From KUEHLING@boisestate.edu Tue Apr 3 20:25:44 2007 From: KUEHLING@boisestate.edu (Karen Uehling) Date: Tue, 03 Apr 2007 13:25:44 -0600 Subject: [Teaching_Basic_Writing] Reading Circles Message-ID: <461255D1.F1C4.0085.0@boisestate.edu> Pat, Thanks for your comments on a "reading circles" approach to reading novels in basic writing. How do you use "book clubs"? Are these groups students form based on the novel they choose to read? Can you give us an idea of some of the titles you use in BW? I find all this so interesting and the process seems practical and workable. Karen Karen S. Uehling Associate Professor Department of English Boise State University 1910 University Drive Boise, ID 83725-1525 Office: 208-426-1825 Fax: 208-426-4373 >>> "Holler, Patricia A (West Kentucky)" 4/2/2007 8:36 AM >>> I use reading circles in my reading classes and find this approach to novel reading allows students to make reading a social experience and better relate the readings to their lives; it also allows the instructor to determine who is really reading an assigned work. I have evaluation sheets for students to fill out for those who are in book clubs other than their own. Of course, I write down an evaluation grade for each student on these discussion days, too. Students do a creative project and a critical essay as well. I do a lot of guiding with the critical essay, even offering potential thesis statements. This strategy lets students experience reading both affectively and cognitively and works in keeping with the constructionist viewpoint of educating as well as prepares them for the ENG 101 critical essay writing over a novel that I know they'll be experiencing in that class. Pat Holler West Kentucky Community/Technical College -----Original Message----- From: teaching_basic_writing-admin@mailman.eppg.com [mailto:teaching_basic_writing-admin@mailman.eppg.com] On Behalf Of Karen Uehling Sent: Friday, March 30, 2007 9:36 PM To: teaching_basic_writing@mailman.eppg.com Subject: [Teaching_Basic_Writing] Reading Circles Well, I'm feeling much better and would like to comment on the CBW workshop now. I was lucky enough to attend Ronna Levy's demonstration table in the morning--she teaches at Kingsborough Community College in NY, and I got to learn about her "reading circles" approach which is adapted from Harvey Daniels' VOICE AND CHOICE IN THE STUDENT-CENTERED CLASSROOM. Levy divides her developmental students into small groups of 4 or 5--each is assigned a role to prepare for a reading circle discussion. After a piece is assigned, each student must complete a handout that offers a number of roles: "discussion director," "literary luminary," "word wizard," & "content connector." Each of these roles requires certain specific tasks. For instance, the discussion director poses at least three questions in regard to the big ideas of the reading. The literary luminary identifies specific passages for further study, etc. Sometimes all of the students complete the entire handout. The handouts then guide small group discussion of the piece as Levy circulates. The final category of the handout is "reflections"--to be filled out after a class discussion. Levey just responds to these in an informal (written) conversational manner and I assume checks off that the student completed the work. Levy's dissertation is based on this method. I was very impressed. This technique is similar to one I have used with more advanced students and graduate students: assigning each to lead a discussion of an assigned text on Blackboard, using the discussion board feature. My assignment has a complex structure of required items, and students sign up to lead a piece of their choice during a week when they will have time to be a leader. All the students are required to participate in these online discussions. Perhaps I will adapt the reading circles approach to Blackboard work for basic writing; I will definitely try it in class. Did anyone else see the learning circles demonstration? Would love to get your reaction or your comments on other CBW workshop events or CCCC sessions.... Karen Karen S. Uehling Associate Professor Department of English Boise State University 1910 University Drive Boise, ID 83725-1525 Office: 208-426-1825 Fax: 208-426-4373 _______________________________________________ Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat your information. From KUEHLING@boisestate.edu Tue Apr 3 21:20:16 2007 From: KUEHLING@boisestate.edu (Karen Uehling) Date: Tue, 03 Apr 2007 14:20:16 -0600 Subject: [Teaching_Basic_Writing] CCCC 2008 BW blog Message-ID: <46126299.F1C4.0085.0@boisestate.edu> Joanna, I think a CCCC 2008 BW blog this would be great! And it is too much for just one person. If we had a BW blog we could have an online conference at the same time the virtual conference is going on. Any number of people at the CCCC could contribute, especially those presenting at the CBW workshop or others on BW concerns. And bloggers could report comments and questions from online "attendees," especially if we had a laptop hooked up at the workshop. Just brainstorming. How would you or anyone imagine this kind of setup? Wish I had run into you in NY. Karen Hi Karen, This has nothing to do with reading circles, but here goes. . . I was interested in your idea about blogging from the 4C's and sorry to hear that you were sick at the conference. I wonder if next year you would like a hand (or several) writing up posts for and with you. Blogging from the C's is such a good idea that it needs to be continued, but it's a lot of work for one person to do. I'm happy to volunteer my time and talents (such as they are ; ) ). Best, Joanna Howard Professor of English Montgomery College, Rockville Rockville, MD 20850 301-738-8078 ________________________________ Karen S. Uehling Associate Professor Department of English Boise State University 1910 University Drive Boise, ID 83725-1525 Office: 208-426-1825 Fax: 208-426-4373 From KUEHLING@boisestate.edu Thu Apr 5 18:47:41 2007 From: KUEHLING@boisestate.edu (Karen Uehling) Date: Thu, 05 Apr 2007 11:47:41 -0600 Subject: [Teaching_Basic_Writing] Volunteer @ CompPile!! Message-ID: <4614E1DC.F1C4.0085.0@boisestate.edu> I encourage everyone to get involved with this very worthwhile project (see below). Like the CBW bibliography that Bedford has done for us in two editions, this is a democratic project in which we all can have a voice. I wrote in my history of CBW: "As Mike Rose notes, 'in the academy* your life [is] the record of all you [have] to say about the particular booklists you [have] made your own' (70). The same can be said of CBW as an organization and the field of basic writing CBW represents: 'our life is the record of all we have to say about the particular booklists we have made our own.'" This statement applies equally to CompPile. Through CompPile (and the CompFAQs wiki) we have a concrete opportunity to contribute to the life record on basic writing in a way that is easy to use and accessible to all. I would also note that it is an interesting and enjoyable challenge to index a journal or other material; I indexed the old CBW Newsletter for CompPile and learned a tremendous amount doing it. Karen Uehling Karen S. Uehling Associate Professor Department of English Boise State University 1910 University Drive Boise, ID 83725-1525 Office: 208-426-1825 Fax: 208-426-4373 >>> Glenn Blalock 4/5/2007 11:00 AM >>> To all colleagues in post-secondary writing studies: As you probably know, CompPile is a free, online, searchable database of scholarship in post-secondary composition, rhetoric, ESL, technical writing, and discourse studies . Until late last year, CompPile's bibliography has covered the years 1939-1999. Now, under Glenn Blalock's direction, it is extending its coverage from 2000-current (and beyond). The intention is to allow a one-stop search of all post-secondary writing scholarship from 1939 on, and to keep adding records as they are published. This is more work than a couple of people can do. So we are asking members of our discipline to join in the effort. In particular, we are asking people to choose from among three options (or some combination): (1) to update the indexing of a journal from its current status in CompPile; (2) to be responsible for maintaining a journal, indexing new issues as they appear; (3) to volunteer to add search terms where needed. On the home page of CompPile, you'll see a new link that invites you to "Volunteer @ CompPile." I have opened a space on CompPile where you can scan the lists of journals, see our "needs," and volunteer, if you choose. When you volunteer, you will receive further instructions about the process we use for indexing and for assigning search terms. The process should be clear from there. But if it isn't, please contact Glenn (gblalock@grandecom.net). It's worth knowing and remembering that CompPile has always been a volunteer operation. It is open-access, free of charge to the public, non-affiliated, and non-revenue generating. As such, it may be unique among scholarly fields. (Librarians tell us that all other comprehensive, discipline-wide bibliographies they know of require annual subscription or organizational membership fees.) It's also worth noting that the tasks with which we need assistance are not significantly time-consuming. Any time you can commit will be an important contribution to the ongoing success and usefulness of CompPile. Please add your hand and help keep CompPile open-access and free, with the largest and most comprehensive coverage of post-secondary writing studies (currently at about 87,000 records). Glenn and Rich From Laura.Gray-Rosendale@NAU.EDU Fri Apr 6 18:43:54 2007 From: Laura.Gray-Rosendale@NAU.EDU (Laura Gray-Rosendale) Date: Fri, 06 Apr 2007 10:43:54 -0700 Subject: [Teaching_Basic_Writing] NEW MODULE POSTED!!!! Message-ID: <000601c77873$258bce80$6501a8c0@eng.nau.edu> This is a multi-part message in MIME format. --Boundary_(ID_NH7DjWZhXVqofYpF+aMknA) Content-type: multipart/alternative; boundary="Boundary_(ID_4K+v4UE11+n/2WOz0LxSJQ)" --Boundary_(ID_4K+v4UE11+n/2WOz0LxSJQ) Content-type: text/plain; charset=us-ascii Content-transfer-encoding: 7BIT Many thanks to Karen for running our coffee chat & for her reports on the CCCC Basic Writing activities! I have been speaking with the McGraw Hill folks and it sounds very likely that they would be willing to host a BW blog for CCCCs specifically. So, I will keep you all posted as this develops. In addition, the TBW list is likely to be moving to a slightly different (perhaps bloggish) format next Fall. Once that is decided, I will let you all know! We now have a new module "Teaching Basic Writing: In Labs? On Line? In Between?" from Linda J. Stine. In her module Linda explores the pros and cons of teaching basic writing online. She also reveals some critical pedagogical options for technologizing basic writing classes. Please go to http://www.mhhe.com/socscience/english/tbw/ to check it out. Linda is a professor in the Master of Human Services Program, Lincoln University (PA), where she has taught writing to adult students since 1979. She describes the history of the basic writing component of that program in "Just What Is "Basic"?: Computer-Enhanced Basic Writing for a Non-Traditional Graduate Program," in a book to be published this spring: Basic Writing in America: The History of Nine College Programs edited by Nicole Pepinster Greene and Patricia J. McAlexander. I have attached a flier for this volume. Linda's main interest is how to teach effectively with technology, especially how to do so with the limited kinds of equipment and support typically available to teachers in small schools with limited resources. She has presented on this topic at NCTE and CCCC, and has published several articles on computer-mediated writing instruction, the most recent being "The Best of Both Worlds: Teaching Basic Writers in Class and Online," in JBW, fall 2004. She has also authored the instructor's manuals for two basic writing textbooks, Writing First and Foundations First. Linda has taught all her basic writing classes in a computer lab since 1987, adding a hybrid version of the course, in which students meet in class and online in alternate weeks throughout the semester using WebCT, in 2002. She can generally be found at the computer, alternately praising and cursing Bill Gates. Linda's module closes with the following questions for discussion. Linda, take it away! Best wishes, Laura : Teaching in an online environment, whether wholly or in part, seems to increase our range of options for putting "good practices" into action, even as it increases potential problems. What has your experience shown about if and how basic writing instruction and technology fit together? * What are the main problems that hybrid or online instruction has presented for your particular students? How have you tried to overcome those problems, and how well have your efforts worked? * What aspect(s) of face-to-face teaching do you miss most when teaching online? * What are the main advantages online instruction offers your students? * Have you found that hybrid courses offer any value-added features compared with courses delivered totally online? If so, what are they? * What is the main advice you would offer new teachers trying to decide whether to create an online version of a BW course? Perhaps this month we can start developing an inventory of teaching practices that work--or don't work--in specific kinds of online settings, with specific students, so that BW instructors can be guided toward appropriate strategies, whatever type of technology-enriched class they end up teaching. --Boundary_(ID_4K+v4UE11+n/2WOz0LxSJQ) Content-type: text/html; charset=us-ascii Content-transfer-encoding: QUOTED-PRINTABLE

Many thanks to Karen for running our coffee chat &= amp; for her reports on the CCCC Basic Writing activities! I have been speakin= g with the McGraw Hill folks and it sounds very likely that they would be willin= g to host a BW blog for CCCCs specifically. So, I will keep you all posted as t= his develops. In addition, the TBW list is likely to be moving to a sligh= tly different (perhaps bloggish) format next Fall. Once that is decided, = I will let you all know!

