Jim’s viewable streams of thought

“The 7 principles of good practice…  encourage: Contact Between Students and Faculty, Student Reciprocity and Cooperation, Prompt Feedback, Time on Task, Active Learning Techniques, Communication of High Expectations, Respect for Diverse Talents and Ways of Learning (Chickering & Gamson, as cited in Shea 2003)”

I think it would be difficult for teachers to disagree with the 7 principles of good practice above; we may feel that a few more should be added, but generally we understand that these practices are an important part of increasing learning in the classroom. It also takes a lot of extra time for the instructor in terms of instructional design, planning, and giving feedback.

Why would anyone dislike these practices? Well the title of this blog entry reflects the perspective of the student. 

This week several of us engaged in a little griping in the modules discussion about online discussion and other online assignments that seemed to be overwhelming… the usual student stuff.  Upon reflection on this weeks reading, discussion, and the process of building my course – I couldn’t help but see the paradox.  In a prior blog entry, I did the math concerning university course requirements and the number of hours I was putting in online (I found they were about the same).  Being the analytical person I am, I then started taking aim at the practices within the classes I’m taking… Well, in almost all the classes, the instructor’s employ the 7 principles of good practice. 

Self assessment and peer assessment (which I hate doing) makes the individual and the students of the class a part of the teaching process and adds to teaching presence by asking that students take more responsibility for their learning.   Our classroom discussions are generally problem based and focused on the tasks in which we are actively engaged.  Our activities are directly related to the primary goal, building an online course.  The feedback, especially in this class, has been extensive, prompt, personable, and aimed at helping improve my work.  My other courses follow a similar framework, and…. I really like the classes I’ve taken this summer; I’ve learned so much about so many things that I can directly apply in my classes and hopefully help other teachers do the same. 

Well then, what is it?  It’s difficult to be a student in classes where the instructors follow good teaching practices.  I have to admit, in the last year I’ve looked at it as a gift when a teacher didn’t load us up with work during a course, didn’t keep me on task, let me blather about any old thing in a discussion!  Sometimes, having such a class saved my sanity.  Good practice places demands on a student.  It doesn’t matter whether you are trying to learn a new language, how to play the piano, or how to teach online; for those of us who have our hands in lots of fires, it’s a burdensome stress. 

Funny,  in Alex’s feedback on my course activities, she mentioned that she wanted me to think about all the work I was giving the students and whether they would be able to complete it.  Am I a hypocrite?  Do I have high expectations of my students, try to keep them on task and engaged with the material using active learning strategies, make them responsible for the process?  I hope so, I try to follow “Best Practice”.  I am also gaining valuable insight into what it means to be a student in such a class…. It ain’t easy!  I will try to keep that in mind as I design my online class, and maybe we can make it another characteristic of good practice.

Jim

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Interestingly, I am coming full circle in just a short period of time.  Designing my learning activities, I am using simlar principles as I would in a f2f class; agreed, the method of delivery is different and I need to contemplate different issues in terms of instructional design, but the assignments are not that different at all.  As, I watched the presetation and read the weeks reading, I said to myself, I know this stuff already.  Now I feel it’s just about application and doing the work.  That, I’m not sure is as easy, it will be a challenge to design the learning activities in detail for a 14 week course in a week – perhaps impossible.  But I’m resigned to do what I can without killing myself.  I could have made this task easier on myself if I chose a short course rather than something that’s normally done over an entire year (I almost always bite off more than I can chew!).  On a positive note, I’m doing all the preplanning I need to do for the coming school year for AP psychology. 

Bill’s concern with losing the dynamics of teaching presence has set me thinking; how can I get the emotional boost from the online experience that I do for f2f teaching?  I mean I love the classroom, I don’t always love the planning and grading for sure, but I love being in the class with the kids.  Over  the past month and a half it’s all been about the students and the structure of the class and now it’s time to start thinking about what I get from the teaching experience and whether I’ll be able to get that online.  I have my doubts – maybe one class but I think I need the energy of f2f.  I’m already looking forward to the new year.  It’s not about being the “sage” but about being in a room full of people and interacting on issues I love.  That’s what makes teaching worth it – will I be able to get that energy from an online environment?  Can the discourse bring that type of excitement? 

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