nuts and bolts agatha beins texas woman’s university abeins@twu
DESCRIPTION
Nuts and Bolts Agatha Beins Texas Woman’s University [email protected]. Nuts and Bolts Background Information I teach “Feminist / Womanist Theories ” online Graduate-class, required for M.A. students in Women’s Studies. Nuts and Bolts Background Information - PowerPoint PPT PresentationTRANSCRIPT
Nuts and BoltsBackground Information
I teach “Feminist / Womanist Theories” onlineGraduate-class, required for M.A. students in Women’s Studies
Nuts and BoltsBackground Information
I teach “Feminist / Womanist Theories” onlineGraduate-class, required for M.A. students in Women’s StudiesMain foci of the presentationAccess / EngagementBuilding a Learning Community
Access and Engagemen
t
Design Matters
Course Home Page
Access/Engagement
Course Home PageAgatha’s Feminist / Womanist Theories class
Main Menu: Students should be able to access all parts of the course through this tool bar.
What information do you want to be visible on the home page?
Design Matters
Course Home PageOrganization
Access/Engagement
Course Home Page
Main Menu
Design Matters
Course Home PageOrganizationConsistency / Diversity
Access/Engagement
Deadline ActivityMonday, 11:59 p.m. Discussion prompt
Tuesday, 11:59 p.m.
Two 200-word comments in response to different prompts
Wednesday, 11:59 p.m.
A 200-word minimum summary of the main ideas brought up in the discussion thus far
Thursday, 11:59 p.m.
An additional 200-word comment responding to a third prompt (if possible) and two 75-100 word replies to your peers’ or my comments.
Consistency
Sample schedule for a week’s discussion board comments
Consistency sets up a framework that guides student contributions (a scaffold) and also offers predictability for you as the instructor. However, too much consistency can lead to scripts: students can just “fill in the blanks” without thinking deeply about the content. Too much diversity, however, can lead to confusion— when each week brings different set of activities and due dates it’s difficult to keep track of it all (for students and for the instructor).
Deadline ActivityMonday, 11:59 p.m. Discussion prompt
Tuesday, 11:59 p.m.
Two 200-word comments in response to different prompts
Wednesday, 11:59 p.m.
A 200-word minimum summary of the main ideas brought up in the discussion thus far
Thursday, 11:59 p.m.
An additional 200-word comment responding to a third prompt (if possible) and two 75-100 word replies to your peers’ or my comments.
Consistency Diversity
• Instructor-generated prompt
• Individual student – generated prompt
• Small group – generated prompt
Sample schedule for a week’s discussion board comments
Design Matters
Course Home PageOrganizationConsistency / DiversityAssignment Completion
Access/Engagement
Week 14 Agenda (April 14 – 21)
Monday, April 14, 11:59 p.m.Google Hangout pre-hangout activity (submit a discussion question via Turnitin)Discussion prompts posted by Agatha Tuesday, April 15, 11:59 p.m.First comment set (two 200-word comments posted to the different threads in the class discussion board)Reading Response (submit to Turnitin) Wednesday, April 16, 11:59 p.m.Discussion summary (class discussion board) (each student acts as “summarizer” once during the semester) Thursday, April 17, 11:59 p.m.Second comment set (one additional 200-word comment and two 50-word responses to your peer’s comments in the class discussion board) Sunday, April 20, 11:59 p.m.Complete the Google Hangout Monday, April 21, 11:59 p.m.Google Hangout Reflection and Evaluation form, along with your group summary (submit via Turnitin through the in the Google Hangout Activities link in our Bb course menu)
Design Matters
Course Home PageOrganizationConsistency / DiversityAssignment CompletionFlexibility / Inflexibility
Access/Engagement
Design Matters
Course Home PageOrganizationConsistency / DiversityAssignment CompletionFlexibility / InflexibilityTime Commitment
Access/Engagement
Creating a Learning
Community
Student Introductions
Access/Engagement
Student Introductions• What first impression do you want to
create?• What do you want students to share
about themselves?• What do you want students to learn
about each other?• Public introductions – to the whole
class• Additional information – to the
instructor
Student Introductions - ActivityFind an image that reflects some facet of your personality, interests, and/or life experiences but that is not a photo or image of you. Then create a blog entry in which you explain the meaning and/or significance of the image.
InstructionsAdd your introduction – Due Friday, January 17 at 11:59 p.m.
1. Select “Add Entry.”2. Title the entry with the name you prefer to be called.3. Use the icon (image of a tree) at the top of the text box to insert
your image (after selecting this icon, select the box to the right of “Image URL” to browse your computer for images. You can also upload an image via its URL.
4. Below the image, write a paragraph or two explaining the significance of the image.
5. Select “Save and Exit” to save your entry.6. Comment on at least two of your peers' introductions by
Monday, January 21, 11:59 p.m.
Screen shot of a student’s introduction
Student Introductions
Student-Student Interactions
Access/Engagement
Student Introductions
Student-Student Interactions
Modeling Behavior
Access/Engagement
Student Introductions
Student-Student Interactions
Modeling Behavior
Personal Experience / Real World connections
Access/Engagement
Access – Engagement – Creating Community
If students can’t, don’t, or don’t know how to access parts of the course, then they lose possibilities to engage with course content, with you, and with each other. And without engagement, it becomes difficult to build a learning community.