The Community 2.0 seminar was extremely helpful in
terms of supporting faculty to explore the use of social online tools in classroom. I always wanted to use social
online tools in my classroom, especially in a Hybrid class, not only to enhance
student learning but also to bring them closer to the actual world through
online tools so they are well prepared to enter the real world. Joining the
Community 2.0 Seminar this year helped me explore, learn and share the tools in
my classes.
As an
educator I consistently try to align the first four levels of Bloom’s taxonomy-knowledge,
comprehension, application, and analysis – with concept questions. Classifying
course content, I designed four levels or types of questions; these four levels
are overlapping and integrative. At the first level, basic knowledge
questions require my students to demonstrate their understanding of fundamental
definitions such as statistics, sample, population, random sampling, and so on.
The next level of questions moves beyond simple memorization of definitions to comprehension
of concepts, i.e., determining standard deviation or finding probability
of success or failure. At a more challenging level, application concept
questions involve making necessary assumptions and applying prior knowledge.
Finally, analysis concept questions evaluate the degree of higher-level
applications of content.
I taught at least one MAT120 Hybrid section in
Spring I and Fall I 2013 in order to use social tools to enhance hybrid
learning. In Spring I, I taught one regular section and one hybrid section of
MAT120. My primary goal in teaching these sections is to compare students’
performance and to connect them online using a web tool. Since this was the
first time I connected my classes thru Google groups my major challenges were to
get familiar with a new web tool in one semester and the type of questions that
should be posted in order to increase student contribution and avoid plagiarism.
I did post questions but received similar responses from students. Lesson
learnt- I didn’t want to use Google groups for my classes again.
In Fall I, I taught three Hybrid
sections of MAT120. I used Piazza this time and connected all my sections. Two of
the activities that were posted were open-ended questions and was mandatory for
students to post in order to receive credit. I felt that the students were more
involved in responding to the questions. In summer, I reviewed different
articles on how to post questions for statistics to students and I felt this
helped significantly in Fall semester.
Overall, I feel it is
challenging to make students join web tools for their course work. MAT120 is
very intense, and there is hardly any time for doing extra activities. Students
are already using Educosoft, an online education tool for tutorials, homeworks,
quizzes, and tests; and often show negative attitude to sign up for additional
online tools. Using a social tool every semester requires lot of time and
planning. Learning the tool and posting the assignments in one semester was
sometimes stressful especially during tests. However, the Community 2.0 seminar
was great and it helped build my confidence in trying new web tools as I was
hesitant to do so for over years. Also having summer break really helped me
catch up with what questions I want to post and what tool I want to use for my
class.
In
next 5 years or 10 years, I am sure I will not be using Piazza or Google
Groups. I want to keep trying new web tools in general and a new tool every
semester in particular, if possible; to enhance student peer learning.
Once again, thanks to Maria Jerskey and Priscilla Stadler for an interactive Community 2.0 seminar.