Above is a link to a video that The Chronicle of Higher Education filmed at the conference. Unfortunately, they didn’t want to film my handsome face, but the people on the video bring up some good points and questions about teaching online.
Well, it’s been a marvelous conference! I did save the best for last, but you’ll have to tune in tomorrow to find out what went on---I just got back home and I’m whooped.
Until later, Allan
Well, when the school closed up for the night they naturally locked everything down, especially the computer lab with all it's new equipment. However, somebody driving by at night noticed the lab's lights were on almost every night. At first, they blamed the custodians for leaving them on, but the supervisor would always double check before he left. When the lights were on in the morning when the staff first showed up, they decided to post a security guard outside the door to the lab all night.
The first night he was there he heard noises coming from downstairs, so he decided to investigate. He found nothing, but when he returned to the lab he saw all the lights were on!
When he unlocked the door and went inside he discovered the students working on the computers! They had opened a vent grate to the outside, and had crawled in through the vent to the lab.
Of course, Dr. Allen loved this because it showed how the students wanted new ways to learn. There were no games on the computers, but just educational ones to help them with their math.
Naturally, he immediately received more funding for more learning labs.
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My last session of the day was “Redefining online discussions: A taxonomy to encourage in-depth interaction.” I enjoyed this one, even though I don’t think it will work in our sessions at Bryant and Stratton. Their model was for a 10-week class, and they even said it was not enough time to really use the techniques---it was better suited for a 15-week semester.
They used a model similar to Bloom’s taxonomy, but adapted for the online learner. The students are in groups and work together to learn the concepts being taught. The instructor acts as coach when they need guidance, but most of the work is done by the students, and in assuming responsibility for their own learning it becomes more meaningful for them.
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It should be interesting...more later
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In defense of these "lightening" sessions, I think they were trying to cover too much in too short a time. This was the first time they had tried this at the conference, and it will be interesting to see if they have it again next year.
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After I registered, I went to several of the “Lightening” sessions. The presenters were given 10 minutes and could only use 10 slides in their presentations, hence the name. They had four presentations going on per room, so it was a tight schedule.
I was excited about the subject of the first one, “iPhone enhanced instruction (since I just got one) ” and after going through the vendor exhibits I almost didn’t get a seat. It wasn’t worth the rush. It was another case of a good title drawing m in, but then not delivering what I wanted. It was basically a session on using cellphones in a building-based classroom. I did get some ideas, but I’ll get into those later after I ponder on them a bit.
