Nothing like being back to work this week, in week two of class and thinking about cognitive overload (I may already be there). I really enjoyed The Amazing Method of Teaching video and the Cognitive Overload video. The Amazing Method of Teaching video was a great way for that professor to connect with his students, engage them, set them at ease, and establish a sense of wonder. What a wonderful way to help students realize that their professor is in fact human, has sense of humor, and is genuinely interested in them having a good experience in the class. Why else would someone take the time to create that video? It wasn't about content, but about the humans in the room.Â
The Cognitive Overload video really spoke to me as we pilot 1:1 devices on a few campuses in my district. Darren McNelis talks at great length about his below average experiences as a student...but comes to realize that a "digital diet" is in order. I do have concern about my own children's screen time as well as the screen time of our district's students. However, when McNelis pointed out that his excessive digital usage was video games and mindless internet surfing, it did reinforce my thoughts that it's not just about the digital tool, but what are you doing with it. Mindless internet surfing for hours on end could be a problem, but collaborating on a digital document with students across grade levels and/or content areas isn't quite the same. Our district's teachers will have to be very purposeful in their incorporation of technology. A worksheet is a worksheet is a worksheet. Digital or not. What is the purpose of the tech tool we are trying to use? It's not about the specific content information being transferred from teacher to student. It's about the application of what has been transferred and the ability to leverage technology to do things that couldn't be done before. Â
I'm hopeful that as I design my online course that I am able to provide enjoyable experiences to my learners. I want them to feel invested and involved. Ultimately, the goal of my course is to help instructors new to Canvas build a course that they can use with their learners. A built out course that is used with learners is the evidence of some success. Why do I say some? Well, the first iteration of an online course is often times not the best or final. Taking a look at the OSCQR standards and other resources can help a "meh" course become a great course.
I'm realizing now that in my original outline, although I do have discussion opportunities built in, I left off the "let's get to know each other" stuff. The digital ice breaker. After a conference in Long Beach a few weeks ago, one of my colleagues shared info from a session she went to on online discussion boards. The presented shared a tip that the first discussion board should be light, almost silly. Creates a comfort level for everyone to participate and have their voices heard without judgments or grades. This launch point lead to increased participation in all discussion boards during the duration of the course.  Hmmm...now I am seeing more purpose in our first discussion post for each class. I'm totally jumping ahead to OSCQR Standard #41 now, building a sense of community. Time to get back to work on my course!
Want to check out more? Here are my planning thoughts and a link to where a copy of my e-course will live.
DZ English. (2012, Jan 3). Amazing method of teaching - very creative teacher [Video file]. Retrieved from https://www.youtube.com/watch?v=4cn4RTbNE0M
OSCQR. (2014). OSCQR - open suny course quality review rubric. Retrieved from https://oscqr.org/standard41/
TEDx Talks. (2014, Nov. 6). Cognitive overload -- rewire your brain in the digital age | Darren McNelis | TEDxTallaght [Video file]. Retrieved from https://www.youtube.com/watch?v=Z0ztO86ImQg