 

We now have a new module “Teaching Basic Wri= ting: In Labs? On Line? In Between?” from Linda J. Stine. In her module = Linda explores the pros and cons of teaching basic writing online. She also= reveals some critical pedagogical options for technologizing basic writing cl= asses. Please go to http://= www.mhhe.com/socscience/english/tbw/ to check it out.

 

Linda is a professor in the Master of Human Servic= es Program, Lincoln University (PA), where she has taught writing to adu= lt students since 1979.  She describes the history of the basic wri= ting component of that program in  "Just What Is "Basic&quo= t;?: Computer-Enhanced Basic Writing for a Non-Traditional Graduate Progra= m," in a book to be published this spring: Basic Writing in America: The History of Nine College Programs e= dited by Nicole Pepinster Greene and Patricia J. McAlexander. I have attached = a flier for this volume.

Linda’s main interest is how to teach effectively with technolo= gy, especially how to do so with the limited kinds of equipment and suppo= rt typically available to teachers in small schools with limited resourc= es. She has presented on this topic at NCTE and CCCC, and has published sever= al articles on computer-mediated writing instruction, the most recent be= ing “The Best of Both Worlds: Teaching Basic Writers in Class and Online,” in JBW= , fall 2004.  She has also authored the instructor’s manuals for = two basic writing textbooks, Writing First and Foundations First. Linda has tau= ght all her basic writing classes in a computer lab since 1987, adding a hybr= id version of the course, in which students meet in class and online in alternat= e weeks throughout the semester using WebCT, in 2002.  She can generally= be found at the computer, alternately praising and cursing Bill Gates.

 

Linda’s module clo= ses with the following questions for discussion. Linda, take it away! Best wishes,= Laura

:

 

Teaching in an online environment, whether wholly or in = part, seems to increase our range of options for putting “good practi= ces” into action, even as it increases potential problems. What has your experience shown about if and how basic writing instruc= tion and technology fit together?<= font size=3D2 face=3DArial>=

* What a= re the main problems that hybrid or online instruction has presented for your par= ticular students? How have you tried to overcome those problems, and how well= have your efforts worked?

* What a= spect(s) of face-to-face teaching do you miss most when teaching online?

* What a= re the main advantages online instruction offers your students?

*  = Have you found that hybrid courses offer any value-added features compared wit= h courses delivered totally online? If so, what are they?

* What is th= e main advice you would offer new teachers trying to decide whether to creat= e an online version of a BW course?

Perhaps this= month we can start developing an inventory of teaching practices that work--or don= ’t work--in specific kinds of online settings, with specific students, s= o that BW instructors can be guided toward appropriate strategies, whatever typ= e of technology-enriched class they end up teaching.<= font size=3D2 face=3DArial>

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have a "coffee chat." I really appreciate this and enjoyed doing it. And thanks to all who participated. We talked about books and also planning for and reactions to the CCCC. I had lunch with Marcia Ribble in NYC at the CCCC and she showed me one of the books by Temple Grandin on autism that she [Marcia] recommended. Thanks also to Patricia Holler from West Kentucky Community/Technical College who discussed her use of writing circles and the novels that her “book clubs” discuss which are tied to the readings in a reading class. I’m also delighted that McGraw Hill will be able to sponsor a CCCC 2008 blog next year! Be sure to read Linda Stine’s post on online and hybrid teaching and jump into the discussion… Karen Karen S. Uehling Associate Professor Department of English Boise State University 1910 University Drive Boise, ID 83725-1525 Office: 208-426-1825 Fax: 208-426-4373 From stine@lincoln.edu Tue Apr 10 14:23:28 2007 From: stine@lincoln.edu (Linda Stine) Date: Tue, 10 Apr 2007 09:23:28 -0400 Subject: [Teaching_Basic_Writing] What Works for You: Online? Hybrid? F2f? Message-ID: <461B8FD0.6090804@lincoln.edu> Thanks, Laura, and thanks especially to Karen for all the CCCC updates; I didn't get to attend this year, so I really appreciated the information. I was hoping this month that we could continue the interesting discussion of the promise and the problems of online teaching/learning that Thomas Henry started back in February. What kind of online options are all of you out there using? Do you use WebCT or Blackboard or other such courseware just as a supplement to a regular f2f writing class? Do you teach a hybrid course, with some portion of instruction done online? Do you teach a totally online course? Do you teach a traditional face-to-face class but are contemplating venturing online? It would be nice to get a sense of what the list members are doing and what kinds of successes or failures people are experiencing. To start the sharing, I teach a regular computer-lab-based writing course that is supplemented by WebCT, and I also teach a hybrid version of the same course in which students meet one week in class and the next week online for the course of the 15-week semester. (My students are all working adults; classes meet all day on Saturdays.) I love the additional contact options online learning offers commuting students; my experiences suggest that adding an online component encourages rather than limits that important sense of being part of a learning community. To me, that sense of belonging and the flexibility of working around family/work schedules are perhaps the two main reasons I think BW students can flourish in online learning. What has your experience been? I look forward to hearing from everyone. Report in when you can and let's start the conversation! --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** From KUEHLING@boisestate.edu Tue Apr 10 22:05:27 2007 From: KUEHLING@boisestate.edu (Karen Uehling) Date: Tue, 10 Apr 2007 15:05:27 -0600 Subject: [Teaching_Basic_Writing] What Works for You: Online? Hybrid? F2f? In-Reply-To: <461B8FD0.6090804@lincoln.edu> References: <461B8FD0.6090804@lincoln.edu> Message-ID: <461BA7B6.F1C4.0085.0@boisestate.edu> Linda, I read your post on online and hybrid teaching, and I especially liked the use you made of the ten points from "Ten Recommendations from Research for Teaching High-Risk College Students" from the JOURNAL OF DEVELOPMENTAL EDUCATION. I was lucky enough to receive a grant for training in hybrid teaching in the summer of 2005, and this experience has transformed my teaching, especially of upper-division and graduate courses. Certainly my preferred teaching format is now hybrid: half on-line and half in-person. This summer I am going to try a completely online upper-division writing course for English majors. I also have tried applying some of what I have learned to basic/freshman writing. One area that is amazingly improved online is the discussion of readings. In my advanced courses, I assign each student to "lead" the discussion of a reading on Blackboard using the Discussion Board feature--leaders most post an opening statement or "lead" that deals with a variety of specifics, such as summary, quotes with commentary, response, genre, connection to course, "something about the author," and questions for discussion. The specific items vary depending on the course. All the students must post at least twice to the discussion, and the leader leads and keeps the discussion going. We do about two discussions per week. All of that is background to the following set of prompts for a discussion board for BW; I found these prompts in Bernstein's TEACHING DEVELOPMENTAL WRITING, a text I have used in graduate courses on the teaching of BW. I like them because they are specific, and they are a great beginning place for students to begin to learn about how to position themselves in online discussion. I post these guidelines to demonstrate to students how they might respond to one another in discussion. And one more quick point: I always lead the first reading myself, as a demonstration, so students can see what I'm wanting from a leader. This is crucial for online teaching. Prompts for online discussion From Virginia Crank, "Asynchronous Electronic Peer Response in a Hybrid Basic Writing Classroom" in Teaching Developmental Writing: Background Readings, ed. Susan Naomi Bernstein (Boston: Bedford/St. Martin's, 2004): 288-299: Affirmation and repetition ("I agree. This is a scary trend.") Disagreement ("I think living to 100 would be terrible.") Correction ("I think you missed the author's main point.; he does not say that medical tests have been done.") Piggybacking or taking a thread in a new direction ("I agree that melatonin sounds good. I worry, however, about the consequences for pregnant women.") Questioning to promote further thought ("I see your point about animal testing; are there any other ways to determine if something is safe for humans?") Relating personal experience ("My grandmother also had Alzheimer's, and we would have done anything to prevent it.")] Rethinking original position ("I hadn't really thought about that aspect of it; I think I might be a little less enthusiastic about melatonin now.) Offering similar examples ("I agree. We thought that diet drug was safe, too.") Prediction ("I think they're going to figure out that this stuff isn't all that safe.") Praise ("Excellent point! You really write clearly; you said what I think I was trying to say, only better.") Karen Uehling Karen S. Uehling Associate Professor Department of English Boise State University 1910 University Drive Boise, ID 83725-1525 Office: 208-426-1825 Fax: 208-426-4373 >>> Linda Stine 4/10/2007 7:23 AM >>> Thanks, Laura, and thanks especially to Karen for all the CCCC updates; I didn't get to attend this year, so I really appreciated the information. I was hoping this month that we could continue the interesting discussion of the promise and the problems of online teaching/learning that Thomas Henry started back in February. What kind of online options are all of you out there using? Do you use WebCT or Blackboard or other such courseware just as a supplement to a regular f2f writing class? Do you teach a hybrid course, with some portion of instruction done online? Do you teach a totally online course? Do you teach a traditional face-to-face class but are contemplating venturing online? It would be nice to get a sense of what the list members are doing and what kinds of successes or failures people are experiencing. To start the sharing, I teach a regular computer-lab-based writing course that is supplemented by WebCT, and I also teach a hybrid version of the same course in which students meet one week in class and the next week online for the course of the 15-week semester. (My students are all working adults; classes meet all day on Saturdays.) I love the additional contact options online learning offers commuting students; my experiences suggest that adding an online component encourages rather than limits that important sense of being part of a learning community. To me, that sense of belonging and the flexibility of working around family/work schedules are perhaps the two main reasons I think BW students can flourish in online learning. What has your experience been? I look forward to hearing from everyone. Report in when you can and let's start the conversation! --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** _______________________________________________ Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat your information. From stine@lincoln.edu Wed Apr 11 14:48:03 2007 From: stine@lincoln.edu (Linda Stine) Date: Wed, 11 Apr 2007 09:48:03 -0400 Subject: [Teaching_Basic_Writing] What Works for You: Online? Hybrid? F2f? In-Reply-To: <313770.45112.qm@web31406.mail.mud.yahoo.com> References: <313770.45112.qm@web31406.mail.mud.yahoo.com> Message-ID: <461CE713.6030408@lincoln.edu> Jan, congratulations! And I'm very impressed with all the faculty development support that you have available. The idea of a 1:1 mentor is a great way to prepare for an online course, as is taking an online course yourself. What good ideas did you bring away from your March workshop? Any tips to pass along? I'm registered for a week-long seminar at NYU in June, through their Faculty Resource Network, on "Ensuring Successful Online Learning," and I'm really excited about attending. One of the emphases is on "scaffolding," which I'm just learning means providing support so that students can learn and then removing that support as students no longer need it: "Learning takes place best in an environment of high challenge with high support, but as tasks are mastered the teacher hands over to the student and the scaffolding is removed." There's a general description of scaffolding at http://www.learningpaths.org/papers/papersupport.htm, in case anyone is interested in reading more about it. I think the whole question of how and when we support students in online learning is one of the hardest things to deal with in online learning, when we can't see the student's confused face or notice that they've been absent a couple days in a row. As for the adjunct/full-time problem you raise, that's another important issue. How much freedom do adjuncts have to determine course delivery? I suspect not much, which is sad because so much of BW learning is facilitated by adjuncts whose hands are tied. --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** From stine@lincoln.edu Wed Apr 11 15:06:00 2007 From: stine@lincoln.edu (Linda Stine) Date: Wed, 11 Apr 2007 10:06:00 -0400 Subject: [Teaching_Basic_Writing] What Works for You: Online? Hybrid? F2f? In-Reply-To: <461BA7B6.F1C4.0085.0@boisestate.edu> References: <461B8FD0.6090804@lincoln.edu> <461BA7B6.F1C4.0085.0@boisestate.edu> Message-ID: <461CEB48.8010401@lincoln.edu> This is a multi-part message in MIME format. --------------020501030808070304050806 Content-Type: text/plain; charset=us-ascii; format=flowed Content-Transfer-Encoding: 7bit Karen: Thanks very much for starting your posting with such a nice model of a "praise" post. :-) I think what makes technology so interesting to me is the way it forces me to rethink my pedagogy over and over again. Reading the list of different kinds of prompts that you sent made me think about how I ask and answer student questions in f2f class, as well as how I expect them to post online. Right now my students are in the midst of preparing their writing portfolios. One of the requirements is that they include an initial discussion posting and a response to one of their classmates' postings, both accompanied by a writer's statement that explains what the postings show about their writing skills. I'm going to share your list next time around; it will give them some useful language to describe and analyze what they've written. I too value hybrid teaching because of the advantages it offers, especially the way discussions (or blogs) can be used. For me they've replaced the private journal I used to have students keep. I can certainly see their value in helping students gain deeper understanding of reading selections. I wonder what other ways list members are using discussions, whether in hybrids or totally online. What do you anticipate you'll miss most when you teach your all-online class this summer? Do other listserv members who have done distance learning courses before have any advice for a newbie?--Linda Karen Uehling wrote: >Linda, >I read your post on online and hybrid teaching, and I especially liked >the use you made of the ten points from "Ten Recommendations from >Research for Teaching High-Risk College Students" from the JOURNAL OF >DEVELOPMENTAL EDUCATION. > >I was lucky enough to receive a grant for training in hybrid teaching >in the summer of 2005, and this experience has transformed my teaching, >especially of upper-division and graduate courses. Certainly my >preferred teaching format is now hybrid: half on-line and half >in-person. This summer I am going to try a completely online >upper-division writing course for English majors. >I also have tried applying some of what I have learned to >basic/freshman writing. One area that is amazingly improved online is >the discussion of readings. In my advanced courses, I assign each >student to "lead" the discussion of a reading on Blackboard using the >Discussion Board feature--leaders most post an opening statement or >"lead" that deals with a variety of specifics, such as summary, quotes >with commentary, response, genre, connection to course, "something about >the author," and questions for discussion. The specific items vary >depending on the course. All the students must post at least twice to >the discussion, and the leader leads and keeps the discussion going. We >do about two discussions per week. > >All of that is background to the following set of prompts for a >discussion board for BW; I found these prompts in Bernstein's TEACHING >DEVELOPMENTAL WRITING, a text I have used in graduate courses on the >teaching of BW. I like them because they are specific, and they are a >great beginning place for students to begin to learn about how to >position themselves in online discussion. I post these guidelines to >demonstrate to students how they might respond to one another in >discussion. >And one more quick point: I always lead the first reading myself, as a >demonstration, so students can see what I'm wanting from a leader. This >is crucial for online teaching. > >Prompts for online discussion From Virginia Crank, "Asynchronous >Electronic Peer Response in a Hybrid Basic Writing Classroom" in >Teaching Developmental Writing: Background Readings, ed. Susan Naomi >Bernstein (Boston: Bedford/St. Martin's, 2004): 288-299: > >Affirmation and repetition ("I agree. This is a scary trend.") >Disagreement ("I think living to 100 would be terrible.") >Correction ("I think you missed the author's main point.; he does not >say that medical tests have been done.") >Piggybacking or taking a thread in a new direction ("I agree that >melatonin sounds good. I worry, however, about the consequences for >pregnant women.") >Questioning to promote further thought ("I see your point about animal >testing; are there any other ways to determine if something is safe for >humans?") >Relating personal experience ("My grandmother also had Alzheimer's, and >we would have done anything to prevent it.")] >Rethinking original position ("I hadn't really thought about that >aspect of it; I think I might be a little less enthusiastic about >melatonin now.) >Offering similar examples ("I agree. We thought that diet drug was >safe, too.") >Prediction ("I think they're going to figure out that this stuff isn't >all that safe.") >Praise ("Excellent point! You really write clearly; you said what I >think I was trying to say, only better.") > >Karen Uehling > > > >Karen S. Uehling >Associate Professor >Department of English >Boise State University >1910 University Drive >Boise, ID 83725-1525 > >Office: 208-426-1825 >Fax: 208-426-4373 > > > >>>>Linda Stine 4/10/2007 7:23 AM >>> >>>> >>>> >Thanks, Laura, and thanks especially to Karen for all the CCCC updates; > >I didn't get to attend this year, so I really appreciated the >information. > >I was hoping this month that we could continue the interesting >discussion of the promise and the problems of online teaching/learning > >that Thomas Henry started back in February. What kind of online >options >are all of you out there using? Do you use WebCT or Blackboard or >other >such courseware just as a supplement to a regular f2f writing class? >Do >you teach a hybrid course, with some portion of instruction done >online? Do you teach a totally online course? Do you teach a >traditional face-to-face class but are contemplating venturing online? > >It would be nice to get a sense of what the list members are doing and > >what kinds of successes or failures people are experiencing. > >To start the sharing, I teach a regular computer-lab-based writing >course that is supplemented by WebCT, and I also teach a hybrid version > >of the same course in which students meet one week in class and the >next >week online for the course of the 15-week semester. (My students are >all working adults; classes meet all day on Saturdays.) I love the >additional contact options online learning offers commuting students; >my >experiences suggest that adding an online component encourages rather >than limits that important sense of being part of a learning community. > >To me, that sense of belonging and the flexibility of working around >family/work schedules are perhaps the two main reasons I think BW >students can flourish in online learning. What has your experience >been? I look forward to hearing from everyone. Report in when you can > >and let's start the conversation! --Linda > > > -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** --------------020501030808070304050806 Content-Type: text/html; charset=us-ascii Content-Transfer-Encoding: 7bit Karen:

