Thomas Roka

Blog

The current stream of education is in a state of flux. Educators must address what their students need. Adaptive learning offers a realistic approach because it is encompassing. In other words, we need to take into consideration the students persepctive with the demands of the institution and employers, academic integrity, government, and the technological landscape.

Therefore, the one size fits all model for education should bee seen as a relic. Instead, the planning prior to teaching and course design are vital components the instructor must possess. Moreover, we also need to see that our impact is in helping setting standards… >>>

Thomas Roka

Discussion Comment

Does Synchronous learn run counter to the online vision.

I attended an online forum where the facilitator spoke of the need to be truly asynchronous. The gentleman went really far with his argument...proposing the elimination of set due dates and late policies. It is interesting noting how fellow instructors "virtually" bristled at his presentation. For me, the instructors definitely displayed an authoritarian and need to control the learning environment model with their dissent. I make this claim because schools like New Charter and emergence of even courses like this one display the power of an asynchronous environment. Moreover, the beauty of teaching on-ground is the synchronous nature of the… >>>

Thomas Roka

Discussion Comment

The teaching styles versus the Institution

So far, the presentation is covering tools an experienced online instructor knows. What is interesting for me is varying degrees of allowing the online instructor to "edit" the course. The schools interested in engaging the student population offer an approach resembling preaching to the choir. However, other institutions which benefit from instructor input draw a line in the sand between the instructor and course developer. In addition, I like using blogs and wikis.In particular, wikis reveal the specific class members's working characteristics. If one student gets started, imitation follows. Which leads to my question: I generally do not assign grades… >>>

Thomas Roka

Discussion Comment

Who evaluates is the key

Recently, another institution I teach at evaluated my online performance twice. The first individual who evaluated the course hammered me. Up until that time, I received positive feedback. So, I was shocked and livid. I requested a second evaluation with a different reviewer. This person proved positive and offered constructive criticism which I appreciated. The initial reviewer wanted more course content added, and less student-centered facilitation. It was explained to me that I got a "tough one" the first time off. This correlates to the previous section that the human element must be accounted by all engaged.

Thomas Roka

Discussion Comment

A devil's advocate view of the rubric

Reality: Higher education is scrutinized more and more as it moves into the competitive marketplace. Therefore, rubrics must also be recognized for it practical and institutional values. It validates the the grading procedure. Years back when I was a college student and and started my college teaching career...my knowledge and my ability as a teacher formed my rubrics. The change is the key point, but the rubrics do not handcuff the instructor, but serve as a guide independent of his or her subjective assessment.

Thomas Roka

Discussion Comment

Subjective quiz

I understand why some would assume that utilizing technology is "the way" to teach or enhance student learning. However, technology is the platform by which the communication takes place (think of it as the virtual coffee joint where people can engage in a conversation) In the end, are we not teaching students how to communicate?

Thomas Roka

Discussion Comment

Course Framework can it be seen as curriculum desgn

I am wondering if the course framework is analogous to instructional/course design? It seems to take a big picture approach than breakdown into smaller branches.