Note to self: choose paths wisely

The other day I received a link to a very nice video in which our class blogs were reviewed by Maree. It was great to see a contextualized  step by step review of how to make my (our) blog(s) better and I am considering using Camtasia to do something similar for my students when the class reaches a point that they can benefit from that kind of holistic  assist to a challenge they are all taking on. (However I would add closed captioning or text transcripts as HVCC is committed to Universal Design as our implementation of ADA compliance protocols in all aspects of our courses). I enjoyed receiving feedback this way; it felt social, caring, and a little bit like the fine art studio class critiques I endured for many years (although without the caustic comments and soul shredding humiliations). As I listened to our constructive reviews, I realized that I had somehow missed some key components of the blog set up assignment. Categories corresponding to modules, a page about me, and a blog roll of our class blogs, being the most prominent deficiencies in several of our class blogs. How had this happened?!!?? I went to the assignment – not there. I went to the rubric – not there. I went to the blog “how-to” videos and voila! Embedded in the “how-to” videos that I had SKIPPED because I already knew how to make a blog, were very specific requirements that I did not know about. Hence: Note to self: choose paths wisely.

Nota bene: In the spirit of course feedback, as requested by the instructions for this blog post, I  would suggest breaking out assignment requirements from “how-to” documents and put them in with the other list of required elements for consistency. Maybe make actual subheaders for “how-to” as this is a technology rich course and all students will need different levels of support. I have done similarly embedded things myself in my online courses and have fallen prey to the “atrocious assumption” that: Your students will read every word of every word of every page on  your online course.  But the issue here I think is that some of us already know how to do a blog so we would be inclined to skip the how-to videos, missing required components.

Interestingly, this has significant relevance to some concerns of my contemplated course modifications in support of differentiation through game strategies and collaboration. I have noticed that in all of my courses, students automatically self select a path through my material and in so doing, simply ignore some components they don’t feel are necessary or for which an additional effort may not seem worthwhile. For example, some students use the table with the full outline of the course and due dates almost religiously. While others, go to each complete weekly module and make sure that they do everything in there each week, relying on me to be accurate and thorough about what I want from them in each module, and only check the table for the big picture and due dates weeks ahead – or not. One semester I neglected to put a link to the Final Project Step for a given module right in the weekly module. Those who looked at the course holistically, using the full table, and the menu with a dedicated Final Project folder that was the destination of the weekly links, got that step done on time. Those who broke their experience down into manageable rhythms each week and relied on the weekly presentation of material as a kind of checklist, missed the step completely. And I am sure that in addition to these 2 strategies for managing a large body of incoming information and outgoing deliverables, there are many others that I should at least try to anticipate.

Jason Scorza, in his article Do online students dream of electric teachers?” (2005) states:

“When I first started teaching online I created elaborate guides to writing papers and participating in discussions that, I am almost certain, very few of my students actually read. My thinking, as I recall, was that I needed to tell my students everything they needed to know about their assignments by answering every conceivable question in advance. In retrospect, I realize how counterproductive this was. While it is important to provide clear instructions for assignments, in bullet format whenever possible, it is not necessary to present overly elaborate guidelines which will, more likely than not, leave students confused or intimidated.”

If I truly want to create multiple paths through the material, and also create a sense of leveling up with knowledge acquisition, collaborative effort, and individual achievement, while letting them know there are common tasks and optional tasks and bonus tasks and super power opportunities, how will I communicate this in a way that is not intimidating or overwhelming? How do I keep the warrior queen from missing her glossary contribution? Or what happens if the visual learner spends 4 days on an image wiki annotation and neglects to take a midterm? When does the individual need to have differentiated instruction detract from the social cohesion of a community sharing an experience of inquiry into a particular body of knowledge? Will a student motivated by my providing an optimized learning experience and feelings of success based in “flow” and “fiero” choose a path through the course that ensures they are touching base with their community? Or will they miss important components  because they are leveling up “alone together” as they might be in an immersive game?

Jane McGonical in “Reality is Broken” discusses the social benefit of players in games working on tasks “alone together”. She discusses the safe environment gaming provides to help those with social difficulties or hesitencies to become more social, thus improving life. On the flip side, Sherry Turkle, who I have followed for many years is concerned that “alone together” is a problem we need to address and largely responsible for us not knowing how to be alone – to experience solitude – in ways that make us more whole as humans. But then Scorza makes his point about empathy,  which compels me to be concerned that my students are individuals and need to have multiple opportunities to communicate and succeed in my course. I find I am not sure where that fine line is located.

I am a social person but sometimes feel overwhelmed by the multiple channels of communication in this course – much as I do when I want to listen to a speaker on a webinar and find there is an entirely different conversation going on with a back channel. I am finding I self select what to read and what not to read and get a sinking feeling each time I see there are ever more “unread posts”.  I do feel comfortable scanning posts for useful and relevant resources, common concerns and other information I can use.  I try not to focus on just one channel as I have missed things already by doing so. I read Forums, but I’ve not been able to keep up with others’ blogs and comment. I spend a larger percentage of time on instructor posts as they usually have critical information. I try to send Tweets now and then, but still haven’t “followed” all my classmates. I looked at Netvibe and saw a giant data collection engine and never went back. I see now that there are not only comments on blogs, but also notes within posts on blogs, as well as replies on posts, and replies on assignments to follow up on. This week I think I spent more time revisiting Module 1  than moving forward in Module 2 and fear that iteration of previous Modules may be my downfall. I admit that every time my phone blings with another daily digest of posts, I panic that I am ever more behind.

