Resources and Reflections from “Online Environments and Your Students: Strategies to Inform Writing Instruction Webinar”

4Cs Online Writing Instruction Webinar AdEarlier this afternoon, I was pleased to be on a webinar, “Online Environments and Your Students: Strategies to Inform Writing Instruction” (Archived Video) with Jessie Borgman (Arizona State University), and Casey McArdle (Michigan State University). Hosted by Brett Griffiths, Director of Reading and Writing Studios at Macomb Community College, we covered a good deal of ground.

For my segment, we discussed tools for conferring and responding to student writers. Building from my experience in writing centers, NWP, K-12 teaching, college composition, and mentoring graduate students, I consider conferring to be the single most important activity in writing instruction. In the context of online learning (and our current “remote learning” scenarios), I am referring to “conferring” as scheduled meetings with students, via phone or video conferencing. This involves planning the conference, interacting during the conference, and follow-up after the conference.

Again, building from my experiences, I contend that timely, specific, and goal-oriented response helps writer move forward. When conferring is not an option, responding in an efficient and effective manner is second best. I work from the writing center-influenced ideas of responding first to higher order concerns, yet I am also willing to break protocol and offer directed feedback on lower order concerns. Responding can take the form of text, image, audio, or video and can happen at any stage of the writing process. Here are links to the tools that I shared:

Updated on May 17, 2020, with a link back to program page on NCTE’s website and a link to the archived video recording.


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More than “Moving Online”: Critical and Creative Teaching in Response to the COVID-19 Crisis

More than “Moving Online”

Critical and Creative Teaching in Response to the COVID-19 Crisis

A Series of Online Workshops for Educators sponsored by Ed Tech Faculty, Students, and Alumni from Central Michigan University

Sunday, March 15, 2020 | 4:00 to 9:00 PM EST


Update: Monday, March 16, at 11:45 AM EST

Thanks to all who attended live. We will have all the videos broken into smaller segments and reposted soon.
For now, here is the link to the full video stream: https://youtu.be/h7jyeNaXs80
Agenda with links to slides: http://bit.ly/38M9wOI
Shared resource doc: http://bit.ly/2INHTKH

OVERVIEW

As K-12 schools, colleges, and universities are closing their campuses and moving, temporarily, to a fully online model of teaching and learning, we know that our colleagues approach this daunting task with varying thoughts, feelings, and teaching strategies.

Faculty, students, and alumni of Central Michigan University’s educational technology programs are, in response, offering a series of free online workshops designed to help educators move quickly — yet critically and creatively — into online spaces as the COVID-19 crisis unfolds.

Join us for a series of webinars, each with substantive strategies and time for interaction.

  • Who: All interested educators
  • What: A series of five, one-hour virtual workshop sessions
  • When: Sunday, March 15, 2020, from 4:00 to 9:00 PM EST

GOALS

  1. To provide timely, specific, and practical online learning strategies for educators, K-college
  2. To build community and establish a network of colleagues that can continue our work in the weeks and months ahead
  3. To create a series of archived resources including video recording and digital handouts

Session 1: 4:00 to 4:50 PM EST

Truncating a Syllabus to Accommodate Online Learning

Karrah Zuziak, DET Student

As we work to move quickly from face-to-face (F2F) to virtual learning in the final weeks of the semester, we can explore effective strategies to help determine how to transition content from F2F to online without losing substance or relevance in the absence of physical space. In this session, we will discuss ways to encourage interaction and communication to ensure learning objectives are being met; assuage student fears and inhibitions of learning online including preparation techniques such as meeting rooms, chat, recordings, and screencasts.

Session 2: 5:00 to 5:50 PM EST

To-dos (and a Not To-do) When Teaching Online

Dr. Melissa Vervinck, DET Alumna

Good teaching is good teaching in any environment. This presentation will focus on five quick and easy ideas to-do and one idea not to-do when creating and teaching online. From the organization of the class to the presentation of assignments and more, simple tips to help you move towards developing your own online teaching pedagogy will be shared including approaches to creating short videos, low-stakes assignments, and ways to be more available for your students.

Session 3: 6:00 to 6:50 PM EST

(re)Designing eLearning for ALL Learners

Megan Tolin, DET Student

Moving to digital learning in a pinch can be tricky. Changes in assignments, instructional strategies and more can cause things to get a bit…messy. However, it is critical that as we build content for learners in digital spaces, and to ensure that we aren’t putting up barriers for students. Join us as we explore the basic concepts of UDL as well as quick & easy ways educators can work to create user-friendly digital content that is accessible for all learners.

Session 4: 7:00 to 7:50 PM EST

Bringing Group Work Online

Dr. Tammi Kolski, DET Alumna

Working in groups is a challenge for students in any setting, and can be especially challenging online. By exploring existing LMS tools, we can think constructively about ways to move class group projects online. In this session, we will discuss ideas about how to communicate group expectations clearly and how to support students in ways to collaborate virtually, helping them work together in effective, efficient ways.

