I remember when we didn't have cell phones. If someone wanted to get a hold of us, they would have to wait until we got home or left a message on the answering machine. It would be on our own time when we wanted to return the call. We would go through our day with the peace and quite from the ringing of the cellphone or the buzzing of the pager. Nowadays, I see everyone, including kids with a cell phone in their hand. They're walking and talking, driving and talking, drinking and talking, eating and talking, doing the dishes and talking, and the list goes on and on.
I am going on a trip to Peru and I realized that I can do some of my work there if I need to. I guess I could even work on it at the airport if I bring my laptop with me. So, now I'm attached to another digital domain that could possibly follow me places. I'm really not talking about being an online student but rather the online teacher. If I'm on vacation, I'll be tempted to answer e-mails to help students, or read papers, or something that is going to link me to my class like a ball and chain. I hope that my work is not going to be tied to me like that. At home I try to separate work from my bedroom at all cost. In addition, I try my best to leave all my work at school. There are usually two days out of every working year where I bring my work home.
At school, I see some students entirely tied to their cell phone. In fact, if you e-mail out their progress report in the morning, they'll come in at lunch and ask why they got a B in your class. And when you ask them how they know already, they'll show you the e-mail on their Blackberry internet-enabled cell phone! When students ask me for their grades, I ask them to e-mail me the request. I had one student go back to her desk, take out her phone, sends me the request, walks back up to my desk, and asks me to check my e-mail. What is this world coming to?!?!
I hope that I don't get tied down by the digital world. Making things wireless doesn't really free you from anything!
Tuesday, June 16, 2009
Monday, June 15, 2009
The Connection
It finally occurred to me why I am struggling with the ideas of an online class. Several years ago, I decided not to pursue the medical path anymore. One of the biggest reasons was the idea of objectifying a human being as a mechanism to cope with emotional issues surrounding a doctor and his or her patient. Objectifying a human being? How can we see a body as an object? Sure, I may not be religious, but I still believe that each person is unique in many ways, seperating us from other animals. There's something about human beings that makes me think we're not just a bunch of atoms assembled together in a specific way.
Like the idea of objectifying a human being, I struggle with the thoughts of online teaching because I feel that I am objectifying myself. As I put myself onto an online environment, I feel as if I am digitizing myself. Even if I could have the artificial intelligence of HAL from "2001: A Space Odyssey," I'm still nothing more than an object on a computer screen. I don't consider any website I visit as a human being. Becoming black and white text, videos, or pod casts is the metamorphosis that an instructor will go through to go "online."
I may have to say in the end that there are some people that are meant for that kind of a job. If they can do it, then more power to them. But I don't think that it's within my personal belief and comfort to do such a thing. This may sound double standard, but I am not going to protest or rally an opposition against becoming doctors or online teachers.
Like the idea of objectifying a human being, I struggle with the thoughts of online teaching because I feel that I am objectifying myself. As I put myself onto an online environment, I feel as if I am digitizing myself. Even if I could have the artificial intelligence of HAL from "2001: A Space Odyssey," I'm still nothing more than an object on a computer screen. I don't consider any website I visit as a human being. Becoming black and white text, videos, or pod casts is the metamorphosis that an instructor will go through to go "online."
I may have to say in the end that there are some people that are meant for that kind of a job. If they can do it, then more power to them. But I don't think that it's within my personal belief and comfort to do such a thing. This may sound double standard, but I am not going to protest or rally an opposition against becoming doctors or online teachers.
Adding warmth to online teaching
I think that an important part to online teaching is adding personally made videos, pictures and pod casts. This somehow adds warmth to the online environment.
When I take an online class, most of the time I feel like there's no one there. It's almost as if the pages was generated by a computer program (in which case, part of it is). Each course, if using the same Learning System such as Blackboard, looks exactly the same and feels exactly the same. I don't see any distinguishable personality between the webcourses. Remember that we don't type like we speak. Everything is too formal and...correct.
Adding video lectures, pod cast lectures, or even images (personally demonstrating a topic) tells me that there's someone behind all of this. The personality of the instructor will definitely be more apparent throughout these mediums of presentations; I will hear it in the voice, the facial expressions, and even the intonations in the instructor's voice. I like it when an instructor posts a picture of themselves; I can actually "put a face to a name."
Some may argue that the people taking these courses want nothing more than to just get the credit they need in the fastest way possible. If this is so, then I feel sorry for those people. But I believe that the majority of online students still want to feel as if they're taking a real class, with real people in it...even if it is short-lived. If we can't sit next to or work with another warm body, and if we can't see a warm body in front of the class, the least an instructor can do is make the computer feel a little inviting and warmer.
