Moodle

While I have been using Moodle, I have enjoyed exploring some of its capacities that I didn't know existed. In particular, it was helpful to learn how to add students, create a gradebook, and use activities like forums and voice thread in a course. In thinking about both the time it takes to set up everything and also what we talked about earlier regarding online instruction requiring time up-front from the instructor, I wonder how this might be taken into account so we can better support faculty who are doing this. I'm just thinking that if a faculty member is teaching four F2F classes in the fall, but then has to create an online course in the spring that, in December they are essentially teaching 5+ classes.

I also know that as a relatively new faculty member, this training on Moodle would have been really helpful in July or August. I have made a lot of mistakes with the course I am currently teaching in how I use Moodle, and definitely haven't used it as effectively as I might have. How do we make sure that there is appropriate support for all faculty, staff, and adjuncts as they incorporate online learning into their classes . . . whether they are online only, blended, or F2F with a heavy use of Moodle?

Technology - the joys and frustrations

It has been really fun to explore the different kinds of technology that can be used to spice up an online course. Using video, audio, avatars, etc. seems like a great way to make the course a bit more interactive and personal for the students. Of course, technology always takes longer to learn and use than you think it will. And while some of it works seemlessly, there always seems to be some aspect that goes awry. (Having a Mac always makes those things a bit more prominent as well because there are often modifications to the instructions.) For example, Audacity would simply not interface with the avatar program tonight. Despite following the instructions several different times, there was still something getting in the way of uploading the file. After an hour, I finally used a workaround with doing the "text to voice."

The other aspect that I would find challenging with the technology is just managing all the different accounts, passwords, etc. While I have a password manager, it is still difficult to keep track of all these things if you don't use them regularly. And perhaps that is the key - using them regularly enough that it isn't a big chore to incorporate them into the course. As with everything, the challenge is always time - time to learn the technology in the first place, time to play with it so you are comfortable, and them spending the time troubleshooting those issues that inevitably come up.

Online Parameters

It has been interesting in working through much of the reading/resources to learn about the different kinds of parameters online instructors need to deliberately set. I think that many educators do this naturally in the classroom, but all the resources speak to the great intentionality required in cultivating an online learning environment. For example, I hadn't thought about what it looks like to set clear expectations for when/how you will be available. While the guidelines that the resources suggested all make a lot of sense, it was something I hadn't thought about prior to my reading. I also noticed the great attention to patterns - being available at the same time, having your modules posted in the same way, etc - as a way to help your students succeed. Again, this makes sense, but wasn't something I would have intuitively done.