Refer Pp8 - ONLINE TEACHING AND LEARNING TALKING POINTS

https://www.umass.edu/senate/sites/default/files/Joint%20Task%20Force%20on%20Online%20Learning-Report%20on%20Online%20Learning-Sen.%20Doc.%20No.%2008-003.pdf

Do you find that it is helpful for online teachers to include examples of work they are expecting?

Yes it can be helpful especially on works that are highly conceptual, theoretical or subjective whereby example(s) / use case(s) can level set both teacher & student's expectation.  However, example(s) sometimes might restrict student's creativity i.e. they might provide typical answers similar to the example(s) given.

Do you find that it is helpful for online teachers to include examples of work they are expecting?

I agree with Han Ping Fung´s comment and observation - maybe it is easier to not give an example but point to several examples - all slightly  different  so the person gets and idea of what is expected without cramping his or her creativity. Another way is to present a barebones template of what is expected - rather like the advice recommended by  journal articles to their authors.

Warm regards - Tina . 

Will be a good idea to expose students to the marking scheme of rubrics as this will give an idea to what will be the criteria when the work is assessed. It has been proven to work with students and they are happy with this idea.

I believe a well drawn outline of the course clearly stating lecture deliverables and expected learning outcomes are more than sufficient and have worked excellently for me. Frequent engaging in classwork and assessments get the learners in tune with what is expected of them.

Great job answering the question. Yes, a clear outline is sufficient. However, one may have a question about the form and thus have to either look for the correct template or (if one has secretarial training and skills can develop a format), engaging in the online discussion so one can see the type of examples, perhaps, that are expected and collaborate as well with colleagues.

Use of rubrics is very helpful and gives the student a sense of direction in terms of expectations.  I have noticed that templates are also very helpful.  

Students' sense of direction improves drastically!

A very important question The teacher must have a wide knowledge of the Internet and set examples for the lesson so that it is of general benefit to all students

The teachers should have tech savvy to use online so that they can reach max students.

Yes there are examples given, check-lists for presentations, there are video and as much info as I can share to help successful completion of the class.  However, the information is not read/viewed or read when there is an issue and they want exceptions to the guidelines.  Keep in mind these are upper division, undergraduate students, many of whom have transferred from a community college where their hands we held.

 Thank you for the variety of responses and all that has been suggested has been tried in one version or another.  I even add graphics to the discussion boards and weekly units so that the text does not seem so drab.  I am beginning to think that technology and instant responses via text messaging has caused the students not to read and comprehend information thoroughly because admittedly they are more engaged in social media than they are with their online classes. 

I even had a student tell me that she could check blackboard twice a day but found it "time consuming" to read through and respond to various student posts!  They only have two students to which to respond.  My response was think of the discussion board as a face-to-face conversation in a classroom, you would not respond to every comment only those that resonate with you, the same goes for the discussion board.  Did not hear back from the student!

Many students appreciate contributing to the knowledge of the class and to the learning experience of their peers. A gallery of past student work is also effective advertising of your course to prospective students. Pay careful attention to privacy issues regarding student work; school policy and privacy laws may require pseudonyms and anonymous entries when student work is exposed to an outside audience. Certainly nothing should ever be published without the express permission of its author.

Reference - Using Electronic Resources for Teaching an excerpt from The Chicago Handbook for Teachers: A Practical Guide to the College Classroom by Alan Brinkley, Betty Dessants, Michael Flamm, Cynthia Fleming, Charles Forcey, and Eric Rothschild

I think, having more examples hypothesis, as Karen suggested in her question, is a good idea. Online students are anxious to come quickly to the point, when they are capable to create something on their own. The longer and more complex it gets, the less encouraged the students are. More examples allow to overcome this issue.

It is the same concept when studying mathematics - have plenty of examples allowing for a sequence of clear small steps. Once it is understood, more interesting and complex problems can be solved independently. 

It appears that regardless of the examples given students have in their minds how they want to do, things and ignore the examples.  For instance,  students in a five-week course have a group presentation to complete, and they are to use the group discussion board and the file exchange (Blackboard) for the prep and discussion.   These directions are clearly spelled out, yet they use emails, text, group text/chats which do not allow for instructor feedback as they are preparing the presentation.  Also, if there are issues i.e. non-participating members, the other means of communication do not allow for monitoring of their participation.  Also, students are given specifics regarding the PowerPoint slides.  They are advised to do seven lines per slide including title and six words per line and no sentences on slides, yet this is not followed.  They are also given the word and color restrictions for the slides and note section.  The note section is to be no more than 550 words, yet a recent presentation had over 1200 words, this same presentation had a green background with orange lettering colors they are advised against using.

While examples are given as well as feedback during the prep stages, it is ignored!

