Hold high but realistic expectations for your students.
Research has shown that a teacher’s expectations have a powerful effect on a student’s performance. If you act as though you expect your students to be motivated, hardworking, and interested in the course, they are more likely to be so.
Set realistic expectations for students when you make assignments, give presentations, conduct discussions, and grade examinations. “Realistic” in this context means that your standards are high enough to motivate students to do their best work but not so high that students will inevitably be frustrated in trying to meet those expectations. To develop the drive to achieve, students need to believe that achievement is possible -which means that you need to provide early opportunities for success.
–from Motivating Students
- I learned that online groups can actually work pretty well using discussion board. I think since you can see who’s participating on the discussion board, everyone feels the need to participate in some way.
There are a number of ways to communicate your expectations to students. Anything web-based will help. Students appreciate having online access to the course syllabus, assignment information, grading criteria. While they may not actually read the information, at least they have access to it if the need arises.
Rubrics or explicit descriptions of grading criteria help students determine what is expected of them for a particular assignment, and can determine if they have adequately fulfilled the requirements. Rubrics take the guess work out of the assignment definition and grading process. Publishing the rubric along with the assignment helps set expectations.
Defining requirements for discussion participation is important.
- counting posts – “I agree” doesn’t count
- grading a few individual posts as mini essays
- checking for critical thinking in reply to a prompt
Required Regular / Frequent Access to the Course
Asynchronous discussion is one of the important technology-supported learning activities. To be effective, students must participate regularly and often. Requiring frequent access is essential to keep discussions moving and to ensure that all student contribute.
There is a tendency for students to assume that “anytime, anywhere” assignments means the 20 minutes before the due time and date. Establishing guidelines for participation frequency is key to successful discussion.
I ask students to find sites that address academic integrity and discuss their findings. Here is an example.
http://www.lib.umich.edu/acadintegrity/students/index.htm This website gives a range of plagiarism by dividing the academic dishonesty into four categories of fraud, patchwriting, failure to cite, and failure to quote. These four actions fall under three branches of consciousness of plagiarizing, which include intentional, unintentional, and non-attribution. It can occur because of lack of understanding or inexperience with citations and sources. I think that academic integrity is an issue at any school, especially with up to date technology. I think that DeAnza’s distance learning and switching questions on different quizzes is the right step in preventing academic dishonesty.
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Bloom’s Taxonomy Blooms Digitally
In the sequence of Bloom’s categorization of high order thinking skills, creating is at the top. This is where technology provides some unique opportunities for students to use and demonstrate these skills.
Creating: designing, constructing, planning, producing, inventing, devising, making, programming, filming, animating, Blogging, Video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing/producing, creating or building mash ups.
Bloom’s Taxonomy Blooms Digitally http://www.techlearning.com/story/showArticle.php?articleID=196605124