For my multimedia literacy course, I had to create a tutorial on how to use a technology tool in research. I'm obsessed with Wordle and other word cloud creators (they are way too much fun!) so I chose Wordle as my tech tool to play with. But how to create and present my tutorial? Again, my love of trying new tech tools guided me, and I created an infographic using Piktochart.
I'm pretty happy with how it turned out.
https://magic.piktochart.com/output/3438659-using-wordle-to-analyse-text
Thursday, November 13, 2014
Thursday, August 28, 2014
First Day Frustrations and the System that Created Them
Yesterday was the first meeting of the course section I am teaching for the semester. I'm always excited for that first day - meeting my students and setting expectations for the course are both so important. In my mind, I had made sure everyone would be prepared; the syllabus had been posted for more than two weeks so that students would know what text and materials would be needed. I sent out an announcement almost two weeks before the first class asking the students to look over the syllabus and let me know if they had any questions. I posted the presentation I would be using for class about two weeks ahead of time as well so students would know what to expect and in case any of the students wanted to use it as a note-taking guide. I planned activities that would build a sense of community in the classroom while also delving right into the content. After all, each class meeting is scheduled for about three hours; I just couldn't see not utilizing that time, even on the first day!
Class began just as I had hoped it would. Introductions helped us get to know each other without spending too much time. We went over the syllabus utilizing poetry to summarize the main points. And when it came time to delve into the material.....
Only a handful of students (less than five in a class of just over 30) had a copy of the textbook. All the rest of my activities counted on them having access to the text. My frustration was clear to the students as I placed my copy of the text down none too gently and sighed. Then one spoke up:
"We didn't know if we would actually use the text, so we were waiting to buy it."
In that moment, my frustration changed focus from the students who hadn't bought the text to the system they are working their way through. As a student myself, there have been many times that I have bought a text, never to crack it open for the purposes of the class it was purchased for. I had merely accepted it as part of being a student. But I was neglecting to remember something that makes me different from many of my students: I am not (currently) struggling financially. I can just hop online and order whatever texts my professors assign and, if I don't use them for class, I either sell them to someone else or keep them for my own reference if they will be useful.
This is not the case for many of my students. Some are nontraditional students; parents with small children, career changers, people who have left their full-time job in order to further their education and embark on a career they are passionate about. To ask them to buy a book that they will not actually use regularly for the class is taking away money they could use to support their family and themselves.
When I said that we would use the text for my class in nearly every class meeting, strudents said "Thank you!" Buying the books is not a problem; they are students and expect to need such materials. But when those materials are barely or never used, it causes the frustration that led to my own first-day angst.
My point? As a college instructor and hopefully, in the future, a professor, I must keep in mind the financial impact of the materials I ask my students to purchase and make sure that those materials are actually used. If this were the norm, students would be more likely to come to class that first day with the text(s) in hand and ready to dive into the material.
Class began just as I had hoped it would. Introductions helped us get to know each other without spending too much time. We went over the syllabus utilizing poetry to summarize the main points. And when it came time to delve into the material.....
Only a handful of students (less than five in a class of just over 30) had a copy of the textbook. All the rest of my activities counted on them having access to the text. My frustration was clear to the students as I placed my copy of the text down none too gently and sighed. Then one spoke up:
"We didn't know if we would actually use the text, so we were waiting to buy it."
In that moment, my frustration changed focus from the students who hadn't bought the text to the system they are working their way through. As a student myself, there have been many times that I have bought a text, never to crack it open for the purposes of the class it was purchased for. I had merely accepted it as part of being a student. But I was neglecting to remember something that makes me different from many of my students: I am not (currently) struggling financially. I can just hop online and order whatever texts my professors assign and, if I don't use them for class, I either sell them to someone else or keep them for my own reference if they will be useful.
This is not the case for many of my students. Some are nontraditional students; parents with small children, career changers, people who have left their full-time job in order to further their education and embark on a career they are passionate about. To ask them to buy a book that they will not actually use regularly for the class is taking away money they could use to support their family and themselves.
When I said that we would use the text for my class in nearly every class meeting, strudents said "Thank you!" Buying the books is not a problem; they are students and expect to need such materials. But when those materials are barely or never used, it causes the frustration that led to my own first-day angst.
My point? As a college instructor and hopefully, in the future, a professor, I must keep in mind the financial impact of the materials I ask my students to purchase and make sure that those materials are actually used. If this were the norm, students would be more likely to come to class that first day with the text(s) in hand and ready to dive into the material.
Monday, August 11, 2014
Counting down to another beginning
One of the exciting things about being a student and teacher at the college level is all the new beginnings; I get three a year, after all! New classes, new opportunities, and this semester (for the first since last fall) all new students to get to know. Starting with a new batch of Level 1 interns who are just truly starting to delve into teaching is a nerve-wracking and exciting prospect. As I do every semester, I have evaluated what has worked and what I need to build on in both my teaching and supervising.
