Instructional Delivery | Origin: EL103
This is a general discussion forum for the following learning topic:
Teaching Online: A Student-Centered Approach --> Instructional Delivery
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
The scaffolding allows for a structure to ensure that the students are informed, engaged, and assessed, and the course may also be assessed for successful adoption, and as a result, the syllabus can be changed.
The challenge in online courses is developing effective means of communication and community. It's important to model effective communication to the students and help them feel comfortable sharing with each other.
Timely communication can be the difference between success and failure.
Communication is key. When I was going through the interview process for my job, my program director asked me if I would have a problem calling my students. I was surprised by this questions. Of course I don't have a problem calling them. If I notice they need help, have been absent, missed an assignment, or got a low grade, etc, I'm going to call them. Email is good but we all know that they are easy to ignore. I know not everyone is comfortable with speaking, so I start with a text and build up to a phone call.
From a student-centered perspective, it is essential to deliver the course materials in a way that students can build on previous knowledge and respond to the material in a way that strengthens their knowledge and ability to apply it for future growth. A flexible digital syllabus and a consistent well well-designed course framework allow the student to do just that.
Online courses require clear communication, community building, and intentional scaffolding. I plan to apply this by using diverse tools like discussion boards and the course help section.
The concept of scaffolding was unclear in this material. At one point the reading said there were 8 aspects of scaffolding, but these eight items were not clearly defined anywhere. I think it is good concept to keep the instructor focused as well as the student on actual learning activities versus busy work. Just not sure how well developed this concept is at this point and how I may apply it. To be honest, it seems like someone is trying to make this a new cool idea with a new application of language to a process that really is just the instructor doing a good job for their students.
I have learned the importance of a dynamic syllabus and how it would benefit our students. However, I think it would have been more beneficial if we could have seen what a dynamic syllabus looks like.
Comment on Amy Neal's post: Hi Amy. I was actually a little taken aback by the dynamic syllabus. It seems like another complete copy of the class shell versus an outline/summary. Do you have any thoughts about repetition or how much detail we really need? Thanks!
I was struck by the note that students learn with technology, not from it. That reminds me of my role in reinforcing the learning objectives without being too repetitive or bombarding the class.
Students create good learning scaffolding by building on prior knowledge and experiences, by taking cues from instruction on where to focus learning energy, and by depending on a good course framework to guide them through the course.
Include guidelines and rules for posting online that promote respectful interactions among students.
I learned the importance of building a dynamic syllabus for online courses.
The importance of consistent communication.
In an online environment it is important to build a dynamic syllabus that clearly outlines the entire course throughout the term. In addition to building a dynamic syllabus, online instructors need to use the LMS to create an online community.
I have learned that a syllabus provides guidance for the students as well as the structure of how the course will go.
I learned how important the syllabus is in an online class. It should provide the student with all the information about the class, learning objectives, assignments and class expectations. It is also important to offer clear instructions on assignments, discussion post guidelines, communication and due dates.
Apply concepts to real-life problems or case studies. Provide guidance early on then encourage more independent, encouraging more independence and goal settings.
Build strong communication by providing detailed grading rubrics and assignment guidelines
The syllabus sets the tone of the course. Make sure it is concise and clear as it sets the expectations of the students for the course
