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Week 3

The material covered this week has initiated so much thought on Todd’s statement of

What is important how does it get delivered?”

I am struggling with the decision of whether my Dance History Online course’s Guiding Force should be SLOs, textbook or syllabus driven. I am favoring SLOs considering that my course objectives should be derived from the SLOs, the use of the syllabus and nifty online tools, right?

In this week’s blogging assignment, I had difficulty in differentiating between pedagogical goals and objectives. This link seemed to give its take on the difference http://web.cortland.edu/flteach/mm-course/goals.html. Although this article is specifically for “Integrating Technology in the Foreign Language Classroom”,I found it useful. The article states,

Goals tend to be more general than objectives. You might talk about the overall goals of a unit or a course. But pedagogical goals describe what the student will be capable of doing after the lesson, not the activities that the student will perform during the lesson”.

Objectives tend to be more specific. Many objectives might contribute to the overall goals of a unit. But goals and objectives often overlap in common parlance, and the goals listed above can also be considered objectives in some contexts”.

“What objectives are NOT! Objectives are NOT the things that students do during the lesson. Objectives are NOT things that the student understands or appreciates. Objectives are NOT broad long-term goals such as ‘improving their ability to communicate’ “.

One objective I would like to address is how to get students to collaborate in small groups in an online environment doing a choreographic assignment. The assignment:

Design and teach a court dance with 2 versions, then and now

Video or a realtime visual/audio forum would be necessary for the collaboration to create the choreography, find a method of teaching the choreography, and uploading the finished project in video format to be shared with the class.

What tool to use:

Synchronous (from Cool Tools) – Videoconferencing: meet students with webcams and audio &
Bb Elluminate (webcam, chat, whiteboard, recording)

Asynchronous – continuous uploading modified videos to Facebook, Vimeo, YouTube until choreograph is finished

On page 57 of our text the section Group-Oriented Work and Student Presentation helped to outline ways to make this happen.

Another objective is discussions of lecture or readings.

I feel that blogging (posting and commenting) on learned information gives students time to really ponder and can develop more student led learning (Asynchronous).

Social networking that can be used for education (Free )
Twitter (short messages, can create lists and tags, also called “microblogging”)
Facebook (create updates, can form classes with groups and apps)

I also feel that synchronous discussion can give students a better sense of community. It also enables them to be present in the moment and develop

Communicating in real time (all Free )
* Videoconferencing: meet students with webcams and audio
o Bb Elluminate (webcam, chat, whiteboard, recording)
o Tokbox
o CCCConfer (Elluminate for community college instructors)
o Vyew (free conferencing for up to 20 participants)
* Chat and conversation: instant or near-instant communication
o Yahoo (or AOL) Instant Messenger
o Gchat/Google Talk (can use Google Talkback Badge on a site to show status)
o Skype (voice conversation and instant messaging)

I really need to work on the pdfs Pedigogical Design and Design Elements to get a focus on the development of my Dance History Online course.

“Week 2″

Since I am a recent  MFA in Dance graduate, completing the Beginner’s Questionnaire was a balance between the courses I have taught and have been a teaching associate (assistant) with the courses that I participated in as a graduate student. I am more of a presentational instructor especially with the consideration of the subject of dance. However, when looking beyond the physical dance technique class there are the dance academic courses like Dance History, Critical Issues in Dance, Laban Movement Analysis, Dance Kinesiology, Musical Resources for Dance, Dance Pedagogy and even, Choreography that have or could be taught online. I would like to have a combination of lecture, individual input, collaborative discussion as well as small group projects.

In terms of getting started, I feel that I am right where I should be. I am taking one week at a time. I have a high inquisitory interest in the development of a pedagogically sound online course for dance history, along with the feeling of swimming in an ocean of possibilities of how to achieve this goal.

Week 1 Online Teaching Course

This is Renee from Lake Forest. I am currently teaching at MiraCosta College.
Two aspects of this week’s reading I found most interesting:

1. “Surprisingly, ‘people-oriented’ people make the best online instructors”(17)

I believe truly caring pedagogy can be transmitted through any medium. However, knowledge of the medium, in this case through technology, is vital for the creativity in the delivering of materials, as well as excellent written, audio and video communication skills.

2. I am highly interested in developing “tasks and exercises that emphasize student collaboration” online.(13)

My experience when I participated in a Business Management Course was that I did not engage in collaboration. I also chose limited online interaction with the instructor. As an instructor of Dance, I am highly engaged with my students and I expect them to be continually engaged and present during class. How to I obtain online engagement?