Another column for you, with a variety of questions, and this shows one beautiful item: distance learning educators always want to get it right, they want to teach in the most efficient and productive ways possible! Sure, there is a small cadre of folks teaching online who are more interested in the money, but overall the professionals teaching in this wonderful asynchronous environment are dedicated to giving students a most positive, exciting, and engaging learning experience. With COVID-19, sometimes budget difficulties, new school guidelines, et cetera. I am reminded of a classic line from a Clint Eastwood movie, Heartbreak Ridge, that pretty much defines the online educator of the 21st century. When asked why his squad keeps winning competitions, the gunnery sergeant (played by Eastwood) remarks, “We improvise, we adapt, we overcome.” And thus the online educator will continue to do so!
Here are this month’s challenges …
Faculty, English and Writing Across the Curriculum, Purdue Global University. (for column submissions)
Faculty, English and Writing Across the Curriculum, Purdue Global University. (for column submissions)
How to Get Selected to Make a Presentation
Errol, thanks so much for the great info all these years! I’m writing because I’m guessing with your experience you’ve made quite a few presentations, and I need some help. Early next year our school will be sending out proposals for in-service presentations. This is the first time our school has done this, and I want to be involved. There is a variety of themes relating to distance learning, but do you have any tips on how I can make my proposal stand out? Thanks!
Well, I’m certainly glad my columns have been helpful, and I’ll try my best to make this one as well. You are right: I have done numerous presentations, and there are some tips I can share from what I’ve learned over the years: (1) No matter the theme in distance learning there is little doubt a presentation on it—and probably many presentations!—has been done. So, you want something different, something you think has not previously been done. Same old, same old usually does not get selected, so tweak it a bit. (2) It is important to have a title that not only indicates the subject of your presentation but also one that is a bit on the creative side; this is a preliminary “hook” to grab the folks’ attention who make decisions on the selections. (3) Nearly every presentation proposal comes with an abstract, a short (usually 100–150 words) overview of your presentation; you want the first couple of sentences to be your primary hook; this cements the idea your proposal definitely needs a good look. (4) Even if not required, include two or three research sites to back up your subject; this shows your chops as a scholar and as one giving a presentation that can be trusted. Of course, your school may have other asks, but these are suggestions are always important. The tips I have given here will separate you from others sending in proposals!
Using Virtual Visits to Augment Teaching
Although COVID-19 has had a minimal effect on my teaching efforts in the online classroom, Errol, it has made me look at new or expanded resources that have become available through COVID-19. One that especially interests me is the use of virtual visits, that is, video trips to museums, zoos, manufacturing plants, et cetera. I teach a humanities course that has an emphasis on world culture. I’d like to give my students an assignment that allows them to “visit” a place of interest in the world and create an essay that explains its importance to culture. Any suggestions you give me would be appreciated.
COVID-19 has certainly had an impact on distance learning, in some ways positive, other ways negative. The use of virtual tours has dramatically increased, and your idea sounds great. I’ve used virtual tours in my online writing classes for several years, and the results can be quite interesting and enlightening. First, be sure the students know this is an assignment, not a break from class! It can be easy to get sidetracked, as many of these virtual trips are quite engaging. Second, have the assignment as specific as possible, and remind students to take notes. Third, be sure students give an overview—at the beginning of the assignment—of what they watched and why. And here’s a suggestion that has worked well for me: allow students to choose a creative medium, such as creating a YouTube video, a board game, a musical piece, et cetera, that interprets / presents their essay, along with a brief written essay that links the virtual trip to the assignment’s purpose. Here are some websites I have used for a variety of virtual tours:
Effectively Teaching Students With Dyslexia
You have given our department (philosophy) some very specific suggestions that have certainly helped my faculty (I’m the chair) improve their online teaching efforts, Errol, and I thank you for that. I’m writing in hopes of receiving some tips on a specific area in our classes in which we have experienced an uptick: students with dyslexia. There is much written on this subject, but nowhere have I found any information on teaching dyslexic students in the asynchronous environment. Is there anything you know that can give us a better handle on teaching these students?
Of course, I’m thrilled that my efforts over the years have been helpful for your department, and for your question—well, you definitely have come to the right place! Several years ago I was asked to create a communications course for a university that at the time offered the only online courses in the country specifically for students with dyslexia. That experience gave me much insight into teaching dyslexic students in the distance learning environment, and I’m happy to share the major takeaways with you. First, for most dyslexic students learning online is excellent as there is no face-to-face interaction, a problem for many afflicted with dyslexia. Also, as much as possible use multisensory approaches to teaching. Zoom or Skype meetings prove very helpful, as are assignments where the students need to touch or create. Additionally, as the dyslexic students often spells how a word is heard— phonetically—have the students use dictionary.com, as it will return options if an incorrectly spelled word is entered. Regarding assignments, be sure the details are very specific and as simplistic as possible; it also helps to grade more based on efforts and ideas (getting individual words right can be frustrating). And I’ll toss in a bonus, three educational games designed specifically for dyslexic students I have found helpful:
nessy.com
dyslexiagames.com
Simplex Spelling
I hope this helps!
Remember: Signs remind, inform, and guide so our daily travels and treks can be smoother and more efficient: help is a wonderful tool, is it not?
