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.
Scaffolding is important when teaching and provides structure to learning.
This module succinctly summarized the benefit of a clearly communicated syllabus as well as online learning communities.
Utilizing different communication methods (i.e. discussion boards, group online meetings, etc.) helps students feel as if they are part of the group and foster learning.
Scaffolding is imperative for student success.
Scaffolding helps students to build on their prior knowledge, experiences, and skills with new knowledge presented in an online course to develop more complex and robust learning scaffolds.
What I have learned is that scaffolding will help with online learning. It will will make it easier for students to understand the course.
Well-built scaffolding allows the learner to use their prior knowledge and experiences to assist them in learning new material.
I've found that when I teach 3D modeling, students who have a background playing with Legos, or even building blocks, have an easier time understanding some concepts when I relate those concepts with the concepts they used with those childhood toys.
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.
