Dr. Wilkinson,
The cookie cutter environment micromanages the system at the expense of students at the outliers of the average.
Depending on the academic institution and the accriditstion bodies that they are governed by, cookie cutter rules and regulations are set to provide standards and accountability.
The professional expertise of the faculty is undermined in terms of them making academic decisions to adress individual students'needs.
The first thing would be whether or not I have a clear understanding of the technology being used. It could cause problems if I misused the technology because I did not understand what I was doing with it and cause confusion.
Second would be if the technology was appropriate for what I was trying to teach. as there maybe a better technology available
Third would be if the students were able to receive the material using a certain technology. For example if it required a certain software that they did not have.
Ginny,
All I can say is WOW about your on ground colleagues comments. Hang tough in your beliefs!
Dr. Kelly Wilkinson
Ginny,
Great comments. You are right the student is first.is
I also liked your comments about realizing what you can control and what you can't control. Great Job. I wish others felt this way.
Dr. Kelly Wilkinson
Miriam,
So, how does a cookie cutter environment take into account students?
Dr. Kelly Wilkinson
Hi Michael,
Not that I am bias or anything, simply because I teach communications, but I agree!! CLEAR communication is key! I teach on-ground and on-line. In my on-ground school, I have been told by other departments and colleagues, that oral communications is not imperative to the success of a student. I have yet to come up with with a response to this that is tactful..:) I usually just want to ask how they would get a job, meet their spouse, or perform even the most basic tasks in everyday life without communicating, but for some reason, I manage to bite my tongue.
Its amazing how easily students pick up on clear communication once they begin observing and participating in it and with it.
Awesome Post!
Ginny Anderson~Klasen
Hi Dr. Wilkinson,
Like many others, I would consider the student first. I no longer worry about their technological skills, however. I realized relatively quickly that it is almost impossible to find a variety of tools that every student is comfortable using. Given the diverse population of online learners, I have developed several short "operation manuals" so to speak. Each "manual" gives easy to read and understand steps to guide the student through the navigation of the tools I utilize for the classroom and the classroom itself. Many colleges offer an orientation packet and/or perhaps demonstration that serves as an online guide as well. But, as I recall, in my first orientation, (a few years ago...ok several "few years ago"..., I couldn't even remember my locker number or how to open the lock let alone instructions on how to handle certain tasks in the classroom, and I was 32! I was more concerned with just finding the right class and not appearing overly...? well anyway..:)Back to the manual. Along with the guide, I also try to provide a cartoon like example of the process a student COULD use to complete the assignment. With this, I often include an example of a "great work" or sometimes a "really bad work" depending on my cartoon. I develop these guides as I run into students who are challenged by certain aspects of the classroom. If I don't have a guide for a certain aspect, I create one.:) They are short and easy to use. Students find them all in their drop box. I have found that the shy students feel much more confident as they learn these tasks on their own, and tend to experience significant growth in the classroom. They can choose to use use the manuals or not, it's up to them.
These are the things I consider when determining which tools I will use for each classroom.
Thank You,
Ginny Anderson~Klasen
I know but the point is that in many cases you have a cookie cutter environment. At least that has been my experience.
Miriam,
I see your point. My institution does choose the LMS, but there are many things I can do outside the LMS to enhance the couse. The textbook may be chosen (not in my case, but yours), but there are so many things you can do outside the textbook. Don't let these things limit you!
The institution for which one teaches makes a lot of these decisions. For example the LMS is already chosen by the Institution, the course is already designed and the text book is frequently chosen.
Therefore, the individual instructor is left with little choice on many, or most, of the teaching tools.
Yet, one must consider the audience, their level of academic preparedness and their preferred learning styles, as well as the tools and technologies available to them.
Tonia,
You are right about the valuation of tool for student comprehension. (Your other answers were on mark also!)
Dr. Kelly Wilkinson
Communication
Motivation
Evaluation
The three most important things to consider when using technology tools are:
1.)Clear and Concise communication
2.)Valuation tool for student comprehension
3.)Positive yet effective student feedback
Patricia,
That is so true. The students need to be able to use the technology and understand the purpose of doing so. Communication is the key to any learning environment, but especially online. Nice job.
When using technology in an online environment you have to make sure that the students understand the technology and what is required of them. Communication has to be clear and precise.
Mary,
You are right on target. It is no different than not having a textbook and telling someone to read a chapter. Great answer!
Dr. Kelly Wilkinson
The three most important items to me seem to be very student and faculty centered. First, do both parties know how to utilize the technology. Second, do both students and faculty have access to the technology. And the third item would be the communication to the students and faculty of the requirements for that technology.
There is nothing more frustrating than having a great technological plan (or so we think) and either the student or faculty member does not have the required tools or cannot access them or had no knowledge of what they required to operate.
We assume quite a bit in this day and age - meaning we assume that technology is available to everyone and everywhere. I grew up in a remote area and to this day, cable is not available in the house I lived in. All other options may not be as affordable as cable making it difficult for some to have access or even impossible.
Technology tools need to be easy to work with. First, user friendly is essential when working with faculty and students who are just learning how to implement online interactions.
Second, fitting in with the design of the course is also essential in order tomeet the needs of the course. If you need real time chat and presentation capabilities, then that needs to be addressed.
Third, RELIABILITY! You cannot be as effective if your technology shuts down or randomly locks out students or faculty. You must be solid in your technology to maintain class organization and expectations. Deadlines are unreasonable if the technology required to complete a task is unavailable when needed.
I think that clear communication is critical.
Be clear in your wording and explanations.
Well organized material will enable the student to follow the material easier with greater understanding.
A thorough understanment of how the equiptment works will keep the class timely and interesting.
I totally agree and yet I am conflicted because sometimes I find that if we cater too much to the audience the delivery loses its authenticity. It's like a balancing act of going to the students and bringing them to you!
