James Keating

Discussion Comment

Good point. One of the things I typically do along the way is to ask questions questions at the end of each unit. I Even if it is just a question like"what do you think?" it still seems to bring forth some good conversation...although not with everyone.

James Keating

Discussion Comment

interviews

Is there a format that could be useful for a person who is doing course evaluations and wants to interview students as to their observations? Would this normally be in a computer-based closed-ended format, or is there a reasonably useful way to get actual narrative from students? I'd be interested to know the experience of others.

James Keating

Discussion Comment

expectations?

Although I understand the need for feedback from multiple sources, I also note that sometimes course developers (in my limited experience) really only look at objective feedback. It is easily quanitifiable and therefore preferred. Any ideas on how to ease them into the idea of more comprehensive evaluation?

James Keating

Discussion Comment

Feedback

Yes, and in the online format this is especially important, I think. That's because we don't really have a chance to sit down "in the office" to chat with a student over a cup of coffee, so to speak. So the kind of feedback we provide is usually written and usually sent electronically. So it has to be quite relevant to the needs of the student. Thanks for your comments on this. It's good to know I'm on the right track here. Course development is a little new to me in this environment. Thanks.

James Keating

Discussion Comment

Feedback

Students need to receive feed back that makes sense according to the assignment. That is, students ought to have had a guideline for what was expected in the assignment so they can see where they succeeded or fell short. Secondly, students should receive feedback relatively quickly. That is, if they have to wait a long time before seeing the responses, then they might have forgotten the assignment and what was expected of them in the first place. Third, students might benefit from a rubric-type of grade system so they can visually see where they need to make improvements. This would… >>>

James Keating

Discussion Comment

Scaffolding

In my situation, the curriculum is set and I don't really have much chance to alter things in the course itself. The technology is provided by the institution as well. In other words, I don't get to build the course I am teaching. However, I do want to help students scaffold their learning. This is a great metaphor and I think it gives good direction for us as we work to help our students with their studies. But, lacking the ability to create the technology, what added suggestions do you have that can be helpful?

James Keating

Discussion Comment

instructions

Commenting on one of the other student's thoughts about instructions, I'll add my own. I've had several experiences of students who just struggle endlessly with reading and understanding instructions in the course I teach. Most students seem to do just fine, but each term it seems there is one who is just very "needy." That is, the student requires every instruction to be explained over and over. I am not sure if the student wants me to basically write the paper or whether it is genuine confusion. So, naturally, I want to be helpful...but not to be an enabler for… >>>

James Keating

Discussion Comment

Test the lesson

Thanks, Tena, I've done some course development but always with content issues only and not with the actual format. So this is new for me. It's good to know. Thanks. Jim

James Keating

Discussion Comment

Test the lesson

Good to know. My own experience is about the same. In some cases, maybe I try a little too hard and go too far with revisions, but I can see where a few test drives might work to help make the lessons as friendly as possible.

James Keating

Discussion Comment

Test the lesson

I am curious to know if it is common that a class may need to be refined over and over as it is rolled out to the students. I can understand that the first few times through, there might be important revisions. But at what point should the class be "set?" That is...how many times through seems about right?