Balancing Teaching and Dissertation Writing

DeadlineEarly last week I was successfully following my work schedule, which includes re-shooting about 30 videos for the online course I’ll teach in fall, revising my dissertation introduction chapter, and writing the first draft of the lit review chapter.

Then I received a phone call that changed my work schedule.

A week earlier I had applied to teach another online course. My application was successful and I now have 27 more videos to shoot.

Continue reading

If you like this post, say thanks by sharing it

Assignment Revision

In the last post I described why I revised the course outline because of a problem with the final assignment. This revision has put me a bit behind schedule, but if I run out of time I’ll simply not re-shoot as many videos as I’d hoped.

The revision stemmed from a problem I had with the final assignment. Last semester I noted that students struggled with meeting the expectations of the assignment.  I hadn’t changed the assignment from the previous delivery, so after examining my notes I decided to provide more information about how to create a very basic WPL program.

This simple decision had a domino effect as it may impact other assignments, the content of the modules that I had not scheduled to change, and amount of work required by the learners.

Continue reading

If you like this post, say thanks by sharing it

Continued Changes to the Course Outline

Changes to the Course Outline In the previous post I took a closer look at the syllabus and the course layout. As I mentioned, this was my first draft and I knew there would be a few changes once I started to closely examine the course content and the videos.

The changes add much needed depth to the course but they do not address the problems I see in the final assignment. The more I think about it, the more I am certain that creating a WPL program does not belong in week 7.

The WPL course assignments are all problem-based learning, except for the first assignment, which is a short essay. To keep the spirit of the course intact, I need to engage the leaners by including different elements of a WPL program into the course. Stuffing all the information into one week just won’t work.

Continue reading

If you like this post, say thanks by sharing it

Reviewing the Course Syllabus

Reviewing a Course SyllabusLast week’s blog post looked at my justification for re-designing a synchronous online university course I teach each fall. I’m in a bit of a time crunch because all the videos must be shot and edited no later than mid-April.

In this blog I’m going to describe how I went about adding in three new topics to the 12 week course.

When I began teaching in the early 2000s, it was drilled into my head that I could not deviate from the supplied syllabus. This was reinforced in many of the courses I took in my B.Ed. It was explained in simple terms: The syllabus is a legal contract between the institution, the professor, and the students. Therefore, what I put in the syllabus must be followed, however, an addendum is permissible if the syllabus clearly states which section may be adjusted during the course.

Continue reading

If you like this post, say thanks by sharing it

Why Re-design the Course

Jan 4, 2016 picIn the first post in this series, I provided some background information about the course and the learners. A course re-design must be soundly justified, so in this post I’ll provide further background information about the course and identify what needs to be updated and why.

Facilitators are expected to update one-third of the course every year. The updates should include required readings and videos. The first year I taught WPL I updated about two-thirds of the videos. It just felt wrong to me for learners to see me in class (Adobe Connect) each week, but I was not in the videos.

I had the opportunity to review the course syllabus when I interviewed for the job. The course was well designed. It had a good flow and was very easy to follow. Each weekly topic was tied directly to at least learning outcome (objective). All assignments were tied to at least two learning outcomes. The learning outcomes were reasonable, well worded, measureable, and achievable.

Continue reading

If you like this post, say thanks by sharing it