A Two-Way Mirror.......

(seminar reflection)

After successfully leading a seminar in what I consider to be a more complicated text, I thought this week would be a breeze. WRONG! I felt as though I was looking into one of those fun house mirrors. The image looking back at me did not look at all like me, but I knew that image was in fact me. One thing I've noticed in both classes is that the conversation is turning into a lot opinion. That is good because people should share their experiences. Now, people are countering questions with sources and answer questions with articles. It's information overload. As students, we have read more material in the first four weeks, then the previous three quarters.

Resources and questions

I think the chapter was easy to comprehend, but somehow I just felt I couldn't get a grip on the discussion board. I appreciate the fact that Kathy Zabel pointed out that one of the suggested sources was NOT applicable to online classes. She was dead on. The only thing the resource referenced to online rubric construction was in the name. I countered KZ's comment with a couple of good online rubric models. I assume they were good because I just noticed they are being used in Fran's week five seminar.

During my first seminar I offered an applicable question for cohort members to answer based on their experience as student/instructors or both. I definitely think I had more success with the first time around. The situation I used this time was not as effective because it just feels like it did not spark an intense intellectual forum. Students answered the question and then moved onto the next. One thing I have noticed it the amount of discussion between the two classes. It seems the GMIT 650 class is drawing far more postings. Is it because people are so used to posting to one discussion board? Maybe. I would attribute it to the material in the 650 class. There is a ton of information there and a lot of room for conversation.

"How much is too much?" Is there anymore overused cliche than that one? I hate that particular question. I think I rebounded nicely with the references for online rubrics. I was hoping for a little more reflection from the class on personal rubric construction in their classes, but the overwhelming responses were about their kid's experiences.

I really wanted to present the "other" side of the coin this week. I spent hours reading through articles trying to find some facts on the negative effects of rubrics. It appears there isn't much of a market for that. The article I did find discussed some areas of flaws, then it contradicted itself and praised them. Rex concluded this resource the best way, rubrics should be used in applicable situations and every case is different.

Leadership

There is a reason I went first and am the first member of the cohort to have my seminars done, I don't mind going first and trying to set the standard for the rest of the class. I had a difficult time inciting rubric conversation because I don't feel I have a lot of experience to bring to the table in this case. Leading is much easier when you are an SME or at least some degree of experience with the subject. Not having either, I had to work that much harder.

Learning Experience

You always hope students come away with some credible knowledge. With all of the resources being offered up, I don't see how one person cannot come away with some new found knowledge. The text is doing a nice job building on the rubric material and that is what I was hoping to accomplish this week. One of the questions I chose asked for instructors to explain their class rubric experiences with the rest of the board. That didn't turn out the way I hoped. There is all kinds of learning going on within the class. We are learning about each other, our professions, SCC, and our selves as we take the reigns of classroom leadership. It's a continuous process and may not be what Pat envisioned, but my motto is if you learned something from a particular situation (good or bad) than nothing is a waste of time.

Format

My thoughts on this format have not changed since my week two seminar. When I tell people that I am almost done earning this degree, working two jobs, and conducting a semi-social life their reaction is amazing. "When do you go to class?" Simple, I don't! It still amazes me people are not aware of how rapidly online education is becoming available. I was talking to my great-uncle last night about this program and he wasn't exactly sure what I was referring to. He mentioned that the University of North Carolina is considering starting online degree programs. I wanted to correct him, but felt there was no need. BTW, he has PHD in Statistics and writes text books for NC State.

I have to ask, is this a generational thing? I carry the label of "techie" on the discussion boards and some people might consider me to have an advantage over some of the others. I think they have the advantage over me. There is no amount of technological knowledge that can overcome years of experience in the classroom. Man, what I wouldn't do to add that to my resume. After all, it's not about how a text book was assembled, it's what is written inside it that makes a difference.

See you in week 5!