Michael–M2–Did I choose the right goals?

Just to acknowledge it, the Module 2 readings and training in Scholarblog have me wondering if I’ve chosen the right course to retool for online instruction. The course I am starting with, History of Drama and Theater I, is an old (old) fashioned lecture course with powerpoint presentations and exams, and, while I have long-term goals with this course that I wanted to pursue by reworking it online, the fact is that I’d be inventing whole new ways of interacting with the students around this material, probably numerous new assignments, with new rubrics–it’s a lot of work! Whereas I have another existing course–Reading for Performance–that already has the more interactive rhythm suitable to, say, a course blog and VoiceThread responses. If I were au courant with the technology, I might be readier to shoulder the harder course re-design, but, as is–Leah, has anybody ever changed courses mid-course?

2 thoughts on “Michael–M2–Did I choose the right goals?

  1. Michael, I am right there with you. How many of these methods can actually serve well what goals in our courses? The interactive dimension, the management of learning ways and means, the resources that can become busy work, it makes me wonder, too.

  2. I hear you! My course has a strong lecture/discussion component, too. I have not completely figured out the best way to do this, and would equally appreciate some guidance, but I was thinking perhaps to make use of the synchronous sessions for this. Much like how Leah has been giving PowerPoint presentations, I can imagine myself doing that while inviting the students to respond to discussion prompts. One concern I have is that it seems to take more time to run the discussion online, given that participants must raise their hands, be approved, and then speak, so a mechanism may be needed to make sure that the class moves forward efficiently. Ideas?

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