My own online learning experiences
- I have taken a couple of completely on-line graduate courses where there was absolutely no interaction among the students or between the instructor and students. I truly hated that, so I most certainly believe in the importance of interaction. I would never want to subject students to such a negative learning experience.
- The LTMOOC I am currently taking is my other experience with online learning. In many ways this MOOC is the complete opposite of the other courses I took. There are multiple opportunities for interaction with the teachers, Scott Rapp and Ryan Rapp, as well as with other learners. There is a very appropriate mix of readings, videos, hangouts for audio/video chats, reflection, writing, and practical application. One of this week's assignments was to watch an interview with Ed Dixon about three different kinds of interaction in blended learning: learner-to-content, learner-to-learner, and learner-to-instructor. The LTMOOC has effectively included all three.
Anyone who has participated in a blended or flipped course would certainly agree that the technology used in the course matters a great deal. To a large degree it can "make or break" a course, because too many technology frustrations can cause even interested and motivated students to disengage, partially or completely. Since I want to move in this direction, I sat down with the director of my university's Center for Excellence in Learning and Teaching (CELT) this week to find out what is available. The answers I got (and didn't), reaffirmed my commitment to my idea for a summer learning opportunity for my students.
Students learning a second language need to maintain contact with the language during the summer. While many are well-intentioned, I suspect that few do so on a regular basis. In the past I have posted interested articles on my Facebook page so that students who are FB friends of mine (only by their request) might be curious enough to read the articles. This summer, however, I have bigger--and hopefully better--plans.
Towards the end of this spring semester I shared sections of the opening chapters of Ernesto Sabato's novel El tunel with some of my classes. [Sorry! Don't know how to do accents on this blog :( ] I did so because of the way the novel incorporates multiple tenses in a very natural way. I was delighted by the response! Even my Spanish 202 (4th semester) students were captivated by the content and empowered by their ability to read the novel.
As a result, I am going to invite current and incoming students (who will be taking at least Intermediate Spanish in the fall) to read the novel with me this summer. And one of the most exciting things is that one of our psychology professors (who is also a psychologist) has a major (or minor?) in Spanish as an undergraduate. I have invited her to take part in the experience as well. I have no doubt that reading a gripping psychological novel and having the ability to discuss it from an interdisciplinary approach will certainly be of interest to quite a few students. [If you are reading this, Dr. Pickett, please say that you will participate!!]
So, my plan is to figure out how to get all of this set up by mid-summer (if not sooner). Students will understand that this is just for fun--no grades, no paying. I will get to try out some of the technology I want to use in the fall and make sure I am comfortable with it--and the students will be told that I will be doing that. Hopefully the technology will go smoothly, but at least the students will know that the technology is part of the learning curve for me and for them.
Hopefully in August I will be able to write that incoming students got to know current students, that we were able to work with the novel in synchronous and asynchronous ways, and that all of us thought it was a great success. But you'll hear much more about it before then. In fact, want to join us??
