Andi,
There seems to be a set of basic complaints about on line work......
from many different quarters.
Several lists have been swamped with complaints of too much email....
also some students will reject
or be offended by academia barging in on or taking over
their place/medium..... it is not rational......I gave up trying to
understand it.
Then there is always the elephant stepped on my note book.... hard
drive.... monitor......
We are after all dealing with creative teens....
You may want to consider the following collaborative learning model
While most of the material/content in sociology is abstract random it
is presented
in linear form....single threaded so to speak...divide the class into
groups...working simultaneously
on different threads ......and sharing in class....and out of class via
a list... this replicates the way the brain works
and the way we need to think.........
Each group can process a different and yet related topic....with
individuals producing individual portfolios
You may or may not want to tie it all together.... One class made a
movie....frequent rewrites produced adaptive learning
and abstract random thinking......
Also the presence of a product...ownership was important..... be for
warned other faculty may complain that
students are spending too much time on your course....or even worse
bring in connections from sociology to
other courses. Life is risky. :-)
Del
Andi Stepnick wrote:
Hi everyone,
Over the last five years, in my Intro Soc classes, I’ve gotten rid of my
of my paper assignments (except one in my course linked with biology).
Instead, I’ve had students do online discussion posting in WebCT two
times a week. I like WebCT for many reasons (e.g., it requires some
constancy in working with the material, it allows students to apply Soc
ideas to real world situations, it provides an opportunity for them to
hear alternate points of view, provides me with a way to give feedback
for all to hear, can be fun).
Although it seems that students are online (e.g., facebook, myspace)
**all the time,** twice weekly WebCT posts seems like too much for many
of them. (Or maybe that's just standard complaining about "work.) I
understand. It can be scary…coming up with ideas for all to see,
declaring an opinion, using sociological ideas, and whatnot. Similarly,
reading/responding to students posts requires constancy on my part that
reading a slew of papers at the end of the term does not. (I still
review their online portfolios at the end, but briefly.)
But WebCT seems *so much better* for them than papers in many regards
(e.g., writing skills). So, I’ve kept with it. However, the
complaining is wearing me down and I’ve pondered getting rid of it this
term. (Not to cater to complainers but to be a better guardian of my
own time.)
I may go back to papers (possibly group papers to encourage dialogue and
reduce grading time). I’m also considering using my online discussion
questions in class and adding a larger discussion component.
Currently, I do some lecture/concept review along with some class
discussion (and films, activities, etc). Students say the amount of
lecture we do now is just right…it confirms if they do/don’t understand
concepts, etc. (Sometimes my cynical side wonders if they are just not
working with the concepts enough on their own.)
Any thoughts, ideas, suggestions?
Is adding more small group discussion worth cutting lecture? If so, how
do you ensure students work with concepts on their own time? Do you
give quizzes or homework? Would the time tradeoff be worth it? (That
is, giving up online discussion for grading HW, esp since I've already
got the WebCT stuff together.)
If I do group discussion, would you suggest keeping discussion groups
the same throughout the semester or mixing them up? Should they have to
turn in a written response to help keep them on task? Should students
grade their own participation and that of their group members? Or,
should they simply get credit for doing it (which would certainly be
easier on me).
Part of me hates the idea getting rid of WebCT but I think it might be
good to try something new.
Thoughts? Ideas? Time saving tips?
Thanks, everyone. :-)
Andi
PS: I would note that our online registration system notes that WebCT is
required and students certainly talk to one another. So, it’s not a big
surprise or anything.
Andi
--------------
Every object, every being,
Is a jar of delight.
Be a connoisseur.
~Rumi~
Life is raw material. We are artisans. We can sculpt our existence into
something beautiful, or debase it into ugliness. It's in our hands.
~Cathy Better~
Things which matter most should never be at the mercy of things which
matter least.
~Johann von Goethe~
Dr. Andi Stepnick
Associate Professor and Chair of Sociology
300-C Wheeler Humanities Building
Belmont University
Nashville TN 37212-3757
Direct Line: (615) 460-6249
Office Manager: (615) 460-5505
Sociology Fax: (615) 460-6997
----- Original Message -----
From: Marty Schwartz <[EMAIL PROTECTED]>
Date: Sunday, July 16, 2006 9:25 pm
Subject: TEACHSOC: help, please
Hi -- for reasons I don't completely understand (I thought you got
immunity
from new preps after 30 years!), I will be teaching a senior
seminar next
year on criminal justice and morality (in other words, should these
things
be against the law). We will be using a text that covers drugs,
prostitution, abortion, pornography, homosexuality and gambling. I
like to
have students present at least two sides of issues, and then have a
class
debate. Probably I will direct the abortion debate to stem cell
theory
research, and use queer theory heavily to avoid the homosexuality
and
deviance quagmire. If anyone has seen any good articles, short
cheap
books, videos, class exercises, fuzzy dice or whatever, please let
me know.
Has anyone used the video Southern Comfort? Perhaps I could do sex
trafficking, but I'd have to see who is in the class -- I did a
lot on it
in my violence against women class last year.
I'm sure you could post any answers, but private
suggestions to
[EMAIL PROTECTED] would be just as appreciated. Thanks in advance.
Marty
Martin D. Schwartz
Professor of Sociology
Ohio University
119 Bentley Annex
Athens, OH 45701
740.593.1366 (voice)
740.593.1365 (fax)
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