Thanks very much for starting your posting with such a nice model of a "praise" post. :-)       I think what makes technology so interesting to me is the way it forces me to rethink my pedagogy over and over again.  Reading the list of different kinds of prompts that you sent made me think about how I ask and answer student questions in f2f class, as well as how I expect them to post online.  Right now my students are in the midst of preparing their writing portfolios.  One of the requirements is that they include an initial discussion posting and a response to one of their classmates' postings, both accompanied by a writer's statement that explains what the postings show about their writing skills.  I'm going to share your list next time around; it will give them some useful language to describe and analyze what they've written.

I too value hybrid teaching because of the advantages it offers, especially the way discussions (or blogs) can be used.  For me they've replaced the private journal I used to have students keep.  I can certainly see their value in helping students gain deeper understanding of reading selections.  I wonder what other ways list members are using discussions, whether in hybrids or totally online. 

What do you anticipate you'll miss most when you teach your all-online class this summer?  Do other listserv members who have done distance learning courses before have any advice for a newbie?--Linda




Karen Uehling wrote:
Linda, 
I read your post on online and hybrid teaching, and I especially liked
the use you made of the ten points from "Ten Recommendations from
Research for Teaching High-Risk College Students" from the JOURNAL OF
DEVELOPMENTAL EDUCATION. 

I was lucky enough to receive a grant for training in hybrid teaching
in the summer of 2005, and this experience has transformed my teaching,
especially of upper-division and graduate courses. Certainly my
preferred teaching format is now hybrid: half on-line and half
in-person. This summer I am going to try a completely online
upper-division writing course for English majors. 
I also have tried applying some of what I have learned to
basic/freshman writing. One area that is amazingly improved online is
the discussion of readings. In my advanced courses, I assign each
student to "lead" the discussion of a reading on Blackboard using the
Discussion Board feature--leaders most post an opening statement or
"lead" that deals with a variety of specifics, such as summary, quotes
with commentary, response, genre, connection to course, "something about
the author," and questions for discussion. The specific items vary
depending on the course. All the students must post at least twice to
the discussion, and the leader leads and keeps the discussion going. We
do about two discussions per week.

All of that is background to the following set of prompts for a
discussion board for BW; I found these prompts in Bernstein's TEACHING
DEVELOPMENTAL WRITING, a text I have used in graduate courses on the
teaching of BW. I like them because they are specific, and they are a
great beginning place for students to begin to learn about how to
position themselves in online discussion. I post these guidelines to
demonstrate to students how they might respond to one another in
discussion.
And one more quick point: I always lead the first reading myself, as a
demonstration, so students can see what I'm wanting from a leader. This
is crucial for online teaching.

Prompts for online discussion From Virginia Crank, "Asynchronous
Electronic Peer Response in a Hybrid Basic Writing Classroom" in
Teaching Developmental Writing: Background Readings, ed. Susan Naomi
Bernstein (Boston: Bedford/St. Martin's, 2004): 288-299:

Affirmation and repetition ("I agree. This is a scary trend.") 
Disagreement ("I think living to 100 would be terrible.") 
Correction ("I think you missed the author's main point.; he does not
say that medical tests have been done.") 
Piggybacking or taking a thread in a new direction ("I agree that
melatonin sounds good. I worry, however, about the consequences for
pregnant women.") 
Questioning to promote further thought ("I see your point about animal
testing; are there any other ways to determine if something is safe for
humans?") 
Relating personal experience ("My grandmother also had Alzheimer's, and
we would have done anything to prevent it.")] 
Rethinking original position ("I hadn't really thought about that
aspect of it; I think I might be a little less enthusiastic about
melatonin now.) 
Offering similar examples ("I agree. We thought that diet drug was
safe, too.") 
Prediction ("I think they're going to figure out that this stuff isn't
all that safe.") 
Praise ("Excellent point! You really write clearly; you said what I
think I was trying to say, only better.")

Karen Uehling
 


Karen S. Uehling
Associate Professor
Department of English
Boise State University
1910 University Drive
Boise, ID 83725-1525

Office: 208-426-1825
Fax: 208-426-4373

  
Linda Stine <stine@lincoln.edu> 4/10/2007 7:23 AM >>>
        
Thanks, Laura, and thanks especially to Karen for all the CCCC updates;

I didn't get to attend this year, so I really appreciated the
information.

I was hoping this month that we could continue the interesting 
discussion of the promise and the problems of online teaching/learning

that Thomas Henry started back in February.  What kind of online
options 
are all of you out there using?  Do you use WebCT or Blackboard or
other 
such courseware just as a supplement to a regular f2f writing class? 
Do 
you teach a hybrid course, with some portion of instruction done 
online?  Do you teach a totally online course?  Do you teach a 
traditional face-to-face class but are contemplating venturing online? 

It would be nice to get a sense of what the list members are doing and

what kinds of successes or failures people are experiencing.

To start the sharing, I teach a regular computer-lab-based writing 
course that is supplemented by WebCT, and I also teach a hybrid version

of the same course in which students meet one week in class and the
next 
week online for the course of the 15-week semester.  (My students are 
all working adults; classes meet all day on Saturdays.)  I love the 
additional contact options online learning offers commuting students;
my 
experiences suggest that adding an online component encourages rather 
than limits that important sense of being part of a learning community.
 
