Category: Integration

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Critical Inquiry exploration Integration OTL301 post 4 Resolution Triggering Event

Facilitation

I don’t know anyone who has taught a continuous entry course, so I did not have an interview subject for this post. However, I have been a student in continuous entry courses, so I am going to reply based on my experiences.

It is, obviously, difficult to create community and connection in a course where everyone is at a different place. I think that one way is by encouraging students to make an introduction post in addition to replying to two classmates’ posts. I think this is a much easier ask in a cohort system, as student will be moving through courses together for the next several years. As a OLFM, I also reply to each student’s introduction and attempt to make a connection in some way [usually via their pets :)]. I can remember as a student posting an intro and never hearing from anyone. Why would I bother to post an intro in the next class I take?

Strategies for facilitating the process of critical inquiry: my continuous entry course is one in which there is not much critical thinking to be done. However, for one of my paced courses, I specifically ask for critical thinking. I ask students to reflect on what they have learned about themselves? Have they realized that some strategies that they have used in the past to ‘get through’, and which served them well, may not be working anymore? What strategies do they think will be helpful going forward?

I think that having a Course Cafe can still be utilized to provide the opportunity for Social Presence. However, older posts should be removed. If there is something especially relevant in one of the posts, it could be put into a FAQ, but posts that are a year old do not necessarily contribute to the current students’ learning. Assignments change and therefore so do questions and struggles. Having old information creates confusion. The OLFM should also be present in these discussions. There is no need to reply to every post, but ensure that information that is being provided by peers is indeed correct.

I wonder if a good idea is to put students into small groups based on the month of their entry into the course. They may not go through the material at the same pace, but they may not be too far off. That way students have at least a ‘go-to’ to ask questions. The first post could be an ice-breaker: what is your favorite movie, just to get some connection right off the start.

I think that many of these strategies are much more relevant for some subjects than others. Learning the names and identifying characteristics of parasites does not really lend itself to cognition, discourse, integration and resolution in my opinion. However, I do think that creating a community allows students to share tips and tricks to remember each of the parasites and so I continue to try and find ways to help students connect.

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Critical Inquiry Integration OTL301 post 3

Designing Aligned Learning Experiences

Learning Outcomes

  • Examine different codes of ethics from professional organizations related to veterinary medicine and RVTs
  • Recognize the three different categories of ethics.
  • Discuss and resolve a practice dilemma, adhering to ethical principles.

Learning Activities

  • Read “Principles of Veterinary Medical Ethics of the CVMA” and “NAVTA Veterinary Technician Code of Ethics”
  • In your assigned group, discuss the ethical dilemma presented, taking into account your responsibility to your patient, the client, the public, your place of work and yourself. Ensure your posts are on-topic and critique ideas, not people.
  • Write a summary of your group’s discussion and conclusion. What were the conflicts of interest or tensions that created the dilemma? Were you able to resolve the ethical dilemma? Was there more than one solution presented? Did you agree with your group mates? Which ethics categories applied?
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Critical Inquiry exploration Integration OTL301 Post 2

Teaching Presence

  1. How has your view of the effective practice changed now that you have read more about teaching presence?

I can see that the design and organization can really make a difference when it comes to teaching presence. There can be a disconnect if the person designing the course is not the same person who is facilitating it. Ideas that seem good on paper (or that worked in a f2f course) sometimes do not translate well to online instruction. It is important for anyone facilitating to have the ability to make changes ‘on the fly’ to design where necessary.

  1. In what ways did the effective practice that you identified show the characteristics of teaching presence?

The effective practice that I identified is absolutely facilitating discourse. My prof asking me questions to come to a conclusion on my own was to stimulate individual learning (Anderson et al., 2001). This prof was also very present in our forums, adding comments to move discussion along.

  1. How could the idea of teaching presence have made the experience even more effective than it was?

I am not sure there is anything that could have made the experience more effective. Not just for my conversations about my paper, but in general. I have no idea if my prof designed the course, but it was well designed; the assessments were very much aligned with the content and the objectives. As mentioned, each of the other elements of teaching presence were demonstrated by the prof.

Reference

Anderson, Rourke, Garrison, & Archer (2001). Assessing teaching presence in a computer conferencing context. Journal of the Asynchronous Learning Network 5: 1-17.

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Critical Inquiry exploration Integration Learning Activities Portfolio Triggering Event

Assessing critically

In my previous post, I noted that it is so important that students think critically. However, when I look at some of the assessments that the course has, and the auto marked answers on the quizzes, we don’t allow for critical thinking, only verbatim answers. There is obviously a disconnect here. I think that there needs to be some leeway if answers make sense to the questions posed. After all, what better way for students to disengage if the assessment doesn’t match the teaching and learning!