My undergraduate students will not be able to do this. They need a safe, focused environment with a certain amount of choice and opportunities for social connection and one or two carefully chosen ways to communicate. Some might need to be alone together, others might need to be together to learn. All need to feel a reasonable  expectation of achieving success or enjoyment of process – key to persistence in most gaming environments. Many can read and write to learn, others are still learning to read and write. My communication channels, structure, feedback patterns, and expectations must be embracing of this diversity. I must “assume nothing”.  I must choose my channels – choose my paths – wisely.


So who are your students?

I get asked this question a lot when people find out I try to teach art history with a cultural studies angle to community college students – and do it online! I tell them to walk into the nearest grocery store, point to the first 33 people they see, and those could be my students. At the very least, the population will be as diverse in age, English language skills, computer skills, college preparedness and various disabilities. Most will not be the least bit interested in cultural history or studies unless I find a way to connect. My courses have a good amount of art students in them, but what many people don’t realize is that the art students are often the ones who care the least about art history. They just want to make stuff.
I know that 70% of my college’s online students are also taking classes on campus. They may or may not be taking my course online for good reasons. Some may think it is the easy way to quickly add another course to a full schedule, others that they don’t have to do as much work, others that it is going to be self paced – many just have no idea what they are getting themselves into.
Others know very well what they are getting themselves into – and are savvy consumers of online learning. If my course does not challenge and engage, if it is not organized well and if I am not responsive and present, and if the goals and activities are not clear and fair and interesting, they will not come back. They will not only not take a course with me, they will probably go someplace else, to another college, because they no longer have to stay where they are if they have bad courses. They can go where they have a better experience, where the tools are used in more sophisticated ways, where the processes for engaging with other students and instructor are more robust and consistent. I know this because I am an instructional designer and I read the student surveys and hear stories about courses that they take and I know I have to be on top of my game. Online learning is mature and highly competitive – I must play to win.
And yet interestingly, my classmates are almost as diverse as my students. Some are struggling to figure out how they will put their course into the online environment. Others are highly experienced and looking for new ideas. We are all different ages – although not nearly as old as some of the students in the SLN demographic breakdown. (Really? average age for the over 70 student population is 91???) I myself am wringing every little morsel of interesting new strategies and techniques and tools I can from this summer’s experience.
Watching the embedded videos in this module though, brought to mind concerns I have about our responsibility toward our students and their use of social technologies. We are in a technology shift. Not the first and no doubt not the last. When TV brought us closer to war in the 60s we saw massive anti-war protests. When advertising mastered subliminal messaging and “manufacture of consent” (thank you Chomsky for the phrase) we began teaching media literacy. Now we have social media, ubiquitous connections and big data. Most people use the digital communication tools of today as consumers. They do not know how they work, where the information goes, how it gets there and who stores it. They certainly don’t know how it gets used. How many people know that when they read on a Kindle the data about their reading patterns is collected? Is anyone concerned about the publishers “engagement tracking” tools in the eBooks they provide in their supplemental material? What about adaptive pricing based on data about your ability to pay collected from your purchasing history matched to your income data and demographics?
In all of the catchy, out of context factoids presented with dramatic music, I did not see one statement about the ramifications of so much data exchange or how big data is being used socially, politically, and economically. How social media and  “socialnomics” – is also social manipulation using data about individuals to shape the world in ways they do not see. Ironically, the very tools that could change the world in ways we need it changed are more often being used to manipulate our consumer desires and actions.
We have a responsibility to move beyond media literacy to data literacy. In a digital world, the lifeblood of all these connectivity tools is data, data, and more data. Will our students – will our teachers – ask the right questions about tools, social/digital presence, and regulation of the Internet and WWW?
At this point it might be apparent that I am a follower of such issues and find the Electronic Frontier Foundation to be an indispensable resource for informing my technology strategies with students. This graduate course so far has me experimenting again with many tools I discarded a while ago – Twitter for instance. But I am curious about them now because my students ARE using them and these now are mainstream tools for many and if I am to use them wisely with my students I need to know them well.

Our economy and culture – including our art and artifacts – will be digital and social. Social presence and social learning have new meaning in a digitally augmented world. And data is the currency for everything.


Another day, another course, another blog …

This new blog is for ETAP 640 at SUNY Albany, my penultimate course for the MS CDIT, a goal I have been pursuing for almost 10 years now. (My previous blog Consider the Source, at will undoubtedly be idle for a while, but is still pretty interesting according to my handful of readers). I will be using this new blog to reflect on my learning in this class – publicly. Of course you, dear reader, can expect that my deepest and most secret intimate feelings and thoughts will not be splattered all over the page in embarrassing detail. That would be inappropriate as we all have private feelings and thoughts and do not need to share all intimate details of our lives, or the lives of our very beautiful and extremely funny cats (ahem…) as many are prone to do in Facebook and other social media venues. I am sure you do not want to know what I have had for breakfast every morning either – nor view a photo of said breakfast. But hopefully when I start this blog up for real (maybe tomorrow morning after I finish all my set up tasks for the module) I will be able to contribute worthy reflections that others will actually find interesting, about the process of learning a new course management tool, new social media tools, and new ideas about teaching and learning in an active community of inquiry. And in carefully considering what to share and what not to share about my personal process, I can model appropriate digital presence for my students with whom I usually share my own learning activities – to a point…

So far this seems to be as functional, and maybe a bit more so, than other blog tools I have used. That is a good start. I made a banner, changed some settings, read some how-to material and will now try posting this to see how it looks. The fun begins with the next post!

(2) for set up, and irony