Session 5: 8:00 to 8:50 PM EST

Engagement for Online Learning

Dr. Katie Baleja, DET Alumna

Engaging students in online environments is important and does not have to be difficult. This presentation will explore quick and simple examples for making lectures and reading assignments engaging in online environments. Working with both synchronous and asynchronous settings, students can continue to be part of meaningful learning experiences.

Closing and Next Steps: 8:50 – 9:00 PM EST


Originally posted on EdTech@CMU.

Getting Started with Selwyn’s “Distrusting Educational Technology”

Book Cover for Distrusting Educational Technology by Neil Selwyn (Routledge)
Book Cover for Distrusting Educational Technology by Neil Selwyn (Routledge)

This semester, I have shifted the focus for EDU 807 to begin immediately with more critical perspectives on educational technology. Over the past year, I have encountered the work of Neil Selwyn, and I am particularly interested in his 2014 book, Distrusting Educational Technology: Critical Questions for Changing Times. As a way to share some of my initial thinking on the book for my EDU 807 students, I plan to blog about it while we read together this semester.

As I initially read the ebook, I immediately appreciated his perspective. He argues in the fifth paragraph of the introduction that “[t]o put it in crude terms, educational technology could be observed to involve a hierarchy of actors and interests ranging from those who generally ‘do’ educational technology through to those who generally have educational technology ‘done’ to them”
(Selwyn, Distrusting Educational Technology. Routledge, 20131126, VitalBook file). From that opening attack, he reminded me of other authors willing to take on the education(al technology) establishment, including Joel Spring, Audrey Watters, and Stephen Downes. So, I was interested from the start.

I knew that I needed something different for my EDU 807 course (focusing on the broad goal of examining educational tools and technologies), and Selwyn’s book hit the mark, both in terms of topic and also because it lends itself well to jigsawing, as the middle chapters of the book take on four major issues: virtual, open, game, and social technologies. My students will choose one of those topics to dig into, creating a set of resources related to that issue. So, in preparation for that process, I will be blogging my way through my own re-reading of the book, and here are some initial thoughts on Selwyn’s approach.

From the Introduction: “Why Distrust Educational Technology?”

From the opening paragraph of the preface, Selwyn notes that he is “deliberately distrustful of the ongoing digitization of education provision and practice” and, in the next, notes the “gulf that persists between the rhetoric of how digital technologies could be used in education and the realities of how digital technologies are actually used in education” (emphasis in original, Selwyn, 20131126,  VitalBook file). Thus, from the get-go, Selwyn establishes his critical stance and deep concern about the ways in which our field typically describes and celebrates educational technology, inviting us to consider whether our expectations align with our reality. These are the kinds of questions that I appreciate most as a reader and scholar, so he had me hooked in these opening lines.

Before the end of the preface, he also describes the use of educational technologies as “a profoundly political affair — a site of constant conflict and struggle between different interests groups.” As someone deeply involved with and concerned about teacher education and professional development, these politics are ones that I find don’t get discussed enough. Though I am a strong advocate for resources that are inexpensive or, using the scare quotes intentionally, “free,” even before I got to Selwyn’s chapter on open source materials I began to think again about how I describe and use technologies in workshops and courses. Yes, I know that I have referred to some of them as “free,” and — if we’ve learned anything from the Facebook situation in the past two years — we know that nothing is ever without cost. Making these political aspects of ed tech use even more a part of my on-going dialogue with teachers and the doctoral students with whom I work is a distinct goal for reading Selwyn’s work.

As a final note from the Preface, I was compelled by Selwyn’s idea that “educational technology is not value-free but value-laden, and therefore something that can be trusted and distrusted, agreed and disagreed with. Second is the belief that the nature and form of educational technology are not predetermined and inevitable but negotiable” (emphasis in original, Selwyn, 20131126,  VitalBook file). The sad fact is that many educational technologies that exist are set out to solve specific problems (learning facts) with a pedagogical frame (usually a behaviorist or cognitivist one). While this is good to take the perspective that ed tech is mutable, I’m not so sure that this is the case with all ed tech. Yes, we could have teachers and students repurpose skill-and-drill software in creative ways, but that is different than starting with a tool designed specifically for creation rather than consumption.

All the same, Selwyn’s preface had already given me enough to chew on when I first encountered it that I knew this would be the new text for EDU 807. With class starting tomorrow, and our attention on Selwyn’s work coming in a few weeks, I will be writing more about the remaining chapters in the book over the next few days.

And, as one side note, I am finding it difficult to cite, specifically, where I found the information in the book. While I know that Kindle gives locations, the VitalBook file that I am reading does not. So, my apologies for not providing more direct citation info.


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