When EME6414 started I felt a little lost regarding the participation section. We were given the expectation of participation and an example. It was hard for me at first to wrap my head around the freedom behind how I participated. In most online courses the teacher tells you how you will participate. Usually this is a discussion post requirement, first making an initial discussion post regarding a topic and then following up by making a required number of comments on other classmates. Most of the time I follow the checklist and never return to see what my classmates have said.
In EME6414 the freedom to create discussion threads regarding topics I am interested in (pertaining to the class of course) and commenting on classmates discussions and blogs requires me to be present in this online class in a more meaningful way. I feel it is a more organic process. I come across all sorts of ideas, personalities, topics, and so forth. In a nutshell I feel like I am part of this class, not just another name making the basic required comments.
Why do you think this model of participation works so well for EME6414 and do you think it can be applied to other courses? If so, how would you apply it to an English, math, or science course?
Interesting topic! I think that giving us the freedom of participating in many different forms allows us to participate more frequently. At first, I also felt a little lost because I wanted to meet the requirement but I could not follow a simple check list. In a way it forces us to be creative with how we participate and, in turn, we participate in a more meaningful way. Instead of being required only to post in the DB section, I am given options. It's funny that I am finally given options in a class and I don't know what to do with myself. I think this model works so well with EME6414 because social media platforms are organic and spontaneous with little to no moderation. Every platform has its set of rules but beyond that, we are given the freedom to be ourselves. In a way EME6414 builds on the spirit of free and organic exchange of information. Could it be incorporated in other disciplines? I'm sure of it.
ReplyDeleteI absolutely think this approach can be used in other classes (although with maybe a little more structure/fewer tools). In fact, I think a lot of online learning experiences are missing the boat with tightly constrained discussion forums.
ReplyDeleteThe key is in setting up and communicating the expectations to the learners and then rewarding them for this kind of behavior. Depending on the topic, guidance may be necessary (e.g., starting points for finding relevant material, examples of what to share). Also, the instructor has to be willing to model for the students (at least until they get the hang of it) and has to be open to facilitating whatever comes up. Because this is not a "create a discussion topic and make sure everyone wrote a response" mode of teaching and learning it really pushes the need for an available instructor. That said, it doesn't need a dominating instructor (there's a difference!).
Unfortunately, I've known lots of online instructors who just wanted to put content online and grade the assignments. That model leads to flat discussion boards (note that even when participation is limited to discussion boards, they can be designed and facilitated so that learners have a fair amount of choice/freedom).