To me, that sense of belonging and the flexibility of working around 
family/work schedules are perhaps the two main reasons I think BW 
students can flourish in online learning.  What has your experience 
been?  I look forward to hearing from everyone. Report in when you can

and let's start the conversation! --Linda

  


-- 
Linda J. Stine
Professor, Master of Human Services Program
Lincoln University, PA  19352
Phone:  215-590-8213
Fax:  215-387-3834
E-mail:  stine@lincoln.edu

***************************
Angels can fly because they take themselves lightly.
***************************
--------------020501030808070304050806-- From Joanna.Howard@montgomerycollege.edu Thu Apr 12 15:54:01 2007 From: Joanna.Howard@montgomerycollege.edu (Howard, Joanna) Date: Thu, 12 Apr 2007 10:54:01 -0400 Subject: [Teaching_Basic_Writing] What Works for You: Online? Hybrid? F2f? References: <313770.45112.qm@web31406.mail.mud.yahoo.com> <461CE713.6030408@lincoln.edu> Message-ID: <767E25E6EB68944981AA718B93201F800371F745@MCMAIL2.mcnte.mc.cc.md.us> This is a great topic. I'm under the wire with hiring committee work and other chores--otherwise, I'd be contributing. Can we "rerun" this topic in the fall? Best, Joanna Howard MC-R ________________________________ From: teaching_basic_writing-admin@mailman.eppg.com on behalf of Linda Stine Sent: Wed 4/11/2007 9:48 AM To: teaching_basic_writing@mailman.eppg.com Subject: Re: [Teaching_Basic_Writing] What Works for You: Online? Hybrid? F2f? Jan, congratulations! And I'm very impressed with all the faculty development support that you have available. The idea of a 1:1 mentor is a great way to prepare for an online course, as is taking an online course yourself. What good ideas did you bring away from your March workshop? Any tips to pass along? I'm registered for a week-long seminar at NYU in June, through their Faculty Resource Network, on "Ensuring Successful Online Learning," and I'm really excited about attending. One of the emphases is on "scaffolding," which I'm just learning means providing support so that students can learn and then removing that support as students no longer need it: "Learning takes place best in an environment of high challenge with high support, but as tasks are mastered the teacher hands over to the student and the scaffolding is removed." There's a general description of scaffolding at http://www.learningpaths.org/papers/papersupport.htm, in case anyone is interested in reading more about it. I think the whole question of how and when we support students in online learning is one of the hardest things to deal with in online learning, when we can't see the student's confused face or notice that they've been absent a couple days in a row. As for the adjunct/full-time problem you raise, that's another important issue. How much freedom do adjuncts have to determine course delivery? I suspect not much, which is sad because so much of BW learning is facilitated by adjuncts whose hands are tied. --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** _______________________________________________ Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat your information. From stine@lincoln.edu Fri Apr 13 14:48:42 2007 From: stine@lincoln.edu (Linda Stine) Date: Fri, 13 Apr 2007 09:48:42 -0400 Subject: [Teaching_Basic_Writing] Continuing the discussion Message-ID: <461F8A3A.2030502@lincoln.edu> Joanna: I certainly understand what you mean about not having time for discussions at this time of year; I have a pile of exams in front of me right now, waiting for my green pen. Maybe one of the things we could do, just briefly, is come up with questions to guide any future discussion on the listserv. One of my main questions, as someone who hasn't yet taught a totally online course, is how to deal with the need of many basic writers to hear something explained before they understand it, whether it's grammar, essay directions, technology use, whatever; they typically aren't students who learn well by reading. Has anyone else experienced and/or solved that problem? --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** From janetwbone@yahoo.com Fri Apr 13 15:06:46 2007 From: janetwbone@yahoo.com (Jan Bone) Date: Fri, 13 Apr 2007 07:06:46 -0700 (PDT) Subject: Fwd: Re: [Teaching_Basic_Writing] Continuing the discussion/audio files? jan Message-ID: <124750.27470.qm@web31415.mail.mud.yahoo.com> --0-2014423002-1176473206=:27470 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Content-Id: Content-Disposition: inline Note: forwarded message attached. --0-2014423002-1176473206=:27470 Content-Type: message/rfc822 Content-Transfer-Encoding: 8bit Received: from [24.15.215.173] by web31402.mail.mud.yahoo.com via HTTP; Fri, 13 Apr 2007 07:04:54 PDT Date: Fri, 13 Apr 2007 07:04:53 -0700 (PDT) From: Jan Bone Subject: Re: [Teaching_Basic_Writing] Continuing the discussion/audio files? jan To: Linda Stine In-Reply-To: <461F8A3A.2030502@lincoln.edu> MIME-Version: 1.0 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Content-Length: 1361 I haven't yet taught a fully online course (will, in Jan. '08), but my guess is that there should be technology available to add short audio file/sound bite/clips to the online presentation. I know some people are using podcasts, but I don't think we can assume our basic writers--or necessarily our faculty--have the access to individual iPods yet to listen. I'd suggest creating short scripts on the verbal explanation of the things you want to explain, run them by a journalism class (or work with the journalism prof to get students to create them for you and computer students to handle the technology of getting them ready to go up on the course-management-Blackboard-orwhatever system, and field test a couple of them before going totally into this. That, I think, would work and would be an interdisciplinary student experience not too hard to pull off, if planned ahead of time. jan, who has just committed to designing a faculty development workshop of 2 hours, presented 4/24 at noon. (for which the Harper dept. chair has offered a generous extra stipend) LOVE that community college! janetwbone@yahoo.com working and thinking... --- Linda Stine wrote: > Joanna: > > I certainly understand what you mean about not > having time for > discussions at this time of year; I have a pile of > exams in front of me > right now, waiting for my green pen. Maybe one of > the things we could > do, just briefly, is come up with questions to guide > any future > discussion on the listserv. One of my main > questions, as someone who > hasn't yet taught a totally online course, is how to > deal with the need > of many basic writers to hear something explained > before they understand > it, whether it's grammar, essay directions, > technology use, whatever; > they typically aren't students who learn well by > reading. Has anyone > else experienced and/or solved that problem? --Linda > > -- > Linda J. Stine > Professor, Master of Human Services Program > Lincoln University, PA 19352 > Phone: 215-590-8213 > Fax: 215-387-3834 > E-mail: stine@lincoln.edu > > *************************** > Angels can fly because they take themselves lightly. > *************************** > > > _______________________________________________ > Teaching_Basic_Writing maillist - > Teaching_Basic_Writing@mailman.eppg.com > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > > If you no longer wish to receive this mailing, > please go to > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > to updat your information. > --0-2014423002-1176473206=:27470-- From KUEHLING@boisestate.edu Sun Apr 15 00:40:22 2007 From: KUEHLING@boisestate.edu (Karen Uehling) Date: Sat, 14 Apr 2007 17:40:22 -0600 Subject: [Teaching_Basic_Writing] Continuing the discussion Message-ID: <4621120602000085000105FF@hermes.boisestate.edu> Linda, My question is how to do an "ice breaker" online like I usually do in class--some clever way for students to introduce themselves to each other and begin working together online? This would be for an entirely online class. Anyone have any ideas? Karen Uehling Karen S. Uehling Associate Professor Department of English Boise State University 1910 University Drive Boise, ID 83725-1525 Office: 208-426-1825 Fax: 208-426-4373 >>> Linda Stine 04/13/07 7:48 AM >>> Joanna: I certainly understand what you mean about not having time for discussions at this time of year; I have a pile of exams in front of me right now, waiting for my green pen. Maybe one of the things we could do, just briefly, is come up with questions to guide any future discussion on the listserv. One of my main questions, as someone who hasn't yet taught a totally online course, is how to deal with the need of many basic writers to hear something explained before they understand it, whether it's grammar, essay directions, technology use, whatever; they typically aren't students who learn well by reading. Has anyone else experienced and/or solved that problem? --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** _______________________________________________ Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat your information. From aam3@catskill.net Sun Apr 15 01:10:30 2007 From: aam3@catskill.net (Amy Metnick) Date: Sat, 14 Apr 2007 20:10:30 -0400 Subject: Fwd: Re: [Teaching_Basic_Writing] Continuing the discussion/audio files? jan In-Reply-To: <124750.27470.qm@web31415.mail.mud.yahoo.com> References: <124750.27470.qm@web31415.mail.mud.yahoo.com> Message-ID: <46216D76.3060804@catskill.net> This is a multi-part message in MIME format. --------------070400040206070500060202 Content-Type: text/plain; charset=ISO-8859-1; format=flowed Content-Transfer-Encoding: 7bit Jan, I just saw your post regarding podcasts and noticed that you said that we can't assume basic writing students -- or faculty -- have individual iPods. However, you don't need an iPod to create audio clips. I attended a workshop at my school in January and learned about a free audio recording software with which you can create and edit sound files which are in MP3 format. It's called Audacity: http://audacity.sourceforge.net/ Looking at my notes from the workshop, I see that one needs a microphone -- headset, simple clip, or handheld -- and that cnet.com has podcast tutorials. I fear I will disseminate too much misinformation without having done the deed myself, but the idea is to export to your course platform, such as WebCT, and the file opens in a media player, which students will have access to on their computers. Contact your ISP or online education coordinator or other campus techies to inquire about these tools. I'm embarrassed to say that I haven't tried it yet. I am teaching two literature classes completely online this semester and I must say the two biggest problems for me are getting students to participate (maybe if I knew how to use more cool tools?) and it's a LOT of writing = a LOT of time for teacher + a LOT of additional reading for students, who are already reading a LOT of literature. Yours, Amy Janet Bone wrote: > Note: forwarded message attached. > > > ------------------------------------------------------------------------ > > Subject: > Re: [Teaching_Basic_Writing] Continuing the discussion/audio files? jan > From: > Jan Bone > Date: > Fri, 13 Apr 2007 07:04:53 -0700 (PDT) > To: > Linda Stine > > To: > Linda Stine > > > I haven't yet taught a fully online course (will, in > Jan. '08), but my guess is that there should be > technology available to add short audio file/sound > bite/clips to the online presentation. I know some > people are using podcasts, but I don't think we can > assume our basic writers--or necessarily our > faculty--have the access to individual iPods yet to > listen. > > I'd suggest creating short scripts on the verbal > explanation of the things you want to explain, run > them by a journalism class (or work with the > journalism prof to get students to create them for you > and computer students to handle the technology of > getting them ready to go up on the > course-management-Blackboard-orwhatever system, and > field test a couple of them before going totally into > this. > > That, I think, would work and would be an > interdisciplinary student experience not too hard to > pull off, if planned ahead of time. > > jan, who has just committed to designing a faculty > development workshop of 2 hours, presented 4/24 at > noon. (for which the Harper dept. chair has offered a > generous extra stipend) LOVE that community college! > > janetwbone@yahoo.com > working and thinking... > > --- Linda Stine wrote: > > >> Joanna: >> >> I certainly understand what you mean about not >> having time for >> discussions at this time of year; I have a pile of >> exams in front of me >> right now, waiting for my green pen. Maybe one of >> the things we could >> do, just briefly, is come up with questions to guide >> any future >> discussion on the listserv. One of my main >> questions, as someone who >> hasn't yet taught a totally online course, is how to >> deal with the need >> of many basic writers to hear something explained >> before they understand >> it, whether it's grammar, essay directions, >> technology use, whatever; >> they typically aren't students who learn well by >> reading. Has anyone >> else experienced and/or solved that problem? --Linda >> >> -- >> Linda J. Stine >> Professor, Master of Human Services Program >> Lincoln University, PA 19352 >> Phone: 215-590-8213 >> Fax: 215-387-3834 >> E-mail: stine@lincoln.edu >> >> *************************** >> Angels can fly because they take themselves lightly. >> *************************** >> >> >> _______________________________________________ >> Teaching_Basic_Writing maillist - >> Teaching_Basic_Writing@mailman.eppg.com >> >> > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > >> If you no longer wish to receive this mailing, >> please go to >> >> > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > >> to updat your information. >> >> > > --------------070400040206070500060202 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Jan,

I just saw your post regarding podcasts and noticed that you said that we can't assume basic writing students -- or faculty -- have individual iPods. However, you don't need an iPod to create audio clips. I attended a workshop at my school in January and learned about a free audio recording software with which you can create and edit sound files which are in MP3 format. It's called Audacity: http://audacity.sourceforge.net/

Looking at my notes from the workshop, I see that one needs a microphone -- headset, simple clip, or handheld -- and that cnet.com has podcast tutorials. I fear I will disseminate too much misinformation without having done the deed myself, but the idea is to export to your course platform, such as WebCT, and the file opens in a media player, which students will have access to on their computers. Contact your ISP or online education coordinator or other campus techies to inquire about these tools.