When I take an online class, most of the time I feel like there's no one there. It's almost as if the pages was generated by a computer program (in which case, part of it is). Each course, if using the same Learning System such as Blackboard, looks exactly the same and feels exactly the same. I don't see any distinguishable personality between the webcourses. Remember that we don't type like we speak. Everything is too formal and...correct.
Adding video lectures, pod cast lectures, or even images (personally demonstrating a topic) tells me that there's someone behind all of this. The personality of the instructor will definitely be more apparent throughout these mediums of presentations; I will hear it in the voice, the facial expressions, and even the intonations in the instructor's voice. I like it when an instructor posts a picture of themselves; I can actually "put a face to a name."
Some may argue that the people taking these courses want nothing more than to just get the credit they need in the fastest way possible. If this is so, then I feel sorry for those people. But I believe that the majority of online students still want to feel as if they're taking a real class, with real people in it...even if it is short-lived. If we can't sit next to or work with another warm body, and if we can't see a warm body in front of the class, the least an instructor can do is make the computer feel a little inviting and warmer.
Thursday, June 11, 2009
Creating an online class
One thing that I have found over the years of using a Learning System such as WebCT, Courseweb, Moodle, or Blackboard is how confined it is. Although they are rich in different tools that were created to facilitate the development of an online class, I also find it limited. I find this system excellent for teachers who have limited knowledge about computers and digital design.
At some previous schools where I've taught, I was given the opportunity to design my own website. I found that, although it was more difficult, I was able to get it to look and feel how I wanted. The disadvantage of this system is the fact that you have to literally create everything from scratch. With WebCT, you can create a announcements and assignments by just following a simple interface which asks you all the necessary questions to do it successfully. There's no need to manually connect to the server, upload the necessary files, make the correct html links, mess around with the source code, or worry about placing items in the right folders on the server. WebCT will literally do it for you. But the drawback is that it will do what it wants; and if you have something that you want that it doesn't offer? Tough love. There are a few "customizations" that you make to your post, but those are limited. In addition, if I'm using a browser or system that is incompatible with WebCT (which I'm currently using), it won't even allow me to use some of its features (even as a student). Creating my own website will ensure that the website is optimized for all browsers. These are just some frustrations that I have with Learning Systems.
I can definitely see the benefits of a Learning System for an instructor such as the ease of creating something quickly; it enables anyone to set up a class with minimal learning time. In addition, if a student is taking a class from an institute like UCSD, it is nice if all the online classes have a uniform look; students wouldn't have to learn how to navigate around each instructors' web page.
At some previous schools where I've taught, I was given the opportunity to design my own website. I found that, although it was more difficult, I was able to get it to look and feel how I wanted. The disadvantage of this system is the fact that you have to literally create everything from scratch. With WebCT, you can create a announcements and assignments by just following a simple interface which asks you all the necessary questions to do it successfully. There's no need to manually connect to the server, upload the necessary files, make the correct html links, mess around with the source code, or worry about placing items in the right folders on the server. WebCT will literally do it for you. But the drawback is that it will do what it wants; and if you have something that you want that it doesn't offer? Tough love. There are a few "customizations" that you make to your post, but those are limited. In addition, if I'm using a browser or system that is incompatible with WebCT (which I'm currently using), it won't even allow me to use some of its features (even as a student). Creating my own website will ensure that the website is optimized for all browsers. These are just some frustrations that I have with Learning Systems.
I can definitely see the benefits of a Learning System for an instructor such as the ease of creating something quickly; it enables anyone to set up a class with minimal learning time. In addition, if a student is taking a class from an institute like UCSD, it is nice if all the online classes have a uniform look; students wouldn't have to learn how to navigate around each instructors' web page.
Tuesday, June 9, 2009
Week 1 - Thoughts about online teaching
It is interesting that we are in an age where things are becoming more and more digitized. However, it is even more interesting to see that human beings, in my case a teacher, becoming more and more digitized. There are days when I come to school quite tired and I wish there was a robotic form of me who can teach my classes. I have always seen technology as a tool to use in teaching.