Teaching:
This semester, I am teaching a class I have not previously taught, which is always a bit daunting. It is an introductory educational psychology course, and it ties in well with the work the students will be doing in their field experience. Both have the preservice teachers (PSTs) studying one student to evaluate that student's background, skills, needs, etc.
I know that the first semester can be overwhelming for the PSTs; they are in their internship classroom one day each week, and also have four (I think) classes. With that in mind, I have set up my Canvas site so that it is clear from day one what is expected. I've never started the semester with all the assignments already set up so that students can explore the rubrics and such, and I am curious - will it help or just add more angst to their feelings of being overwhelmed? As a student, I like knowing what is expected of me from the beginning (and not just a quick blurb in the syllabus, but good info that really explains the assignments), but my undergrads may not. I will ask for their feedback so that I know if this set up is beneficial to the majority of not.
Supervising:
The school at which I will be supervising is new to our program this year, and I am excited to build relationships with a new set of collaborating teachers and the school administration. My past few semesters of supervising have taught me a lot about communication; I now cc anything I send to CTs to the PSTs and vice versa, with administration always included as well. I think that was my biggest hurdle my first semester as a supervisor; I counted on the PSTs to share information with their CTs. Many did, but it is like a game of telephone. Now I know everyone is getting the same information (even if they interpret it a little differently).
Someone in a meeting today suggested asking the teachers to come speak at seminar meetings about areas in which they excel. I love this idea and will keep my eyes open for great ideas that my PSTs can benefit from.
Overall:
Organization is something I can always improve. Since both the class I teach and seminar meetings are not in the education building, I have to carry my supplies with me. Last year, I often forgot I needed little things like sticky notes or markers for an activity. This year, I took a wheelie tote that I have from my days as a scrapbooking queen (I'm so busy with school, I had to demote myself to princess) and packed it with the materials I need to teach class. The tote will stay in the trunk of my car so I always have the materials I need. It will also make it easier for me to transition from my teacher to student role, as I won't have to stuff my backpack with the materials for both any more. (On both my class and seminar days, I also have a class to attend as a student.)
Goals for this week:
Finish setting up Canvas site for Internship Seminar as soon as syllabus is finalized.
Make progress on papers accepted for presentations at LRA
Prepare for meeting with my co-major professors regarding timeline for qualifying exams, dissertation proposal, etc.
Teaching:
This semester, I am teaching a class I have not previously taught, which is always a bit daunting. It is an introductory educational psychology course, and it ties in well with the work the students will be doing in their field experience. Both have the preservice teachers (PSTs) studying one student to evaluate that student's background, skills, needs, etc.
I know that the first semester can be overwhelming for the PSTs; they are in their internship classroom one day each week, and also have four (I think) classes. With that in mind, I have set up my Canvas site so that it is clear from day one what is expected. I've never started the semester with all the assignments already set up so that students can explore the rubrics and such, and I am curious - will it help or just add more angst to their feelings of being overwhelmed? As a student, I like knowing what is expected of me from the beginning (and not just a quick blurb in the syllabus, but good info that really explains the assignments), but my undergrads may not. I will ask for their feedback so that I know if this set up is beneficial to the majority of not.
Supervising:
The school at which I will be supervising is new to our program this year, and I am excited to build relationships with a new set of collaborating teachers and the school administration. My past few semesters of supervising have taught me a lot about communication; I now cc anything I send to CTs to the PSTs and vice versa, with administration always included as well. I think that was my biggest hurdle my first semester as a supervisor; I counted on the PSTs to share information with their CTs. Many did, but it is like a game of telephone. Now I know everyone is getting the same information (even if they interpret it a little differently).
Someone in a meeting today suggested asking the teachers to come speak at seminar meetings about areas in which they excel. I love this idea and will keep my eyes open for great ideas that my PSTs can benefit from.
Overall:
Organization is something I can always improve. Since both the class I teach and seminar meetings are not in the education building, I have to carry my supplies with me. Last year, I often forgot I needed little things like sticky notes or markers for an activity. This year, I took a wheelie tote that I have from my days as a scrapbooking queen (I'm so busy with school, I had to demote myself to princess) and packed it with the materials I need to teach class. The tote will stay in the trunk of my car so I always have the materials I need. It will also make it easier for me to transition from my teacher to student role, as I won't have to stuff my backpack with the materials for both any more. (On both my class and seminar days, I also have a class to attend as a student.)
Goals for this week:
Finish setting up Canvas site for Internship Seminar as soon as syllabus is finalized.
Make progress on papers accepted for presentations at LRA
Prepare for meeting with my co-major professors regarding timeline for qualifying exams, dissertation proposal, etc.
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