I'm embarrassed to say that I haven't tried it yet.  I am teaching two literature classes completely online this semester and I must say the two biggest problems for me are getting students to participate (maybe if I knew how to use more cool tools?) and it's a LOT of writing = a LOT of time for teacher + a LOT of additional reading for students, who are already reading a LOT of literature.

Yours,
Amy



Janet Bone wrote: 
Note: forwarded message attached.


Subject:
Re: [Teaching_Basic_Writing] Continuing the discussion/audio files? jan
From:
Jan Bone <janetwbone@yahoo.com>
Date:
Fri, 13 Apr 2007 07:04:53 -0700 (PDT)
To:
Linda Stine <stine@lincoln.edu>
To:
Linda Stine <stine@lincoln.edu>		 

I haven't yet taught a fully online course (will, in
Jan. '08), but my guess is that there should be
technology available to add short audio file/sound
bite/clips to the online presentation. I know some
people are using podcasts, but I don't think we can
assume our basic writers--or necessarily our
faculty--have the access to individual iPods yet to
listen.

I'd suggest creating short scripts on the verbal
explanation of the things you want to explain, run
them by a journalism class (or work with the
journalism prof to get students to create them for you
and computer students to handle the technology of
getting them ready to go up on the
course-management-Blackboard-orwhatever system, and
field test a couple of them before going totally into
this.

That, I think, would work and would be an
interdisciplinary student experience not too hard to
pull off, if planned ahead of time. 

jan, who has just committed to designing a faculty
development workshop of 2 hours, presented 4/24 at
noon. (for which the Harper dept. chair has offered a
generous extra stipend) LOVE that community college!

janetwbone@yahoo.com
working and thinking...
 
--- Linda Stine <stine@lincoln.edu> wrote:

  
Joanna:

I certainly understand what you mean about not
having time for 
discussions at this time of year; I have a pile of
exams in front of me 
right now, waiting for my green pen.  Maybe one of
the things we could 
do, just briefly, is come up with questions to guide
any future 
discussion on the listserv.  One of my main
questions, as someone who 
hasn't yet taught a totally online course, is how to
deal with the need 
of many basic writers to hear something explained
before they understand 
it, whether it's grammar, essay directions,
technology use, whatever; 
they typically aren't students who learn well by
reading.  Has anyone 
else experienced and/or solved that problem? --Linda

-- 
Linda J. Stine
Professor, Master of Human Services Program
Lincoln University, PA  19352
Phone:  215-590-8213
Fax:  215-387-3834
E-mail:  stine@lincoln.edu

***************************
Angels can fly because they take themselves lightly.
***************************


_______________________________________________
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Teaching_Basic_Writing@mailman.eppg.com

    
http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing
  
If you no longer wish to receive this mailing,
please go to

    
http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing
  
to updat your information.
--------------070400040206070500060202-- From janetwbone@yahoo.com Sun Apr 15 12:27:48 2007 From: janetwbone@yahoo.com (Jan Bone) Date: Sun, 15 Apr 2007 04:27:48 -0700 (PDT) Subject: Fwd: Re: [Teaching_Basic_Writing] Continuing the discussion/prompt for intro posting/jan Message-ID: <502473.33000.qm@web31410.mail.mud.yahoo.com> --0-522020044-1176636468=:33000 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Content-Id: Content-Disposition: inline Note: forwarded message attached. --0-522020044-1176636468=:33000 Content-Type: message/rfc822 Content-Transfer-Encoding: 8bit Received: from [24.15.215.173] by web31410.mail.mud.yahoo.com via HTTP; Sun, 15 Apr 2007 04:25:38 PDT Date: Sun, 15 Apr 2007 04:25:38 -0700 (PDT) From: Jan Bone Subject: Re: [Teaching_Basic_Writing] Continuing the discussion/prompt for intro posting/jan To: Karen Uehling In-Reply-To: <4621120602000085000105FF@hermes.boisestate.edu> MIME-Version: 1.0 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit Content-Length: 2389 A topic-centered web scavenger hunt with assigned teams???? jan I haven't had any problems getting students just to write their short intros and respond to (depending on class size) four others - as a baseline introductory forum. Here's my prompt... --------------- Here, post 2-3 short paragraphs about YOU...what would you like your classmates to know about you and your interests? Your favorite films or TV shows? The sports teams you root for or play on? The music groups you listen to and like--or hate? The places you've traveled to, or a favorite short memory about them? What you do in your work or spare time? Any pets? Hobbies? Click the link above to enter this forum. Then click again on "add new thread." In the subject box, put Intro: yourfirstname yourlastname. (Example: Intro: Jan Bone) Then drop down to the big message space and begin keying in. For web writing, shorter paragraphs of 3-4 lines max will be easier to read. (not so in academic essays, however.) You can preview your intro before you click "submit." Hint: you can spell-check, too! (grin). Authors get to modify their own posts, if they want to change something later. As the posts go up, read and comment on at least four others...more, if you like. Use the "reply" feature to get started with your comments. Play around with the options in the tool bar, though usually Ariel or Times New Roman type are standard for web writing. Default on Blackboard is Times New Roman, but I've switched the type font to Ariel by highlighting my text first, and then making the changes in the 3rd box from the left. A lot of our DB (that's Discussion Board) forums will be graded, but not this one. (I'll always let you know first.) See if you can get your post and comments up by Sunday midnight, 1/21. And yes, it's okay to talk about Da Bears and their Sunday results. Posting pretty early in the week--say, by Tuesdays or Wednesdays--gives others a chance to read and comment. Then you can check back to see what they said and chime in on the discussion. Becoming part of a supportive community of writers means we learn about each other--and from each other. Here's a good way to start! Enjoy! P.S. My own profile/intro is up--see Faculty Info (navigation buttons.) Number of Messages: 68 ------------------------------ the above, for a current Eng. 101 f2f + Blackboard-component class at Harper College (community college) janetwbone@yahoo.com --- Karen Uehling wrote: > Linda, > My question is how to do an "ice breaker" online > like I usually do in > class--some clever way for students to introduce > themselves to each > other and begin working together online? This would > be for an entirely > online class. Anyone have any ideas? > Karen Uehling > > Karen S. Uehling > Associate Professor > Department of English > Boise State University > 1910 University Drive > Boise, ID 83725-1525 > > Office: 208-426-1825 > Fax: 208-426-4373 > >>> Linda Stine 04/13/07 7:48 AM > >>> > Joanna: > > I certainly understand what you mean about not > having time for > discussions at this time of year; I have a pile of > exams in front of me > right now, waiting for my green pen. Maybe one of > the things we could > do, just briefly, is come up with questions to guide > any future > discussion on the listserv. One of my main > questions, as someone who > hasn't yet taught a totally online course, is how to > deal with the need > of many basic writers to hear something explained > before they understand > > it, whether it's grammar, essay directions, > technology use, whatever; > they typically aren't students who learn well by > reading. Has anyone > else experienced and/or solved that problem? --Linda > > -- > Linda J. Stine > Professor, Master of Human Services Program > Lincoln University, PA 19352 > Phone: 215-590-8213 > Fax: 215-387-3834 > E-mail: stine@lincoln.edu > > *************************** > Angels can fly because they take themselves lightly. > *************************** > > > _______________________________________________ > Teaching_Basic_Writing maillist - > Teaching_Basic_Writing@mailman.eppg.com > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > > If you no longer wish to receive this mailing, > please go to > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > to updat > your information. > > _______________________________________________ > Teaching_Basic_Writing maillist - > Teaching_Basic_Writing@mailman.eppg.com > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > > If you no longer wish to receive this mailing, > please go to > http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing > to updat your information. > --0-522020044-1176636468=:33000-- From ljonaitis@bergen.edu Sun Apr 15 15:00:59 2007 From: ljonaitis@bergen.edu (Leigh Jonaitis) Date: Sun, 15 Apr 2007 10:00:59 -0400 Subject: Fwd: Re: [Teaching_Basic_Writing] Continuing the discussion/audio files? jan References: <124750.27470.qm@web31415.mail.mud.yahoo.com> <46216D76.3060804@catskill.net> Message-ID: <5E3D3037C2958A4B8F6A88B547C156A602465BD0@PAR-ADM-EX.bergen.cc.nj.us> Hi everyone: I'm jumping in late to this conversation, but another great tool for creating online materials would be something like Camtasia (http://www.techsmith.com/camtasia.asp). It records the computer screen (and whatever you're running on it, usually PPT or Word) as well as audio. I've created some screen recordings with audio to include in my online course. All you need is a microphone and, well, Camtasia or a similar product. My online and hybrid (partially-online) courses rely heavily on discussing texts on the discussion board, but I'm really trying to get a variety of tools and materials in the course. Mini-lessons, like those created with the screen/audio recordings, are nice because the students can play them as much--or as little--as they need. I teach composition online, and am currently the only one at my institution to teach basic writing in a hybrid format. There have been questions about the efficacy of fully online BW classes, so I'm interested to hear from those who've successfully taught it fully online. Leigh -------------------------------- Leigh Jonaitis Assistant Professor English Department Bergen Community College Paramus, NJ 07652 (201) 493-3509 ljonaitis@bergen.edu ________________________________ From: teaching_basic_writing-admin@mailman.eppg.com on behalf of Amy Metnick Sent: Sat 4/14/2007 8:10 PM To: Jan Bone Cc: teaching_basic_writing@mailman.eppg.com Subject: Re: Fwd: Re: [Teaching_Basic_Writing] Continuing the discussion/audio files? jan Jan, I just saw your post regarding podcasts and noticed that you said that we can't assume basic writing students -- or faculty -- have individual iPods. However, you don't need an iPod to create audio clips. I attended a workshop at my school in January and learned about a free audio recording software with which you can create and edit sound files which are in MP3 format. It's called Audacity: http://audacity.sourceforge.net/ Looking at my notes from the workshop, I see that one needs a microphone -- headset, simple clip, or handheld -- and that cnet.com has podcast tutorials. I fear I will disseminate too much misinformation without having done the deed myself, but the idea is to export to your course platform, such as WebCT, and the file opens in a media player, which students will have access to on their computers. Contact your ISP or online education coordinator or other campus techies to inquire about these tools. I'm embarrassed to say that I haven't tried it yet. I am teaching two literature classes completely online this semester and I must say the two biggest problems for me are getting students to participate (maybe if I knew how to use more cool tools?) and it's a LOT of writing = a LOT of time for teacher + a LOT of additional reading for students, who are already reading a LOT of literature. Yours, Amy Janet Bone wrote: Note: forwarded message attached. ________________________________ Subject: Re: [Teaching_Basic_Writing] Continuing the discussion/audio files? jan From: Jan Bone Date: Fri, 13 Apr 2007 07:04:53 -0700 (PDT) To: Linda Stine To: Linda Stine I haven't yet taught a fully online course (will, in Jan. '08), but my guess is that there should be technology available to add short audio file/sound bite/clips to the online presentation. I know some people are using podcasts, but I don't think we can assume our basic writers--or necessarily our faculty--have the access to individual iPods yet to listen. I'd suggest creating short scripts on the verbal explanation of the things you want to explain, run them by a journalism class (or work with the journalism prof to get students to create them for you and computer students to handle the technology of getting them ready to go up on the course-management-Blackboard-orwhatever system, and field test a couple of them before going totally into this. That, I think, would work and would be an interdisciplinary student experience not too hard to pull off, if planned ahead of time. jan, who has just committed to designing a faculty development workshop of 2 hours, presented 4/24 at noon. (for which the Harper dept. chair has offered a generous extra stipend) LOVE that community college! janetwbone@yahoo.com working and thinking... --- Linda Stine wrote: Joanna: I certainly understand what you mean about not having time for discussions at this time of year; I have a pile of exams in front of me right now, waiting for my green pen. Maybe one of the things we could do, just briefly, is come up with questions to guide any future discussion on the listserv. One of my main questions, as someone who hasn't yet taught a totally online course, is how to deal with the need of many basic writers to hear something explained before they understand it, whether it's grammar, essay directions, technology use, whatever; they typically aren't students who learn well by reading. Has anyone else experienced and/or solved that problem? --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** _______________________________________________ Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat your information. From gmower@ccac.edu Tue Apr 17 15:59:23 2007 From: gmower@ccac.edu (Mower, George R.) Date: Tue, 17 Apr 2007 10:59:23 -0400 Subject: [Teaching_Basic_Writing] Please unsubscribe me. 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[Teaching_Basic_Writing] position announcement Message-ID: <5.2.1.1.0.20070417115459.02a16028@mail.niacc.edu> --=====================_12348343==.ALT Content-Type: text/plain; charset="us-ascii"; format=flowed I am forwarding this message from our Communications Division Chair here at North Iowa Area Community college. I'm seeking your assistance. If you or someone you know has significant experience in this area and might be interested in joining us here at NIACC, will you please forward this information to that person? Thanks much, John Announcement of Position Opening 3/30/2007 Position Title Instructor - Developmental Writing(10.5 month) Job Summary Develop instructional plans and deliver instruction that increases access and learning; implement a holistic developmental communications education program to promote student learning; use a variety of formats and methods effective for developmental education students which include individual, small group, and classroom teaching and appropriate technology. Responsibilities Lead development of instruction of outcome-based writing programs meeting the needs of the diversified population of learners. Provide a positive learning environment committed to NIACC student success by receptivity to various learning styles, modes and methods. Provide assistance in development and implementation of department initiatives. Communicate effectively with students, staff and community with sensitivity to diverse populations. Exhibit collaborative, professional and responsible work behavior. Conduct effective instruction in all assigned areas such as: assessment of student writing skills and student behaviors for recommending appropriate setting for learning, plan and organize instruction in ways which maximize student learning, effectively employ teaching and learning strategies, modify instructional methods and strategies to meet diverse students needs, monitor learner and program outcomes, facilitate and provide regular student feedback, effectively employ instructional technology when appropriate, encourage development of writing skills and higher order thinking skills through appropriate assignments, effectively communicate subject matter content to students, and contribute to the selection and development of instructional materials, equipment and supplies. Maintain a learner-centered environment that promotes student development and persistence, create enthusiasm for the subject, encourage student participation and creativity, encourage student responsibility for learning experiences, build student pride in self-accomplishment; self-worth, use innovative methods, materials and procedures for effective learning experiences, encourage studentsparticipation in educational planning and goal setting, and learn and use NIACC and community support services and resources for the benefit of students. Participate in periodic review and evaluation of instructional programs. Participate regularly in professional learning activities such as internal and external workshops, conferences, and/or individual research projects. Keep a contemporary view of responsibilities and duties. Prepare and submit all required reports related to position. Maintain current course syllabi and outlines. Assist in the budgeting and scheduling process upon request of the Division Chairs. Perform in a manner which strengthens the coordination of all organizational components of the College. Qualifications Required Minimum Bachelors degree in English or Language Arts Education. Experience teaching Developmental Writing. Motivated to use competency-based instruction for a variety of writing levels to meet the needs of career and transfer students. Ability to facilitate, instruct and track learning and progress of multiple students with individual outcome objectives. Ability to work collaboratively with Learning Support and Math Divisions for a learner-centered environment. Flexibility of work schedule to meet student and program needs Preferred Masters degree in a related field; experience teaching developmental writing; experience with tutoring and technological delivery systems in a laboratory setting Salary/Benefits Salary based on education and experience. Fringe benefits of Blue Cross/Blue Shield major medical health insurance, eye care, dental, life and disability insurance, retirement benefits as provided by Social Security and Iowa Public EmployeesRetirement System (IPERS) or TIAA-CREF. Employment Date Summer 2007 Materials Required cover letter NIACC application form and Comments Sheet resume with references transcripts (unofficial copies acceptable) Interviewees will provide a 15-minute micro-teaching demonstration on the content of their choice. An Equal Opportunity/Affirmative Action Employer. Applications are available from NIACC Human Resources at 641-422-4285 or online at niacc.edu. Application Information * To be considered an applicant, you must complete a NIACC application form. A resume will not replace the application form. * Only applicants with complete materials will be considered. * Please remember to sign your application. * Return application materials to: * North Iowa Area Community College * Attention: Human Resources * 500 College Drive * Mason City, IA 50401 * Appointments will be scheduled with those individuals selected for an interview. * Applications will be accepted until the position is filled. * When the selection process has been completed, all applicants will be notified in writing. Requests for reasonable accommodation during the application and/or interview process should be made to the Human Resources Office (641) 422-4211. North Iowa Area Community College is committed to the policy that all persons shall have access to its programs, facilities, and employment without discrimination based upon race, religion, color, creed, gender, national origin, marital status, age, physical or mental disability as required by Title VII of the 1964 Civil Rights Act, Title IX of the 1972 Education Amendments and Section 504 of the Federal Rehabilitation Act of 1973. The Immigration Reform and Control Act requires that the College obtain documentation from every individual who is employed which verifies identity and substantiates his/her right to work in the United States. Inquiries regarding compliance with Title IX, Title VII, or Section 504 may be directed to Shelly Schmit, EEO/AA Officer, Human Resources, 500 College Drive, Mason City, Iowa 50401 or via telephone at 641-422-4211. Inquiries may also be directed, in writing, to the Mason City Human Rights Commission, Iowa Civil Rights Department, or to the Director of the Region VII Office of Civil Rights, Department of Education, Kansas City, Missouri. The College North Iowa Area Community College has the distinction of being the first public two-year college in the state of Iowa, having been established in 1918 as Mason City Junior College. NIACC is an integral part of the educational, cultural, and economic foundation of the nine-county region it serves. The College operates a main campus in Mason City, a progressive community of 30,000 located halfway between Minneapolis, Minnesota, and Des Moines, Iowa. The main campus encompasses over 500 acres of land, including contemporary facilities, an agricultural technology center, athletic facilities, and lakeside student housing. Mason City and surrounding communities provide a strong manufacturing and retail base with outstanding schools and cultural and recreational opportunities. Go to Position Openings North Iowa Area Community College, 500 College Drive, Mason City, IA 50401 423-1264 or 1-888-GO NIACC www.niacc.com http://www.niacc.edu/general/humres/devwritinginstr.html --=====================_12348343==.ALT Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I am forwarding this message from our Communications Division Chair here at North Iowa Area Community college.


