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Nuts and Bolts Agatha Beins Texas Woman’s University abeins@twu

Nuts and Bolts Agatha Beins Texas Woman’s University abeins@twu.edu. Nuts and Bolts Background Information I teach “Feminist / Womanist Theories ” online Graduate-class, required for M.A. students in Women’s Studies. Nuts and Bolts Background Information

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Nuts and Bolts Agatha Beins Texas Woman’s University abeins@twu

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  1. Nuts and Bolts Agatha Beins Texas Woman’s University abeins@twu.edu

  2. Nuts and Bolts Background Information I teach “Feminist / Womanist Theories” online Graduate-class, required for M.A. students in Women’s Studies

  3. Nuts and Bolts Background Information I teach “Feminist / Womanist Theories” online Graduate-class, required for M.A. students in Women’s Studies Main foci of the presentation Access/ Engagement Building a Learning Community

  4. Access and Engagement

  5. Access/Engagement Design Matters Course Home Page

  6. Course Home Page Agatha’s Feminist / Womanist Theories class What information do you want to be visible on the home page? Main Menu: Students should be able to access all parts of the course through this tool bar.

  7. Access/Engagement Design Matters Course Home Page Organization

  8. Course Home Page Main Menu

  9. Access/Engagement Design Matters Course Home Page Organization Consistency / Diversity

  10. Sample schedule for a week’s discussion board comments Consistency Consistency sets up a framework that guides student contributions (a scaffold) and also offers predictability for you as the instructor. However, too much consistency can lead to scripts: students can just “fill in the blanks” without thinking deeply about the content. Too much diversity, however, can lead to confusion— when each week brings different set of activities and due dates it’s difficult to keep track of it all (for students and for the instructor).

  11. Sample schedule for a week’s discussion board comments Consistency • Diversity • Instructor-generated prompt • Individual student – generated prompt • Small group – generated prompt

  12. Access/Engagement Design Matters Course Home Page Organization Consistency / Diversity Assignment Completion

  13. Week 14 Agenda (April 14 – 21) Monday, April 14, 11:59 p.m. Google Hangout pre-hangout activity (submit a discussion question via Turnitin) Discussion prompts posted by Agatha Tuesday, April 15, 11:59 p.m. First comment set (two 200-word comments posted to the different threads in the class discussion board) Reading Response (submit to Turnitin) Wednesday, April 16, 11:59 p.m. Discussion summary (class discussion board) (each student acts as “summarizer” once during the semester) Thursday, April 17, 11:59 p.m. Second comment set (one additional 200-word comment and two 50-word responses to your peer’s comments in the class discussion board) Sunday, April 20, 11:59 p.m. Complete the Google Hangout Monday, April 21, 11:59 p.m. Google Hangout Reflection and Evaluation form, along with your group summary (submit via Turnitinthrough the in the Google Hangout Activities link in our Bb course menu)

  14. Access/Engagement Design Matters Course Home Page Organization Consistency / Diversity Assignment Completion Flexibility / Inflexibility

  15. Access/Engagement Design Matters Course Home Page Organization Consistency / Diversity Assignment Completion Flexibility / Inflexibility Time Commitment

  16. Creating a Learning Community

  17. Access/Engagement Student Introductions

  18. Student Introductions • What first impression do you want to create? • What do you want students to share about themselves? • What do you want students to learn about each other? • Public introductions – to the whole class • Additional information – to the instructor

  19. Student Introductions - Activity Find an image that reflects some facet of your personality, interests, and/or life experiences but that is not a photo or image of you. Then create a blog entry in which you explain the meaning and/or significance of the image. InstructionsAdd your introduction – Due Friday, January 17 at 11:59 p.m. Select “Add Entry.” Title the entry with the name you prefer to be called. Use the icon (image of a tree) at the top of the text box to insert your image (after selecting this icon, select the box to the right of “Image URL” to browse your computer for images. You can also upload an image via its URL. Below the image, write a paragraph or two explaining the significance of the image. Select “Save and Exit” to save your entry. Comment on at least two of your peers' introductions by Monday, January 21, 11:59 p.m.

  20. Screen shot of a student’s introduction

  21. Access/Engagement Student Introductions Student-Student Interactions

  22. Access/Engagement Student Introductions Student-Student Interactions Modeling Behavior

  23. Access/Engagement Student Introductions Student-Student Interactions Modeling Behavior Personal Experience / Real World connections

  24. Access – Engagement– Creating Community If students can’t, don’t, or don’t know how to access parts of the course, then they lose possibilities to engage with course content, with you, and with each other. And without engagement, it becomes difficult to build a learning community.

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