Christopher Brown

I often thought about the guest speakers, especially since I have become more adept at presentations and using alternate technologies for presentation. However, the gen ed courses that I teach such as Math and Written Communications generally don't lend themselves to guest speakers.

Online courses can be difficult to masterfully design because you have to account for so many personality types, learning styles, levels of interaction, and possible questions that might arise even before the student finishes reading/performing the material. Having someone highly skilled in problem solving and critical thinking will make this easier, but it is hardly foolproof. 

One of the things I teach often is touched on here. That is the concept of not making assumptions. While this one stated to not make assumptions about students, I often tell them to not assume the answer to a problem. If they feel that they can assume an answer (at this early stage in the career), it can breed complacency which will prevent them from seeking other possible avenues for a problem. I have seen this happen many times where a student assumed the answer to a problem and had a difficult time looking outside of that assumption for… >>>

Again, as mentioned before, it really comes down to another tool that they can use in order to cement the skills into their toolbox. Students these days are so used to using technology, VR, and more online avenues that they are more easily able to integrate these items that may seem more familiar to them.

Demonstration and the actual use of skills is what truly can determine understanding. I have used products like TestOut/LabSim to great effect to enhance the instruction and lab learning.

I have looked at and evaluated a lot of online tools. Not just ones for checking plagairism either. What I have found is sorely lacking is a VIABLE tool to design and test electrical circuits (not electronics, but for residential and industrial electricity). If we could have things like that to show students how electricity flows, how to diagnose some issues, and something to practice with when they are not in a lab, this would be ideal. 

Asynchronous labs are some of the more difficult concepts that I have had to get around. I was so used to being with them and answering a question as it arose. Also, when I am looking at the same question from a bunch of different people, I find it is easier to answer everyone in an announcement or FAQ type of situation.

Having sessions for testing and progress checks is important. I like to have sessions where we are going over the more real-world examples. They can then see how this all relates to what they are learning. I give them chances to give their stories and ask any questions. I also encourage more "ambiguous" problems that might have multiple solutions.

One of the most difficult things has been making projects and interesting material for the trade courses. For the IT courses, it is easier. We have Packet Tracer and other tools to simulate the environment. However, in the Electrical courses, I haven't been able to find anything that can do this. I haven't found a "wire the circuit" simulator or a short circuit troubleshooter. Anyone that knows of anything like this, please sent it to christopher.brown@yti.edu

I know that asynchronous learning can be difficult for some students who need the structure of the classroom, but just because you are asynchronous doesn't mean that you can't set up a class and invite students to join. Make it a scheduled thing even if for an hour and this can give them the structure that is needed while still allowing freedom.