I'm seeking your assistance.  If you or someone you know has significant experience in this area and might be interested in joining us here at NIACC, will you please forward this information to that person?    Thanks much,  John


Announcement of Position Opening           &nb= sp;            &= nbsp;            = ;            &nb= sp;            &= nbsp;   3/30/2007

Position Title
Instructor - Developmental Writing(10.5 month)

Job Summary
Develop instructional plans and deliver instruction that increases access and learning; implement a holistic developmental communications education program to promote student learning; use a variety of formats and methods effective for developmental education students which include individual, small group, and classroom teaching and appropriate technology.=20

Responsibilities
Lead development of instruction of outcome-based writing programs meeting the needs of the diversified population of learners. Provide a positive learning environment committed to NIACC student success by receptivity to various learning styles, modes and methods. Provide assistance in development and implementation of department initiatives. Communicate effectively with students, staff and community with sensitivity to diverse populations. Exhibit collaborative, professional and responsible work behavior. Conduct effective instruction in all assigned areas such as: assessment of student writing skills and student behaviors for recommending appropriate setting for learning, plan and organize instruction in ways which maximize student learning, effectively employ teaching and learning strategies, modify instructional methods and strategies to meet diverse students needs, monitor learner and program outcomes, facilitate and provide regular student feedback, effectively employ instructional technology when appropriate, encourage development of writing skills and higher order thinking skills through appropriate assignments, effectively communicate subject matter content to students, and contribute to the selection and development of instructional materials, equipment and supplies. Maintain a learner-centered environment that promotes student development and persistence, create enthusiasm for the subject, encourage student participation and creativity, encourage student responsibility for learning experiences, build student pride in self-accomplishment; self-worth, use innovative methods, materials and procedures for effective learning experiences, encourage studentsparticipation in educational planning and goal setting, and learn and use NIACC and community support services and resources for the benefit of students. Participate in periodic review and evaluation of instructional programs. Participate regularly in professional learning activities such as internal and external workshops, conferences, and/or individual research projects. Keep a contemporary view of responsibilities and duties. Prepare and submit all required reports related to position. Maintain current course syllabi and outlines. Assist in the budgeting and scheduling process upon request of the Division Chairs. Perform in a manner which strengthens the coordination of all organizational components of the College.

Qualifications
Required Minimum
Bachelors degree in English or Language Arts Education. Experience teaching Developmental Writing. Motivated to use competency-based instruction for a variety of writing levels to meet the needs of career and transfer students. Ability to facilitate, instruct and track learning and progress of multiple students with individual outcome objectives. Ability to work collaboratively with Learning Support and Math Divisions for a learner-centered environment. Flexibility of work schedule to meet student and program needs

Preferred
Masters degree in a related field; experience teaching developmental writing; experience with tutoring and technological delivery systems in a laboratory setting

Salary/Benefits
Salary based on education and experience.  Fringe benefits of Blue Cross/Blue Shield major medical health insurance, eye care, dental, life and disability insurance, retirement benefits as provided by Social Security and Iowa Public EmployeesRetirement System (IPERS) or TIAA-CREF.

Employment Date
Summer 2007

Materials Required

    cover letter

    NIACC application form and Comments Sheet resume with references transcripts (unofficial copies acceptable)


Interviewees will provide a 15-minute micro-teaching demonstration on the content of their choice.

An Equal Opportunity/Affirmative Action Employer.
    Applications are available from NIACC Human Resources at 641-422-4285 or online at niacc.edu.

Application Information=20
  • To be considered an applicant, you must complete a NIACC application form. A resume will not replace the application form.=20
  • Only applicants with complete materials will be considered.=20
  • Please remember to sign your application.=20
  • Return application materials to:=20
  • North Iowa Area Community College=20
  • Attention: Human Resources=20
  • 500 College Drive=20
  • Mason City, IA 50401=20
  • Appointments will be scheduled with those individuals selected for an interview.=20
  • Applications will be accepted until the position is filled.=20
  • When the selection process has been completed, all applicants will be notified in writing.=20

Requests for reasonable accommodation during the application and/or interview process should be made to the Human Resources Office (641) 422-4211.

North Iowa Area Community College is committed to the policy that all persons shall have access to its programs, facilities, and employment without discrimination based upon race, religion, color, creed, gender, national origin, marital status, age, physical or mental disability as required by Title VII of the 1964 Civil Rights Act, Title IX of the 1972 Education Amendments and Section 504 of the Federal Rehabilitation Act of 1973.

The Immigration Reform and Control Act requires that the College obtain documentation from every individual who is employed which verifies identity and substantiates his/her right to work in the United States.

Inquiries regarding compliance with Title IX, Title VII, or Section 504 may be directed to Shelly Schmit, EEO/AA Officer, Human Resources, 500 College Drive, Mason City, Iowa 50401 or via telephone at 641-422-4211.  Inquiries may also be directed, in writing, to the Mason City Human Rights Commission, Iowa Civil Rights Department, or to the Director of the Region VII Office of Civil Rights, Department of Education, Kansas City, Missouri.


