Lynn Beegle

The comparisons of the merites of Synchronous and Asynchronous Discussions  was a real eye-opener for me (EL102, Module 3).

I've used some asynchronous discussions in the past in my OG (On Ground) courses, but most of them don't have any of these in the course any more -- a major difference between the Online and the OnGround. Now that our OG are Remote Synchronous, I have to consider what to do about discussions. We meet for five hours at a time (everyone is in the same time zone) but I can see the value of having the ASynchronous Discussion. But… >>>

I come from a long traditional of OG (On Ground/ Inseat) teaching at ECPI, and the recent move to Remote Synchronous (due to COVID-19 restrictions) has been a steep learning curve for both me and my students! That's why I am taking EL102. As for "Establishing Relationships" (Unit 2), I have long had this as my first assignment: they fill out a CONFIDENTIAL Student Profile and upload it as a PDF. I make sure they know it is only seen by me and perhaps their program director. The questions include the usual things, such as preferred name, phone number, may… >>>

I've been an On-Ground (inseat) instructor for ECPI Raleigh NC campus since May 2002 (18 years!) and only recenlty  moved to semi-Online due to the COVID-19 "Stay At Home" directive (March to now and UFN). Now I teach my On-Ground as Remote -- Synchronous and the Learning Curve has been steep for me and for my students. This EL102 course (Online Teaching Techniques) is already helping bridge the gap beween OG and OL and be a successful Remote instructor. For example, it points out a list of what to do before the course starts, and what to keep track of… >>>

I finished the third section of ED119, where the course introduces educators to several methods of collaborating and communicating with students, including Facebook, Twitter, and Skype. I have several concerns, however, about the "Digital Trail". Our university keeps EVERY email we send out and receive via our school account because of some sort of requirement to be able to trace all communications. All these external tools bypass that requirement. Isn't that a formula for troulble?

For example, suppose a student claims an instructor made several inappropriate remarks or invitations....how do you prove or disprove that? What about a student who… >>>

Enjoying the EE117 Generation Y course so far. But I've always heard the generation born during 1922-1943 referred to as "The Greatest Generation". This course calls them "Veterans" and "The Silent Generation". Veterans is a phrase meant for someone who served in the military, so I don't think it should be applied to an entire generation.... And "Silent" does not seem empowering. So is there a better name for The Greatest Generation? - Beegle in Raleigh

Hello, Gary. RE: "Student walked out" posting. Now that it has happened,let's see what to do: (1) I would definitely contact the student to make sure she is OK and to ask if she has any concerns. That would put your question is a non-defensive tone.  I would NOT say "Why did you walk out?" because it can lead to either a confrontation or a closing of communication.

I KNOW what you are saying; her actions (walking out without a word of explanation) were not professional. But the point of going to ECPI is to learn the skills, knowledge and… >>>