and turn it into something they're asking more about. Whether it is relating it to real applications or letting them guide the lesson. For instance, I have… >>>