Thanks to my classmates who inspired me to learn to insert a bit of multimedia into my Blog!
- Overall, how well did your rubric work?
Overall I think my rubric was fair and hit upon all the areas I wanted to assess. I had to guess at what the due dates might have been for first post, but I think my assumptions based on the first post date work. My rubric was quick to use; however, focusing on one student at a time was a challenge. I don’t know whether BB allows instructors to view all post and replies from one student at a time? I had to cut and paste the discussions together to view one student at a time. This would take too long if I were doing an entire class.
- Identify and explain the strengths of your rubric.
Ease was the main strength because it could be completed quickly. I think it got to the core of looking at both quantity, deadlines, and quality.
- Identify and explain one weaknesses of your rubric.
I found a couple of weaknesses-
- First, I didn’t include a comment section and I found I really needed it. I’m not sure students wouldn’t truly understand my feedback without a short explanation.
- Second and most importantly, it is unreasonable to use my rubric on someone else’s assignment without knowing the requirements of the assignment. I assumed that this discussion followed the same guidelines as our own class discussion, but I don’t know for sure. Also, I was developing a rubric for what I would require, so two my requirements (questions & links to outside readings) wouldn’t be requirements of these students.
- What changes would you make to your rubric now that you have used it?
I wonder about adding a comment box? I know it would slow grading and since this is a weekly requirement, I really would want something that could be completed quickly, so I’m not sure I would use it.
I think maybe I could avoid the comment book by revising my categories to be more specific. Here is my original and a revised version that is both shorter and I hope more clear.
|Original Criteria||Points Possible||Points Earned|
|Made the minimum number of required discussion post by the deadline||20%|
|Made the minimum number of comments by the deadline||20%|
|Posting accurately respond to prompt questions||15%|
|Responses demonstrate synthesis of reading applied to real life understanding||15%|
|Posts & comments asked questions to facilitate conversation||15%|
|Posts & comments included links to outside readings||15%|
(30% of course grade)
|Revised Criteria||Points Possible||Points Earned|
|First Posting accurately responded to prompt questions by the first deadline.||25%|
|Made the minimum number of comments by the deadline responding to classmates’ posting and asking questions to facilitate conversation.||25%|
|Responses demonstrate synthesis of reading applied to real life understanding.||25%|
|Posts & comments included links to outside references beyond class readings.||25%|
(30% of course grade)
4. Reflect on what you have learned this week. What have you learned that has the potential to inform or influence you or your practice of online learning going forward? Explain why.
I really enjoyed reading Down-and-dirty Guidelines for Effective Discussions in Online Courses because it provided such specific guidelines for facilitating online discussions. I was especially struck by the suggestion of giving students a break from discussion. I’ve watched discussion post taper down in all of my online classes- regardless of the level of participation by instructors. I realize some of this is natural attrition, but I also think the decline is students just tired of the discussions in general. I’m not sure what the solution is because my fear is if-
- I were to only use discussion varying weeks, students would be confused by the changing format and this is something Dr. Newberry warned against.
- If I just gave a mid-semester break and didn’t require discussion one week, would students “come back” and get back on track the next week?
- So instead, could I switch things up and make really easy/different/fun types of discussion post occasionally?
Overall my take away this week is that I need to be far more diligent in keeping up with my students’ discussion boards. I actually really hate reading/grading asynchronous discussions. I am CERTAIN that I spend the time writing useful info that students never see because they don’t go back and reread the whole discussion or look for replies to their post. It just feels like a waste of time, so I tend to be sloppy about doing it. After reading this week, I can see that my sloppiness is leading to student sloppiness. I’m hoping if I follow the suggestion we read this week, students will begin producing the posts I hope to see.