In fact, within my classroom, I use many forms of technology to assist my teaching. First, I use an E-Beam which uses a wireless pen and a projector to mimic a whiteboard (or chalkboard). It has all the functions of a basic paint program on a computer. However, I can also record my lesson as I write and speak. Second, I use an online course management for the class. Here, students can access everything from course syllabus, homework assignments, announcements, an online course calender, previous quizzes, and even the recorded lesson that I upload at the end of my lessons. Third, the students and I use many mathematical computer programs to further enhance the teaching and learning experience. Lastly, the students also possess a graphing calculator, which acts almost like a mini-computer. It is hard to imagine a class without all these forms of technology.
However, the question I pose for myself is, "Will I eventually replace myself with a computer?" At the moment of asking this question, I have a definite "NO!" as an answer. I feel that teaching and learning is a sacred thing. During the Renaissance Era, an apprentice had his master. Nowadays, even a PhD candidate has his advisor. The teacher-learner relationship is innate in all humans. We all seek out a person to become our teacher in many things we do. Having a person as a teacher tells us that we can become that smart or that intelligent because this person sitting in front of us is here in the flesh. If he can do it, so can I! There's something special about a human mentor that gives both people gratification. There's warmth in the relationship.
On the other hand, it doesn't sound so bad if I could just throw myself online, let students learn from the digital me, and I can...go on vacation! I've always wanted that robotic version of me, or before the digital era, my twin. I wouldn't have to deal with classroom management, students sleeping in class, students misbehaving, cleaning gum off the table, etc. I could correct papers from a different country, on the beach, sipping a nice cocktail. Wouldn't that be nice? And the best part is, there could be 100 students taking the class simultaneously and I could get paid for not being there in front of them. Hmm...that just sounds so tempting.
As I ponder that original question, I find myself being reminded of the gratification I get from teaching students live--the hugs, the happy tears from doing well, the thank you letters, and the wonderful words from students who tells you how much of an impact you made on their life. These are things that makes you feel all warm and fuzzy inside and you wake up each morning to hope that you can make a difference in some young mind's life. I cannot describe what it feels like to be a teacher that matters; there are no words that can.
Sure, it's interesting to use all these technology, but if there's not a warm helping hand to motivate students to do well and to excel, then the heart of learning has morphed into a electric pump full of wires and screens. My plan is to create a hybrid online class where students will meet with me, but their learning will be enhanced by the uses of technologies.
In fact, within my classroom, I use many forms of technology to assist my teaching. First, I use an E-Beam which uses a wireless pen and a projector to mimic a whiteboard (or chalkboard). It has all the functions of a basic paint program on a computer. However, I can also record my lesson as I write and speak. Second, I use an online course management for the class. Here, students can access everything from course syllabus, homework assignments, announcements, an online course calender, previous quizzes, and even the recorded lesson that I upload at the end of my lessons. Third, the students and I use many mathematical computer programs to further enhance the teaching and learning experience. Lastly, the students also possess a graphing calculator, which acts almost like a mini-computer. It is hard to imagine a class without all these forms of technology.
However, the question I pose for myself is, "Will I eventually replace myself with a computer?" At the moment of asking this question, I have a definite "NO!" as an answer. I feel that teaching and learning is a sacred thing. During the Renaissance Era, an apprentice had his master. Nowadays, even a PhD candidate has his advisor. The teacher-learner relationship is innate in all humans. We all seek out a person to become our teacher in many things we do. Having a person as a teacher tells us that we can become that smart or that intelligent because this person sitting in front of us is here in the flesh. If he can do it, so can I! There's something special about a human mentor that gives both people gratification. There's warmth in the relationship.
On the other hand, it doesn't sound so bad if I could just throw myself online, let students learn from the digital me, and I can...go on vacation! I've always wanted that robotic version of me, or before the digital era, my twin. I wouldn't have to deal with classroom management, students sleeping in class, students misbehaving, cleaning gum off the table, etc. I could correct papers from a different country, on the beach, sipping a nice cocktail. Wouldn't that be nice? And the best part is, there could be 100 students taking the class simultaneously and I could get paid for not being there in front of them. Hmm...that just sounds so tempting.
As I ponder that original question, I find myself being reminded of the gratification I get from teaching students live--the hugs, the happy tears from doing well, the thank you letters, and the wonderful words from students who tells you how much of an impact you made on their life. These are things that makes you feel all warm and fuzzy inside and you wake up each morning to hope that you can make a difference in some young mind's life. I cannot describe what it feels like to be a teacher that matters; there are no words that can.
Sure, it's interesting to use all these technology, but if there's not a warm helping hand to motivate students to do well and to excel, then the heart of learning has morphed into a electric pump full of wires and screens. My plan is to create a hybrid online class where students will meet with me, but their learning will be enhanced by the uses of technologies.
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