discussion forum
discussion forum = virtual equivalent
11 Matching Annotations
- Feb 2018
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www.seanmichaelmorris.com www.seanmichaelmorris.com
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Not a place where they are asked to show their work.
showing you understand something does not equate to proving that you understand something.
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a lack of trust
this reminds me of a lot of discourse surrounding online activity in that it pulls on concerns regarding privacy and surveillance; it's interesting to see this conversation in the context of learning/education.
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scaffolding
oooh--contrasts what we've previously learned.
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Is that a discussion? Is that what we want discussion to be?
Discussion posts do, in my experience, typically result in students just regurgitating old information. Sometimes responses can help students further understand previously learned information, but by and large they do not lead to "deep thinking."
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post once, reply twice" rule
Does such formuliac teaching--teaching in a style that students are more or less programmed to comply with--detract from a student's ability to engage in metacognition?
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What do we want students to walk away with when the course is over? And here I'm not thinking about learning objectives, but rather about the ideas, the questions, the warm feeling, or the wild imaginings that will be left over.
How can we accomplish metacognition?
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www.seanmichaelmorris.com www.seanmichaelmorris.com
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I was still getting e-mails from students I didn't know because the new teacher had never removed my e-mail address from the syllabus
students, teachers, and the institution as a whole are negatively impacted by an inaccurate syllabus
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“In this class, you will learn…”
They are taught how they will learn and why.
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experiment in their classrooms, or who want to establish learning environments based on critical pedagogical or feminist values
All things that require student participation and consent--syllabus becomes a tool for students to understand their classrooms in addition to a tool for teachers to introduce them
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invitation, a here's the what, when, why, and what-you-can-bring kind of document
the "ideal form" of a syllabus?
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