Lesson 2: Instructor’s Notes #1

(same message posted on discussion board & email)

I hope you had a productive Lesson 1: Orientation week for ETC645. Our class instructional designs and structures are very different from other courses. This is because the course designs are the part of content and journey we need to experience and to learn.

We will use "Instructor's Notes" to provide general feedback and comments to support your continuous learning enhancement. Typically, I will disseminate 1 or 2 each week. They will be posted on course twitter feeds, BBLearn, and sometimes via NAU emails. This "Instructor's Notes" contains TWO parts: Lesson discussions, and others. 

Currently, I am grading Assignment 1. When completed, I will share common feedback for you to improve your course work.

 

Lesson Discussions

Lesson discussion, one third of the course grade, is a key design to engage students in three types of interaction (learner-learner, learner-content, & learner-instructor to strengthen higher critical thinking skills. Remember we are graduate students in an upper division course (600 level).  We need to be able to justify our ideas with logical arguments thoroughly with details in each of our postings.

Below are a few questions asked by the classmates.

Q: What are the two posting periods?

A: Two posting periods are to ensure we have more "interactive" discussion rather than Q&A. More notably, it would facilitate active and interactive learner-learner interaction.

1^st Posting Period (Monday-Thursday): Respond to ALL KEY discussion questions thoroughly to engage in "learner-content" interaction. More formal but not quite like a term paper. Post early. Avoid any last-minute work. Based on the research, those who post early and engage interconnectivity would transform into well-resourced learners. 

2^nd Posting Period: (Friday-Sunday): Read and respond to others' postings. Often, our classmates, moderators, and I ask you questions based on your postings. In the 2nd period, we engage in more "learner-learner and/or learner-instructor" interactions. It is like semi-formal discussions. More like conversations.

Q: Why finish the lesson readings before it starts?

A: Finishing lesson reading before the lesson would allow us to focus on discussion interaction. We need to read others' postings and respond to them, therefore, it could be very demanding.  Finish reading early. In addition, it depends on your personal knowledge and skills on discussion topics, you may need to conduct further inquiry readings other than the required ones.

Q: Can the postings in the 1st posting period be counted toward the 2nd period and vice versa?

A: No. Just meeting the total posting numbers does not completely fulfill the requirements. However, you could engage in learner-learner interaction in both posting periods. In fact, many previous students do so. Late submission does not recruit any credit.

Q: How many should I post?

A: Total six postings for each lesson.  Responding to all key discussion questions and 2 or 3 responding to others' is the minimum.  Previous students' average postings per person lesson was around 11-12 postings. You should insist on strict adherence to your quality work for the postings.

Q: What is the length requirement for the discussion posts? Bullet points acceptable?

A: There is no specific length requirement. Generally, to address each question and sub-questions thoroughly. Previous students found using the guiding (sub)questions to prompt the responses useful.  It is not a research paper.  One paragraph probably is difficult to address the depth and breadth of the question(s). Thorough arguments with clear justifications are the keys. You have many reflections, observations and examinations that you could share with the class. Don't hold them back. Bulletin points are fine but thorough and comprehensive are the keys.

Q: Can I follow up on my own responses to the key discussion questions?

A: Yes. If you feel your first attempt at the key questions is not thorough, you are encouraged to post follow-up postings to demonstrate your understanding on the discussion topics.

Q: It sounds very intimidating. What should I do?

A: Do your best. Finish the readings before the lesson starts.  Moderators and I will be assisting you. Lesson 2 discussion is critical since it sets a good model for the upcoming lessons.  Previous students indicated that they learned the most from our lesson discussions, particularly active and interactive learner-learner interaction in the 2^nd posting period. If the postings are bereft of details, logical reasoning, and justification, you may notice that many classmates would point them out and ask you to justify your arguments. 

 

Others

Q: In Lesson 1, I filled out a Digital Interaction Survey, how can I use it to enhance my learning experiences in our class?

A: You should receive a copy of your survey result in your email.  Based on the previous students' experiences:

To have positive learning experiences in general, you should score 5 or higher for all questions. 

·      Part A: Computer-Mediated Communication;

·      Part B: Web 2.0;

·      Part C: Digital mobile technology

·      Part D: Network Self-Regulated Learning

·      Part F: Community of Inquiry (CoI)