Dr. Strange is encouraging us to start a discussion for this week's blog post, and one issue I have been particularly interested in concerning our EDM 310 class...is the issue of the time expected to be spent doing work for this class. I did my survey on this issue (which can be taken here and results viewed here), and this was actually the last question I asked in it. The responses I got were vague and even vulgar. Now, I'm curious to see how people will respond when their names will be displayed...
So, my official question (as I asked in my survey) is "The recent debate about the expected time/workload for this class seems to be a touchy subject. How do you feel about it?"
My response to this question when I am asked is simply this:
I believe that this class would be easier to manage if it were split between two semesters as a series: some students are not as computer-savvy coming into this class as some, and these students would get more out of this class if they were allowed more time for instruction in and working on the projects and lessons. Certainly some people do not find the work hard, and these people very well can do the class in one semester; this is fine - just because some can and others cannot does not mean that those who are not as advanced are incompetent and don't deserve the same opportunities the others are given (because this was actually a response I got on my survey! How insensitive and arrogant!).
Once again, I'm curious to see how people will respond when their name appears with their answer...
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I found the answers fascinating and am delighted that you have addressed this issue in your post. I am in the middle of writing a post (too long I fear) covering this same subject and will use your data in my comments.
ReplyDeleteI will add one comment here:
The issue of preparation/ability/entering knowledge is the most difficult challenge I face as a teacher. If you ignore the well prepared/bright/eager/advanced students, you are certainly failing to meet the needs of the best/brightest/ or most prepared (these are not all the same). If you focus on the middle group of prepared/competent/hard working students (who usually make up the majority), you do address the needs of the majority, but what about the others? If you concentrate on the less well prepared, the slow learners/ the unwilling or reluctant learners then you leave out a very large group of students. What to do?
My solution, which I implemented at the College of Professional and Community Services at the University of Massachusetts at Boston, was to eliminate deadlines on classes, set learning outcomes to be achieved as well as methods for determining whether or not a person was "competent" in the prescribed area, and then let students learn in our classes or in any other way that worked for them. Very few colleges allow students to learn this way. The University of South Alabama does not. So again, what to do? I don't have an answer to that question in this context. This semester I adopted an advanced warning system: 1. You will have to allocate 9 hours a week to this class. (A lot of people apparently did not believe me); 2. You should not take the class if you were a beginning computer user, first taking a non-credit course to prepare you for this class. (Three years ago most entering students were in this category and the course was different. Today, most students come well prepared in knowing how to use technologies. Some even know more that I do.); 3. There is an extremely wide variation in the attitudes, skills, prior knowledge, and learning experiences in EDM310 this year. Not to mention a wide variety of "outside obligations."
College work at a real college level takes time, energy and initiative. EDM310 does not take 9 hours a week for most students. Some who do spend more than 9 hours a week on EDM310 do so voluntarily after becoming especially interested in things associated with the course. Others are not trained (maybe even unable) to manage their time effectively. This includes thinking they can do more than they can (a problem of mine form time to time). When you become a teacher, you will have to be able to manage your time well. You might as well learn that now, rather than later, I believe.
Now the problem with this long essay is that it is not addressed to you, Jessica. It is address to all of EDM310. I will use these thoughts elsewhere where I hope they will have a wider audience.
Thanks for raising these issues in public where they should be debated and discussed!
I understand your concern for the levels of your students: some are more advanced, and going any slower would slow them down - but going any faster would leave the others behind, etc. My theory behind the split-class idea was to offer it across two semesters for some, and one advanced class for others. That way, everyone on different levels is getting the best out of the EDM 310 experience.
ReplyDeleteYou also mentioned taking a prerequisite course before taking EDM 310 for preparation for those who were not quite ready for the material...
I actually DID take another computer class: CIS 150 is really the only other "basic computer skills" course offered, and to be completely honest, the only thing I learned in that class was "if you only type in the keyword of a web address and hold ctrl while pressing enter, the 'http:// ... .com' will be added." Other than than that, I was refreshed on how to use Word and Excel - which we never even used in EDM...
That's not necessarily a BAD thing, but my point is that there really aren't any prerequisite courses to prepare for this course - if that's what would help keep students on a more level basis of understanding in the required assignments/tools for this class. This is a REQUIRED course, so all education majors have to take it whether or not they have already acquired the necessary computer skills. Problem solved: offer the actual course across two semesters for those who may benefit from the extended, closer instruction. ...and good for those who are able to take it in one semester! I'm managing in one semester, but I definitely would have benefited from two.
I wonder if I can sell your idea when they are trying to reduce classes. Well, I can try. And I will!
ReplyDeleteIt looks like we are talking with ourselves. Join in, the rest of the class!
Wow, great discussion! I think that's a great idea to have this course span between 2 semesters. I think the majority of students taking this class could benefit. Well, at least I know I could. I don't think I'm computer illiterate and I'm doing pretty well keeping up in this course, but I just need more instruction that's all. Yeah, and I also took CIS 150 and it definitely does not prepare one for this class.
ReplyDeleteP.S. Great Picture!
Thanks Ms. Purvis.
ReplyDeleteSome questions for you:
What is covered in CIS 150? When did you take it? If you took it some time ago, do you think it is still the same course? What preparation would have helped you for EDM310?
Thanks!