Category: otl201

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OTL 201- Post 5

 

Much of the concepts that impact my thoughts on student engagements and retention, come more from my decades of experience in online education as a student, facilitator/instructor and curriculum development. My first online/distance course, I completed in 2004/05. My Bachelor degree was completed largely at TRU-OL. My Masters degree was completed entirely online at Athabasca U. I’m now currently completing a doctorate degree in Education, specializing in online education and educational technology.

Through these many courses I’ve seen good strategies, and many not so good strategies. Effective engagement becomes a combination of instructor strategies and student learning styles. There is no one blanket policy that will work for every situation. Considering this in light of the rapid expansion of international student programs also has an impact on this.

I still have quite a few questions regarding what the role of a faculty member is in student retention. I understand the important role of an instructor in engagement with students; however, the role of faculty in retention seems to raise a few ethical questions – e.g. marking and evaluation of students.

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OTL 201 _ Post 3

The learning Activity Portfolio.

I regularly draw on some of the work of critical educator Dr. Stephen Brookfield.  He has a wealth of resources on his website and many published books.

He has an activity developed and adapted from other educators called “Chalk Talk”. It is lesson 13 in this linked PDF.  This exercise can be adapted to online courses.

Another resource I’ve utilized is the “Helping Adults Learn” resource.

And an excellent paper about “Teaching our own racism“

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otl 201_post 2. presencing the social

In thinking about my intro post, I can foresee that it might both increase and decrease social presence – or maybe, the hypothesized ‘benefits’ of social presence. For example, seeing my picture, and assuming that I am a white male might  generate a negative reaction for some, which would still imply ‘social presence’ – however, is it good?

One of the challenges I see with theories of ‘social’ presence in the online learning world is that ‘social’ presences online and the tools to generate that presence, change rapidly. For example, a student (or instructor) of the millennial generation may have multiple social media platforms that could broadcast their presence.

Or, many academics have multiple published papers and books, that in turn generate a ‘social presence’. Sometimes when theories seem to fit too easily, it might mean there are some potential weaknesses. Like other theories, there are both potential advantages and disadvantages to adopting various theoretical paradigms such as COI, and related theoretical components, such as ‘social presence’.

 

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OTL 201- Post 1

I did not yet provide an introductory post. Here are some details about me, which links to my current doctoral studies at Athabasca University, and EdD in Online Education – and a recent presentation I gave for the Faculty of Graduate Studies: “Tensioned Interfaces: Unsettling Settler Spaces and Places in Online Education.”  The link for a presentation given Nov. 20, 2018 will open an Adobe Connect window.

I also have a website, where I intend to post on my “research blog” as my doctoral research evolves.