Well, it appears that with all the rules sometimes, creativity and the one thing a student can use their own critical thinking and style may be forfeited for the following of traditional rules.  I noticed you said students are advised, which means it is more of a suggestion and not cut and dry.  Could this be the reason sometimes, that students prefer to exercise their levels of creativity?  

Yes, and at leat one virtual discussion.

This would definitely be a plus!

 Hi Karen:

Yes, I used advised when it comes to the 7X6 for the slide text on the PP.  When I review the group discussion boards and PP drafts I again advise regarding the 7X6 (the gentle nudge).  If they are not getting it then they are told that the 7X6 is not a suggestion.  Part of the issue is that many of the students have done PP presentations but have not been given restrictions on putting PP's together and find the rules restrictive.  Once they adhere to the 7X6 and they look at the finished product they realize the virtue of the 7X6 and that it does give a clean, crisp presentation.  Further, if they are not getting it, I send them a copy of crowded slides and this seems to resonate.  FYI...I have now included the crowed slide examples with the general presentation info but it is not read!  There is even a checklist that is not followed!

Again, the resistance is wanting to do what they want regardless of instructions.  

Students just finished presentations and again regardless of how much feedback they are given some still did not follow the 7X6 directions.  You can lead a horse to water... A question that is asked as part of the self evaluation and the feedback they give to their classmates is whether the group followed the 7X6.  In the self evaluation they are honest and indicate either yes or no and then offer additional information regarding resistance from group members i.e. the 7X6!  Sigh!

Thanks for your comments!

Doris

Edna:

As part of the general presentation information I include an example of what not to do and give advice on which colors not to use.  There is even a video I advise them to review regarding putting PP's together,  it is not watched although instructions are given to review.  Regardless of the color recommendations I still get those that want to use greens and oranges.  I do all I can to stir the students in the right direction but as you know when students think they know more than the "sage on the stage" or in this case sage on the computer there will be resistance!

I have several situations now where students missed the midterm exam because of poor time management and not READING the due dates and times.  Now they want to offer excuses and want extensions.  Don't mean to go there... but there seems to be a sense of "entitlement" and that "I am special" or that "yes I understand, but can't you make an exception this time!  Due dates and times are there for a reason!

Thanks,

Doris Yates

Dear Doris Yates:

     Thank you for your reply and details.  Yes, the PowerPoint presentation is best

when it is clear and precise, narrowed down, and rules are followed.

     I researched the 7 X 6 PowerPoint presentation.  I found a helpful website at

http://www.slideteam.net/customer/account/login/referer/aHR0cDovL3d3dy5zbGlkZXRlYW0ubmV0LzQyLXBpZWNlcy03eDYtcmVjdGFuZ3VsYXI

They have a membership fee to join the Slide Team.   Do you have an example of the

7 X 6 presentation so that I can get an idea of what the limitations and the guidelines?

Sincerely,

Karen Riley-Brown

Hi Karen:

Here is an example of a student presentation that attempts the 7X6. The spacing is off and there are a few other things that could have been improved.  It will give an example, none the less!  It also has notes that support the slide content.

To start the students get a prompt for Leisure Counseling and they are to be consultants to a company that has people ready for retirement.  Their charge is to develop a program specific to addressing the retiring population needs so they are happy, healthy, productive retirees!

Thanks,

Doris Yates

When it comes to online teaching, the teacher's experience with technology and ability to deliver content in various forms is an important measure. Teaching along with examples will reinforce learning.

https://www.d2l.com/wp-content/uploads/2015/02/Addressing-Faculty-Readiness_BestPracticesPaper_Final.pdf

Dear Krishnan,

Thank you for your input on the teacher's experience with technology and his/her ability to deliver content in various forms.  This is a significant skill that all teachers and online instructors can benefit from acquiring.  

Also, the article, Addressing Faculty Readiness for Online Teaching by Daniel W. Hoppe, Jr., Senior Advisory Consultant for Higher Education is very thorough and professional.

Best Regards.

Dear Karen and dear Krishnan Umachandran, 

Reading your suggestion made me think really it is not only the teacher that might transform what he or she is delivering through technology in various forms, but how about encouraging the student to present what they  feel they have captured by the teachings in various technological forms. This would be fun for them and also the teacher would be able to see how and what the students understand from the material being presented - maybe she or he would really be surprised at the many ways what is taught can be interpreted!

I do this when I introduce people to Intuitive Meditation- I ask them to draw, dance or express in poems or writing their experiences during the sessions. This enables them to "plasmar" (sorry a Spanish word which has no translation but maybe "materialise" will do) the inner energies they are contacting. If they do not do this, the experience goes away, just like a dream.

Warm regards - Tina 

Examples do help to understand the topic conceptually . But number of examples depend on the time allocated for teaching .The informative session should not be compromised coating too many examples

I think this would be very useful for students

Best Regards @ Karen Riley-Brown

Very important and Useful for all students.

I agree With Doris Yates.