The College
North Iowa Area Community College has the distinction of being the first public two-year college in the state of Iowa, having been established in 1918 as Mason City Junior College. NIACC is an integral part of the educational, cultural, and economic foundation of the nine-county region it serves. The College operates a main campus in Mason City, a progressive community of 30,000 located halfway between Minneapolis, Minnesota, and Des Moines, Iowa. The main campus encompasses over 500 acres of land, including contemporary facilities, an agricultural technology center, athletic facilities, and lakeside student housing. Mason City and surrounding communities provide a strong manufacturing and retail base with outstanding schools and cultural and recreational opportunities.

Go to Position Openings


 
 

North Iowa Area Community College, 500 College Drive, Mason City, IA 50401
423-1264 or 1-888-GO NIACC
www.niacc.com


http://www.niacc.edu/general/humres/devwritinginstr.html






--=====================_12348343==.ALT-- From emwhite@email.arizona.edu Tue Apr 17 19:00:47 2007 From: emwhite@email.arizona.edu (emwhite@email.arizona.edu) Date: Tue, 17 Apr 2007 11:00:47 -0700 Subject: [Teaching_Basic_Writing] Re: Teaching Writing in Times of Trauma In-Reply-To: <200704171706.l3HH6UIl012931@grue.eppg.com> References: <200704171706.l3HH6UIl012931@grue.eppg.com> Message-ID: <20070417110047.2g5wow4co0kk0kk0@www.email.arizona.edu> If anyone on the list is looking for help in bringing the tragedy at Virginia Tech into classroom activity, I'd recommend a recent book by Shane Borrowman, Teaching Writing in Times of Trauma, SUNY press, 2005 (or so--I'm citing from memory). The book was a response to the need many teachers felt after 9/11 and its final chapter is a chilling reproduction of the posts that day and the following week from the WPA listserv. But Shane knew that there were more traumas to come, so the book is designed to be helpful on days such as today. --Ed White From stine@lincoln.edu Wed Apr 18 14:24:19 2007 From: stine@lincoln.edu (Linda Stine) Date: Wed, 18 Apr 2007 09:24:19 -0400 Subject: Fwd: Re: [Teaching_Basic_Writing] Continuing the discussion/ Message-ID: <46261C03.2050407@lincoln.edu> Our university server was down because of the Nor'easter over the weekend, so I hope I did not miss any postings. And I hope too that no list members have lost friends or family in the tragedy at Virginia Tech. It's rather hard to focus on more mundane teaching-related issues right now. But I did want to pick up on two things that Leigh wrote the other day. First, have you had any trouble with your students having adequate equipment and/or knowledge to use the screen recordings you create with Camtasia? What have their responses been? I think the mini-lecture idea sounds great. And second, to Leigh and all, the question about how effective totally online courses are with basic writers is one that I am struggling with. Several years ago, when I offered my BW students f2f, hybrid and online options for the second of two required semesters, the majority chose to continue f2f, some opted for hybrid, but no one wanted to work totally online. This was especially surprising because they are commuting students, some of whom have to drive several hours, or take an expensive train ride, to attend class. But they said that they didn't think they had the discipline to do work on their own, and they were afraid they would get too lazy if they didn't have to come in to class and face my disapproval when they didn't have work prepared, and too lost/frustrated if they couldn't ask me questions and hear my answers. So I too would love to hear from anyone who has experience teaching online BW classes, or from those of you, like Karen, who are contemplating it and thinking about the kinds of safeguards to build in. --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** From ljonaitis@bergen.edu Sat Apr 21 19:12:43 2007 From: ljonaitis@bergen.edu (Leigh Jonaitis) Date: Sat, 21 Apr 2007 14:12:43 -0400 Subject: Fwd: Re: [Teaching_Basic_Writing] Continuing the discussion/ References: <46261C03.2050407@lincoln.edu> Message-ID: <5E3D3037C2958A4B8F6A88B547C156A602465BFA@PAR-ADM-EX.bergen.cc.nj.us> Hi Linda: I haven't had much difficulty with students having the equipment and/or knowledge for these kind of screen recordings. Camtasia can generate different kinds of files, so I usually prompt it to create Flash files that most computers can view. (If students don't have Flash, they can download it for free.) Here's a very rough (and not very inspired) example just to give the idea: http://www.bergen.edu/alpre/runon_one1.html As you can see, once you click on the link, the Web page opens and it begins playing. In the last few years, when I survey students, I typically find 95-100% of my BW students have Internet access at home. Most could teach me quite a few things about using technology. This is a big difference from my student population just five years ago. I admit that I do teach at a campus that is equipped with many computer labs, though, so even if students could not access the materials at home, they would have plenty of opportunity to do so on campus. I realize not all campuses have this luxury. Despite my basic writing students' proficiency with the technology, I've experienced the same reactions to fully-online courses, so I'm glad to know I'm not alone! Only the strongest students "survive" an online Composition course if that's what they choose. Many do not choose it, citing similar reasons as the ones you mentioned. Leigh -------------------------------- Leigh Jonaitis Assistant Professor English Department Bergen Community College Paramus, NJ 07652 (201) 493-3509 ljonaitis@bergen.edu ________________________________ From: teaching_basic_writing-admin@mailman.eppg.com on behalf of Linda Stine Sent: Wed 4/18/2007 9:24 AM To: teaching_basic_writing@mailman.eppg.com Subject: RE: Fwd: Re: [Teaching_Basic_Writing] Continuing the discussion/ Our university server was down because of the Nor'easter over the weekend, so I hope I did not miss any postings. And I hope too that no list members have lost friends or family in the tragedy at Virginia Tech. It's rather hard to focus on more mundane teaching-related issues right now. But I did want to pick up on two things that Leigh wrote the other day. First, have you had any trouble with your students having adequate equipment and/or knowledge to use the screen recordings you create with Camtasia? What have their responses been? I think the mini-lecture idea sounds great. And second, to Leigh and all, the question about how effective totally online courses are with basic writers is one that I am struggling with. Several years ago, when I offered my BW students f2f, hybrid and online options for the second of two required semesters, the majority chose to continue f2f, some opted for hybrid, but no one wanted to work totally online. This was especially surprising because they are commuting students, some of whom have to drive several hours, or take an expensive train ride, to attend class. But they said that they didn't think they had the discipline to do work on their own, and they were afraid they would get too lazy if they didn't have to come in to class and face my disapproval when they didn't have work prepared, and too lost/frustrated if they couldn't ask me questions and hear my answers. So I too would love to hear from anyone who has experience teaching online BW classes, or from those of you, like Karen, who are contemplating it and thinking about the kinds of safeguards to build in. --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** _______________________________________________ Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat your information. From stine@lincoln.edu Sat Apr 21 19:32:00 2007 From: stine@lincoln.edu (Linda Stine) Date: Sat, 21 Apr 2007 14:32:00 -0400 Subject: [Teaching_Basic_Writing] [Teaching _Basic_Writing] BW online Message-ID: <462A58A0.6070503@lincoln.edu> It's a beautiful spring day (finally) in the Northeast, I have just posted my grades for the semester, and I am happily catching up on some of the reading I didn't have time for while teaching chores called. One of the articles I found interesting was "Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory, "by Judith V. Boettcher, in Innovate, an online journal (http://innovateonline.info/index.php) that I recommend in case you haven't yet run across it. Her final core learning principle is something every teacher knows intuitively: "Everything Else Being Equal, More Time-on-Task Equals More Learning." As she explains, "This principle has very traditional roots. It is basically the time-on-task principle. This simply means that as students spend more time interacting with information and practicing skills, the more proficient, accomplished, and confident they will become. Time-on-task helps students to make the knowledge their own. Learning is intrinsically rewarding and enjoyable. If we design great experiences, students will spend more time interacting with the course content and developing more complex, networked knowledge structures and efficient behaviors." (http://innovateonline.info/index.php?view=article&id=54) Reading this reinforced my conviction that online learning should have great potential value for basic writing students, since all of the learning they do online is "on task"--i.e., either reading or writing. So why, as Leigh wrote, is it that "Only the strongest students "survive" an online Composition course if that's what they choose" ? What isn't working? Why not? Are we not designing "great experiences"? Why not? Or is Boettcher wrong? --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** From janetwbone@yahoo.com Sun Apr 22 10:28:51 2007 From: janetwbone@yahoo.com (Jan Bone) Date: Sun, 22 Apr 2007 02:28:51 -0700 (PDT) Subject: [Teaching_Basic_Writing] excellent questions, Linda Stine/jan 4/22/07 - now, my questions for the list - jan in IL Message-ID: <380152.50681.qm@web31410.mail.mud.yahoo.com> I'll read the link after I get my prep done for tomorrow's (Eng. 101) class at the community college... I will be especially interested during the next six months (and thereafter). The plan here, which has started, is that I have been assigned to a basic writing class for fall 2007. Happily assigned, I assure you. I am also to be mentored 1:1 by a veteran online comp instructor, during fall '07, with the thought that if all goes as planned, I pilot a BW online course starting mid-January 2008. Harper has also paid the lion's share of a registration fee for an online course on Teaching Online (Ill. com. college network-run) with 24/7 access beginning April 26. I'd be grateful over the summer for any offlist suggestions as to potential texts, and if anyone has (or can set up) a website on which BW-instructors with workable syllabi can post and share. Harper, in the nw suburbs of Chicago, is a commuter school but one in which students often seem engaged and productive, and in which support services like the library and the outstanding DoIT instructional technology cross-discipline-focused team seem to be working really well. Any suggestions on self-training that listserv members would recommend? I'm adjunct here, and due to mobility limitations, don't spend much time physically on campus other than showing up to teach and keeping the required weekly office hour...much of my out-of-class contact with (my current Eng. 101, just finishing) students comes via Blackboard and the e-mail back-and-forth. I'll be over at Roosevelt University (my main hangout, doing two comp courses for summer: Eng. 102 (argument/analysis/research)-heavy on research-paper writing...we're focusing on global warming issues) and a grad course in writing for psychologists-in-training. I've got (some) free time this summer to invest in thought, time, planning, etc., focusing on ways to reach my fall 2007 BW students. One question I'd appreciate comments on: the texts the Harper dept. chairs have available for Eng. 100 seem to focus on paragraphs and sentence structure, and don't get much into longer papers - there's no exit-BW strategy that I've found, and no real articulation that I've seen between BW and traditional Eng. 101, which is a standard first-semester course. Any suggestions for BW texts to look at? Any suggestions for overall course planning to segue eventually into Eng. 101? Anyone know of a webpage where typical BW syllabi are (or can be) posted? If so, please post link... Thanks. janetwbone@yahoo.com adjunct at Harper College (soon to be teaching BW again) and at Roosevelt University (wedded joyously to a research-paper-based course). From stine@lincoln.edu Mon Apr 23 12:14:51 2007 From: stine@lincoln.edu (Linda Stine) Date: Mon, 23 Apr 2007 07:14:51 -0400 Subject: [Teaching_Basic_Writing] Gathering BW resources Message-ID: <462C952B.4010106@lincoln.edu> Thanks to everyone on the TBW and the CBW lists for beginning this discussion of BW resources. Leigh, your Camtasia-generated "how to avoid punctuation problems and combine sentences in a variety of ways" demonstration was wonderful! (I'm assuming that you could, also, add a narration while the animation was playing?) I think that sort of one-click would be a great resources for students to refer to. And Peter, thanks for giving us access to your resource page, very interesting and impressive. I would love to see any other such online resources that people have created, and I heartily second the idea of creating some central repository on CompFAQs (linked to the CBW homepage?) with all the things we've developed as individuals that might perhaps be able to prevent other hard-working BW teachers from reinventing the wheel or at least give them ideas of how to get started on something they want to create for themselves. --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** From nanseeking@nmia.com Mon Apr 23 15:51:54 2007 From: nanseeking@nmia.com (Nancy King) Date: Mon, 23 Apr 2007 08:51:54 -0600 Subject: [Teaching_Basic_Writing] [Teaching _Basic_Writing] BW online Message-ID: <00fc01c785b6$ef823b20$0200a8c0@nanseeking> This is a multi-part message in MIME format. ------=_NextPart_000_00FD_01C78584.A4E7CB20 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit >From my experiences teaching online courses for several years, I find the idea that only the strongest students survive to be untrue--if the word "strong" applies to the students' writing skills. Many students with marginal writing skills have make it to the end of the term--and then they either pass or don't based on the writing portfolio they submit at that time. I've found that self-motivation, self-discipline, basic computer skills, and a working computer with internet access at home are more important predictors of success and retention than strong writing skills. Single, working parents and pregnant women, as a group, are highly motivated to complete their online courses. Sadly, many students with strong writing skills don't make it to the end because they don't have the motivation and discipline to get work done independently. My online website--http://planet.cnm.edu/nanseeking/de100--includes my syllabus, essay assignments, and "weekly maps," consisting of a list of weekly assignments (categorized into readings, writings, communicating online, and self-assessments) that students find especially helpful, according to their course evaluations. Besides the weekly maps, my online students tell me that being able to view everyone else's essay drafts and having to give and receive two peer responses for each essay assignment are a great help to them. I also teach two hybrid courses in which students meet once a week for two hours in the classroom, and the rest of the time they work online. Those websites are available at http://planet.cnm.edu/nanseeking/he100 and http://planet.cnm.edu/nanseeking/he99 Jan, here's a Blackboard tutorial that seems like it would be really useful when considering how to create a learning environment. Its screen shots reflect an earlier version of Blackboard, but the tutorial isn't about learning the courseware but about considering how the generic tools available in online courseware can be used for learning. Nancy King Introductory English instructor Central New Mexico Community College (formerly Albuquerque TVI) Nancy King nanseeking@nmia.com http://nanseeking.blogspot.com E v e r y t i m e I s e e a n a d u l t o n a b i c y c l e, I n o l o n g e r d e s p a i r f o r t h e f u t u r e o f t h e h u m a n r a c e. H. G. W e l l s ------=_NextPart_000_00FD_01C78584.A4E7CB20 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

