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Posts from the ‘ENG102’ Category

4
Jan

Playing with Google+ in my Hybrid Class

gplusLast year I taught two semesters in a hybrid learning community with my colleague and friend Cindy Ortega. We met one day a week for 2 1/2 hours. The other 2 1/2 hours was spent online. I taught ENG102 Freshman Composition and she taught CRE101 Critical Reading. Both classes when you look at the competencies are very similar, focusing on critical reading, writing and thinking. And of course we both teach research because we have to have something to read, write and think about. Our theme for the course was Food Waste and Sustainability, so we had students read the book American Wasteland and watch several movies about sustainability. This semester we watch Lester Brown’s Plan B movie and in the fall we watched No Impact Man. All of our content revolved around the ideas from the book and movie.

So with such an important topic, we thought it would be great to encourage students to be transparent in their work in the course, as what they were discussing and writing about would be relevant to all. With that in mind, I suggested we use Google+ as a blogging platform for students not just share their journals posts with us, but with the world. We did it for two semesters and students loved it. I’ll try to explain how it all worked out. Read moreRead more

19
Dec

Online Course Redesign for Better Engagement

I like to tell people that I’ve been designing an online course that I’ve been teaching for over 10 years. I say this because I feel that there is always room for improvement, and with the ever changing landscape of technology tools and LMS tools available, a good online course should never really be “finished.” It’s just ready for the next go round. Well, this next go round, Spring 2013, the ENG102 online course is due for a major upgrade. It seems only appropriate since so many others in Maricopa are going through their own redesigns as they move courses over from Blackboard to Instructure Canvas. I made the move a year ago, but now that I’m there or here, I’m ready for some major upgrades.

So like any good instructional designer would do, I did an analysis and came up with a list. The focus of the redesign is to make the course a little more engaging. I want for students to have more video and interactive lessons and less reading of handouts and texts. And when students do read the textbook, I want to give them more guidance for reading and remembering the concepts in those chapters. Here’s a quick preview of part of my list:

courseredesign

ENG102 Redesign list made in Evernote

Read moreRead more

16
Apr

Using del.icio.us for Research in ENG102 Course

Yes, just this semester I tried implementing del.icio.us into my ENG102 (research) class to help students share their research with each other. I wouldn’t say it was a huge success, but I still believe it is a worthwhile assignment. The main problem was that many students are not familiar with social bookmarking and can’t see a need for it. Students tend to “live for the moment” meaning they search for something in Google, find what they need, use it for whatever purpose, and then they are on to something else. It’s hard to get them to think in terms of “saving” for later or even sharing it with someone else. I also had to teach students how to download the bookmark extensions for the browsers in class and how to use the extension. This is all time consuming.

The assignment was based around a unit theme for the course, personal freedoms. This was an exploration assignment to get ideas for topics that fit into the theme. We used the notes section to practice summary skills. They wrote 3-5 sentence summaries of what the web pages covered, and we used the tags section to come up with keywords related to the topics. They could later use those same keywords to do further searches for periodicals and books. A requirement was that one tag must be: personal+freedoms. By using this tag we created a repository of web pages on the topic of personal freedoms, which then becomes a starting point for students exploring a topic to research and argue. Here is a list of our collection: http://del.icio.us/tag/%22personal%2Bfreedoms%22
We needed to spend more time on the tagging and keywords. They did do very well there.

I then used the RSS feed to port the collection into Blackboard, explaining to students that they could view the collection right from there, and whenever anyone added more to it, it would automatically repopulate with all the new content.

The evaluation part came in later. We were only concerned with gathering and sharing ideas with that assignment. The next assignment was to choose a page from the collection and evaluate it. The lecture discussed how web sources are not always reliable and are not always the best for college papers. My guess was that many of the pages collected would not be great sources, so an evaluation would point out some major flaws. They were then asked to search and share again, armed with this new knowledge, but I’m not so sure the second batch of pages collected were any better than the first.

I hope that explains it. If you have any specific questions, feel free to ask. I’m already think of better ways to do it next time.