Checking the Rear View Mirror, Mapping Next Semesters Course

I was kinda looking forward to the last class meeting and then again not. As I do look in the rear view mirror and reflect on the first run of teaching in higher ed. I have missed the weekly prep, class meetings, dialogue and exchange of ideas. I compiled good memories and valuable learning experiences to draw from as I begin to prepare for the spring semester.

As we, the students and I, began the semester a needs assessment was conducted. Then, near the end I used many of the same questions to perform a growth assessment. Using that data and what was collected by the university in the formal course evaluations, I am able to see where I grew and what I need to adjust for the next offering of the course.

Start of Course: Describe Yourself as a Technology User

End of Course: Describe Yourself as a Technology User

I was pleased to see that the self-identified Reluctant User disappeared from the descriptors used by course participants. The percentage of Developing Users stayed about the same the emerging and the reluctant were absorbed. The Power Users among the group emerged and it appears only a few remained in the Proficient User category. I may or may not have assigned differing tags to the course participants yet it was more important to me to see where the learner's saw themselves.

Start of Course: Describe Self as Technology Integrator

End of Course: Describe Self as Technology Integrator

The above self-assessment was also revealing to me as the instructor. As I began conversations and discussions around the use of technology as an instructional tool, I found that it was a stretch for most participants to identify purposeful, intentional, and specific uses for technology applications and devices in a classroom instructional setting. As the semester progressed, I was able to get a sense that the connections were being made between the capability of the application and the potential outcomes, student products and learning experiences that could be afforded through effective integration of instructional technology.

Course requirements were clear, (T)he instructor returned/graded assignments in a timely manner were two areas on the formal course evaluation provided by the university where students provided feedback for improvement. I relied heavily on the student blogs for submitting assignments on a weekly basis and also for providing feedback to students. I did comment on the blogs in a timely manner, usually within 48 hours of the blog being posted, but I only commented on the blog post content and did not include specific feedback on the assignment through the blog comments. I did this intentionally as the blog comments were public and I did not want to post any criticism or praise in the public forum as to not make that part of the public record. I will need to figure out another vehicle for providing that type of specific feedback in a more private and apparently more timely and consistent manner for the coming semester. Email did not seem to work well for this purpose and I am considering a regular dialogue with students in a shared Google Doc or Spreadsheet. I am also considering the use of a Google Classroom for the course to help organize content, encourage group and individual discussions, as well as provide an experience in a highly popular tool among teachers.

I found Zoom as a delivery vehicle for the course to be effective in connecting through video, sharing screens for presentations, and recording the class sessions. I did find it to be cumbersome when sharing the screen that the chat feature was lost to the presenter. The images of participants also went to thumbnail and forced scrolling to see each participant while sharing the screen. I will need to explore further how to make better use of those features while screen sharing and hope that Zoom support or training might help me in that area. Other feedback from students has led me to re-think the agenda for class sessions to continue the use of small group interactions, direct instruction or demonstrations of applications, opportunities for larger group discussions around topics as well as individuals working as partners and reporting out their progress to the larger group. I am also working on a way to include Google Certified Educator preparation as a track for course participants.

Level of Proficiency with Learning Mobile Apps and Extensions

Most students noted their growth in skill, ability and confidence in learning educational applications and commented on their progress at the completion of the course. Overall I am well pleased with my inaugural effort as an adjunct professor yet see some areas where I can grow and develop my own skills, abilities and confidence. So, I have some ideas on mapping out the journey and setting some milestones for next semester and have documented my thoughts here as occasionally I will glance at the rear view mirror to remind myself of where I have been along the way.