Potcert week 18 classroom management

Ogen

Reading Ko & Rosen (Susan Ko and Steve Rossen, Teaching Online: A Practical Guide (3rd ed)

About privacy.

I do use a https://twitter.com/jaapsoft  but it is only for ‘business’. Same for my Facebook account it is for work only https://www.facebook.com/softskills.kennisnet. Ko & Rosen  want you to use separate accounts for private and for ‘business’ profiles. If you do, you will need a different email account for every Facebook account you sign up for. I do have doubts about using Google for teaching just because of privacy matters. They are an advertising agency after all. Compare what Lisa M. Lane writes about the build-in pedagogy in LMS systems. Google has a build-in pedagogy too.

The quiet student.

Ko & Rosen discus the quiet student. They mention two strategies, a third strategy could be to require student to student feedback just like in the forum on potcert. K & R stress the need to keep a record of teacher to student conversations, email is a nice way to keep a record.

Eric Robertson is using hands and bodily expression in a way adapted to video. I like that.

LMS

LMS and CMS often are a problem for teaching  and most of time  not a good solution. LMS offers a gradebook, a tool for submitting assignments, and it is a management tool.  Jennifer Demski writes about the the walls inherent in the design of an LMS. School should connect to the outside world as much as possible.
When using tools be it LMS or any other tool, pedagogy must be emphasized before features and tools. The TPACK could be useful for this pedagogical training of novice online teachers.

tpack schema800I did some experiments in Moodle, of all closed teaching systems this is the one I like most, because it is free to use. You could install Moodle right now on your computer if you like. I would like to improve a tiny bit the Moodle Tool Chart. The first collumn should be the last. Because pedagogical questions should be first.

Free speech

Joanne mentions a (for me, a Dutchman) remarkable and fascinating discussion about free speech for teachers in USA. It is about blaming Republicans and Tea Party for closing down government. Think before you post is what Joanna wants to tell us.  You should think before you post because posting online is different from f2f communication.

Blended Education

J Ohlaker mentions providing online course tools to students in F2F courses and she found that this increases overall student interest and achievement. Online parts of  a course could give additional opportunities and support to learn concepts. Online course tools could give opportunities for students who want to excel and learn more in depth about topics. Providing online course tools to students in F2F courses will improve teaching and learning. That is a fascinating development. Will most f2f grow into blended learning?

Posted for #potcert

3 thoughts on “Potcert week 18 classroom management

  1. Hi Jaap, the answer to the question of f2f eventually growing into blended learning is yes. The college where my wife works is rapidly creating course content in the form of “companion sites” that function as knowledge storehouses for useful topic facts and links. This includes additional concept explanations picked from all over the web.

    The driving force behind this is the government education ministry’s desire to have stand-alone full courses up and running as soon as possible. The problem arises when community college students arrive with almost no preparation and find themselves lost in a tangle of what to do and where to start. With a companion site there are either f2f teachers in actual classrooms to help the students or enhanced support to assist students at home.

    In trades education the presumption from outside is that trades courses completely prepare students to successfully move into a job. This silly idea is perpetuated by trade qualification (TQ) boards who are the only people speaking for the trades to government curriculum builders. TQ’s are staffed by sweet talking well paid careerists who take their skim from the system and it’s the onsite journey men or women who actually train the apprentices. Saw this in the university training hospital I was in for my heart. Being a difficult patient I became a live demonstration of the worst patient you’ll ever have You don’t get that from simulations or clever electronic dummies.

    So at least for trades education the idea of blended learning is already in place. A good companion site loaded with relevant concepts and demonstration videos combined with proper onsite training is all that’s needed. The rest is garbage.

    Haven’t worked with Moodle in a while but learned something about making quizzes. Instead of building a simple but non-teaching multi-choice quiz without feedback (like most instructors do), use the Lesson utility. With lessons you can branch out from a “wrong” answer to the “correct” one or better, to a pathway that coaches in the concepts involved in reaching the answer.

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