There are, of course, many topics in which there is a correct or incorrect answer (drug calculations for instance). However, we spend much time on topics such as communication and positive attitude, and these are topics in which critical thinking are just as important. I will try and create some formative assessment activities in which I can post a ‘model’ answer key and with student’s permission, I can post each of their answers as well. This way students get to be a part of the process as well as have the opportunity to express their ideas in a safe, non-graded environment.

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Critical Inquiry exploration Integration Learning Activities Portfolio Triggering Event

Critical thinking

In veterinary medicine, it is important that students memorize normal values so that if their patient displays and abnormal value, they can flag it for the veterinarian. Students should also recognize if a drug dose that they have calculated is reasonable for the patient in front of them. However, that doesn’t always happen. How do we teach them to think critically about the data they collect?

Now, some might say that what I am describing is not critical thinking; perhaps that is just semantics. Regardless of what we call it, we all need our students to evaluate the information coming at them to decide if it makes sense.

This article has some good ideas for activities to get students to think critically. I think I can use the brain teaser activity (especially given it has a bit of a veterinary focus) for students to realize that they need to judge the information (a cats heart rate of 80 for instance) against what they know to be true (that normal is between 110 and 220). Simply writing down the information in the record without assessing it to be abnormal could spell disaster for the poor kitty.

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Critical Inquiry exploration Integration OTL201 post 5 Resolution

Integration

  • What are the 2-3 most important concepts that have impacted your thoughts on student engagement and retention during this course?

Social presence is the concept that has impacted me most. I have always understood engagement to be important, especially in an online course, but I have realized there are more ways for me to enhance this in my course. The other concept is recognizing that the way in which a student gets to a learning outcome can be flexible. Obviously there are assignments and quizzes that must be submitted, but the way in which they are submitted can be of their choosing.

  • Discuss your rationale for implementing 1 or 2 course facilitation strategies to increase student retention and engagement.

I will be doing a video introduction of myself going forward. Text in a forum is so impersonal–I realized that my students didn’t know what I looked like until 3/4 the way through the semester. Presenting my authentic self through a video will give my students permission to do the same, not just in their intro, but in their coursework.

  • Identify 2-3 specific goals that you would like to achieve in light of what you have learned about social presence and creating effective educational media

As mentioned, a video introduction. But I also want to encourage more interaction between students within the course/forums. I will be introducing an article or some other current event relevant to the course each week, not for credit, just to be able to relate some course concepts to the real world.

I will also be creating a “forum post guidelines” to ensure that all students feel safe in stating their ideas and opinions, but don’t worry that they (as opposed to their ideas) will be criticized.

  • Think about some questions you still have with respect to student engagement and retention. Post these questions and also a strategy for finding the answers.

How do I ensure that students are getting what they need to be successful? It can be difficult to get students to feel comfortable asking questions when they don’t understand. I will do some research to see if there are effective strategies for this. Do I have to assume that students will take responsibility for their own learning?

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Critical Inquiry Integration OTL201 post 4 Resolution

Effective Media

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Critical Inquiry Integration Learning Activities Portfolio Resolution

Enhancing discussion forums

I have a discussion assignment in my course in which students must discuss an ethical dilemma and come to a consensus on how they would handle it. One of the strategies that we use, noted in this article, was that these types of discussions should utilize real-world scenarios. This allows students to begin to synthesize what they are learning into a safe environment, before they must put it to real use.

I found that there was not enough conversation that occurred in this semester for this assignment to be really impactful for the students. I think that the wording of some of the scenarios was not clear enough and there was not enough time for students to work their way through the coursework required to really delve into the topic. For this reason, I extended the due date by a week. I will also be assigning some pre-work, as noted in the above article, to hopefully jump start the discussion.

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Critical Inquiry exploration Integration Learning Activities Portfolio Resolution

Student introduction forum

For my course, I have a student introduction forum. I ask them each to introduce themselves, where they live and one interesting thing about themselves (or unusual pet that they have). I find it allows the students to build some community early on in the course to rely on as they go through the coursework. I also introduce myself to give the students the opportunity to get to know who I am.

This was only done in text format the first time I taught the course. However, I uploaded a video of myself providing general feedback on an assignment that students have to complete that involves them taking video of themselves. It was well-received and I think I will offer the opportunity for students to do video introductions if they choose to increase the connection.

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Critical Inquiry Integration OTL201 Post 2 Resolution

Social Presence

  • describe the ways in which your introductory post could have enhanced social presence in a course that you teach

I used interpersonal and open communication by introducing my pronouns, giving others permission to do so, and doing a territory acknowledgement.

  • identify at least one improvement that you might make in light of what you know about social presence since completing your first post

If I were trying to enhance social presence in a course with my intro, I might have said something like “I am looking forward to working my way through the course with you.”

  • describe how your thinking about social presence has changed since your first post.

Not much changed for me–I try to utilize the ideas introduced from Garrison without realizing that there were names for them 🙂