Differentiating Student and Instructor Roles
Learning Objective 2
Students will demonstrate their ability to differentiate the roles of student participant and instructor/facilitator constructing a matrix of communication methods and outcomes and posting to their blogs with 90% accuracy according to the rubric. (Bloom level: analysis)
Resources
Activities & Assessments
Discussion of Assessments & Learning Objective
Self-Assessment Survey - Uses, Benefits & Challenges
The students will begin the course by reading about student-centered and teacher-centered instructional practices and the differences between online and face-to-face teaching. They will take a self-assessment survey to look closer at their own teaching preferences. At the end of the course, they can review it and take it again to see if and how they have changed. A self-inventory will help them to think about their own knowledge and attitudes and consider how they might grow or what they might need to learn. It gives them a sense of control over their learning and if given in the first week, sets the tone of the class to self-assess as they proceed.
A self-assessment tool is not a demonstration of ability or necessarily a prediction of how someone will do. It could be used as a screening tool, but in this context, it is simply to give the student an idea of their own attitudes about teaching.
Concept Map - Uses, Benefits & Challenges
To capture their learning and communicate it clearly to others, students are asked to share their understanding of the roles of students and instructors by creating a graphic concept map. The concept map requires them to analyze the roles in order to share their understanding clearly. Though this may be challenging for less visual learners, others will find it a rewarding practice.
A concept map by its nature is graphic and visual and requires certain skills in seeing ideas and words in an order other than left-to-right linear though some templates are quite linear. Most interactions are in writing, but sharing student work may be in other formats allowing student with different aptitudes and learning styles to find a method that works. It may be easier to express conceptual information than quantitative data in a visual concept map, so what you are conveying needs to be considered.
Concept maps can reduce the amount of data and make relationships between data clear. The biggest disadvantage is the potential to be quite complicated. If you are not familiar with concept maps, they can be hard to read. Distinguishing the importance of the data or statements made may be hard.
Learning Objective 2
Students will demonstrate their ability to differentiate the roles of student participant and instructor/facilitator constructing a matrix of communication methods and outcomes and posting to their blogs with 90% accuracy according to the rubric. (Bloom level: analysis)
Resources
- Readings on planning instruction for online learning
- Self-paced review of Moodle
Activities & Assessments
- Complete a self-assessment survey (UW-Stout: Assessment: Teacher Centered or Student Centered)
- Use concept mapping software, such as XMind or Inspiration, to define and illustrate the roles of student and instructor in an online course.
Discussion of Assessments & Learning Objective
Self-Assessment Survey - Uses, Benefits & Challenges
The students will begin the course by reading about student-centered and teacher-centered instructional practices and the differences between online and face-to-face teaching. They will take a self-assessment survey to look closer at their own teaching preferences. At the end of the course, they can review it and take it again to see if and how they have changed. A self-inventory will help them to think about their own knowledge and attitudes and consider how they might grow or what they might need to learn. It gives them a sense of control over their learning and if given in the first week, sets the tone of the class to self-assess as they proceed.
A self-assessment tool is not a demonstration of ability or necessarily a prediction of how someone will do. It could be used as a screening tool, but in this context, it is simply to give the student an idea of their own attitudes about teaching.
Concept Map - Uses, Benefits & Challenges
To capture their learning and communicate it clearly to others, students are asked to share their understanding of the roles of students and instructors by creating a graphic concept map. The concept map requires them to analyze the roles in order to share their understanding clearly. Though this may be challenging for less visual learners, others will find it a rewarding practice.
A concept map by its nature is graphic and visual and requires certain skills in seeing ideas and words in an order other than left-to-right linear though some templates are quite linear. Most interactions are in writing, but sharing student work may be in other formats allowing student with different aptitudes and learning styles to find a method that works. It may be easier to express conceptual information than quantitative data in a visual concept map, so what you are conveying needs to be considered.
Concept maps can reduce the amount of data and make relationships between data clear. The biggest disadvantage is the potential to be quite complicated. If you are not familiar with concept maps, they can be hard to read. Distinguishing the importance of the data or statements made may be hard.