Sunday, October 23, 2011
MC Activities #2
For the final project, I'll be designing a course I'm teaching in the Spring. I'll be teaching Eng112 online with TCC. I've taught this course before, but with a different campus, so the required books are different. However, I tend to throw the book into my course design as a supplement as opposed to a focus; therefore, I do plan to put in a visual argument (something I'm doing this semester as well). I don't know exactly what I want to change yet because I do want to see how the students do with it this semester (I'm getting them in this week). However, I do see being able to use many of the suggestions made in the MC chapters not only in regard to assignment design, but in issues of access for my online students. They don't all have cameras on their computers, they don't all have microphones on their computer. I'm coming across the issue of: how much can I really require them to have? This semester, I satisfied this issue by allowing students to create a "hard" assignment (posterboard, etc.) then take a photo and attach it-they all seem to have camera phones :)
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Access is one of the big issues; increasingly I'm about "group" projects as a way to address the access issue. Make sure at least one students has a technology required. They all learn from one another (and learn to play well in groups!).
ReplyDeleteWith the online students, I've run into issues with groups. They're much more likely to stop attending, and they have a harder time "getting together." So I haven't quite figured out how to make the groups work other than not assigning them until later in the semester (when I get an idea of who is actually there for the long haul).
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