From my = experiences=20 teaching online courses for several years, I find the idea that only the = strongest students survive to be untrue--if the word "strong" = applies=20 to the students' writing skills.  Many students with marginal = writing=20 skills have make it to the end of the term--and then they either = pass or=20 don't based on the writing portfolio they submit at that = time. =20

I've found that self-motivation, self-discipline, basic = computer=20 skills, and a working computer with internet access at home are more = important=20 predictors of success and retention than strong writing skills.  = Single,=20 working parents and pregnant women, as a group, are highly = motivated=20 to complete their online courses. Sadly, many students with strong = writing=20 skills don't make it to the end because they don't have the motivation = and=20 discipline to get work done independently.

My = online website--http://planet.cnm.edu/nan= seeking/de100--includes my=20 syllabus, essay assignments, and "weekly maps," consisting of a list of = weekly=20 assignments (categorized into readings, writings, communicating online, = and=20 self-assessments) that students find especially helpful, according to = their=20 course evaluations.

Besides = the weekly=20 maps, my online students tell me that being able to view everyone=20 else's essay drafts and having to give and receive two peer = responses for=20 each essay assignment are a great help to them.

I also = teach two=20 hybrid courses in which students meet once a week for two hours in the=20 classroom, and the rest of the time they work online.  Those=20 websites are available at http://planet.cnm.edu/nan= seeking/he100=20 and http://planet.cnm.edu/nans= eeking/he99

Jan,=20 here's a Blackboard tutorial = that seems=20 like it would be really useful when considering how to create a learning = environment.  Its screen shots reflect an earlier version of = Blackboard,=20 but the tutorial isn't about learning the courseware but about = considering how=20 the generic tools available in online courseware can be used for=20 learning.

Nancy=20 King
Introductory English instructor
Central New Mexico Community = College=20 (formerly Albuquerque TVI)

 

 
Nancy King nanseeking@nmia.com
E v e r y   t = i m e =20  I   s e e   a n   a d u l t  =  o=20 n   a
b i c y c l e,  =  I =20  n o   l o n g e r   d e s p a i r  =  f o=20 r   
t h e   f u t = u r=20 e   o f   t h e   h u m a n   r = a c=20 e.  
H.  G.  W e l = l=20 s 
 
------=_NextPart_000_00FD_01C78584.A4E7CB20-- From nanseeking@nmia.com Mon Apr 23 16:04:44 2007 From: nanseeking@nmia.com (Nancy King) Date: Mon, 23 Apr 2007 09:04:44 -0600 Subject: [Teaching_Basic_Writing] excellent questions, Linda Stine/jan 4/22/07 - now, my questions for the list - jan in IL In-Reply-To: <380152.50681.qm@web31410.mail.mud.yahoo.com> References: <380152.50681.qm@web31410.mail.mud.yahoo.com> Message-ID: <000301c785b8$ba499690$0200a8c0@nanseeking> Jan, here's the link to the Blackboard tutorial I mentioned in my previous email: http://blackboardsupport.calpoly.edu/content/faculty/main_pedagog.html -----Original Message----- From: teaching_basic_writing-admin@mailman.eppg.com [mailto:teaching_basic_writing-admin@mailman.eppg.com] On Behalf Of Jan Bone Sent: Sunday, April 22, 2007 3:29 AM >Any suggestions on self-training that listserv members would recommend? I'm adjunct here, and due to mobility >>>>limitations, don't spend much time physically on campus other than showing up to teach and keeping the required weekly office hour...much of my out-of-class contact with (my current Eng. 101, just finishing) students comes via Blackboard and the e-mail back-and-forth. Thanks. janetwbone@yahoo.com adjunct at Harper College (soon to be teaching BW again) and at Roosevelt University (wedded joyously to a research-paper-based course). _______________________________________________ Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat your information. From ljonaitis@bergen.edu Mon Apr 23 16:52:56 2007 From: ljonaitis@bergen.edu (Leigh Jonaitis) Date: Mon, 23 Apr 2007 11:52:56 -0400 Subject: [Teaching_Basic_Writing] Let me clarify... Message-ID: <5E3D3037C2958A4B8F6A88B547C156A602465BFE@PAR-ADM-EX.bergen.cc.nj.us> Nancy, by "strong" I did not mean writing skills; I meant what you refer to: self-motivation and self-discipline. By "survive," I meant retention. Thanks so much for the link to that article, Linda! Let me start by saying that I am a big advocate for online teaching and learning--I have taught online composition for over 6 years, and I also work with faculty on my campus (in all disciplines) who are developing their online courses. In our campus-based program for online instructors, we emphasize Chickering and Gamson's "Seven Principles for Good Practice in Undergraduate Education," one of which is "time on task" (as mentioned in the Boettcher article). It is an excellent principle for learning, especially for basic writers, and one I'm sure many of us try to incorporate. This "time on task" principle is a major reason why I think the partially-online course can be very effective; however, I am not yet convinced that fully-online courses for basic writing students would be successful at my institution. If students do not have the time (often my students at the community college are trying to balance work, family, school and more) to go online, then it doesn't matter what kind of experience we've designed. However, if I am there with them in the lab to encourage time on task, it seems they have a much better chance at remaining in the course. This doesn't mean that I've given up on fully-online learning for basic writers. I'm just interested in what others are doing and how successful it is. (Hopefully Jan can give us some insight after her course is done!) I am also working with a slightly different population since I teach at a community college, so I think that the success of fully-online courses for basic writers will differ depending on the institution. Leigh -------------------------------- Leigh Jonaitis Assistant Professor English Department Bergen Community College Paramus, NJ 07652 (201) 493-3509 ljonaitis@bergen.edu From glennblalock.phd@gmail.com Wed Apr 25 02:13:16 2007 From: glennblalock.phd@gmail.com (Glenn Balock) Date: Tue, 24 Apr 2007 20:13:16 -0500 Subject: [Teaching_Basic_Writing] Collecting Resources @ CompFAQs In-Reply-To: <000301c785b8$ba499690$0200a8c0@nanseeking> References: <380152.50681.qm@web31410.mail.mud.yahoo.com> <000301c785b8$ba499690$0200a8c0@nanseeking> Message-ID: <003a01c786d6$e811ea40$fa593e81@GlennBlalock> Colleagues, Please take a peek at this "proof of concept" for gathering resources. The basic concept is a form-based interface that allows users to add stuff without a middle-person. Also, because this is a wiki, we can revise stuff already submitted by editing that particular page, so this resource won't rely on any single person to maintain it. http://comppile.tamucc.edu/wiki/BasicWritingResources/HomePage The one page I have activated right now would collect links to individual syllabi (with an option to send me files that I can also upload and make available [I may open the upload feature for all to use]). Please add your information to the syllabus collection, if you wish. Also, suggest resource categories other than those I have listed? Suggest other improvements? Note, finally, that I "borrowed" the CBW logo for this page. I hope that is "ok"? I'll wait to hear what you all think. From stine@lincoln.edu Wed Apr 25 15:10:38 2007 From: stine@lincoln.edu (Linda Stine) Date: Wed, 25 Apr 2007 10:10:38 -0400 Subject: [Teaching_Basic_Writing] Re: BW online/Nancy King's course Message-ID: <462F615E.1030002@lincoln.edu> This is a multi-part message in MIME format. --------------070000090000080007040708 Content-Type: text/plain; charset=us-ascii; format=flowed Content-Transfer-Encoding: 7bit Wow, Nancy!. I've just been browsing through your course (For those of you who haven't seen it, here's the link again:) http://planet.cnm.edu/nanseeking/de100 I am so impressed with the thoroughness--everything from explanations of what an essay is, to a Camtasia-produced narrated tutorial on how to save in WebCT, to clearly organized weekly "maps," to useful links and references. And it's all colorful and inviting. This is a wonderful model for Jan or anyone planning to develop online courses. So now I have two questions (for Nancy or anyone). The first is relates to Nancy's comment that the main predictors of success in a course are "self-motivation, self-discipline, basic computer skills, and a working computer with internet access at home." I would agree with that assessment. The home equipment problem, of course, is out of the teacher's range of influence. The basic computer skills issue I have found to be a real hindrance, working as I do with older adults, but it seems to me that your very helpful, basic tutorials (with voice narration) can at least somewhat address that issue. But what about the "self-discipline and self-motivation" part? What can online teachers do, if anything, to help students acquire/improve/maintain those attributes The second question is just this: how on earth did you find the time to put together such a complete course? How long did its construction take? Has it grown over the course of time or were all these elements present when you first offered it? I'm wondering what a reasonable amount of lead time is for the production of an online writing course and what sort of technical/financial/time support should be asked for. --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** --------------070000090000080007040708 Content-Type: text/html; charset=us-ascii Content-Transfer-Encoding: 7bit Wow, Nancy!. I've just been browsing through your course (For those of you who haven't seen it, here's the link again:) http://planet.cnm.edu/nanseeking/de100

I am so impressed with the thoroughness--everything from explanations of what an essay is, to a Camtasia-produced narrated tutorial on how to save in WebCT,  to clearly organized weekly "maps," to useful links and references.  And it's all colorful and inviting.  This is a wonderful model for Jan or anyone planning to develop online courses.

So now I have two questions (for Nancy or anyone).  The first is relates to Nancy's comment that the main predictors of success in a course are "self-motivation, self-discipline, basic computer skills, and a working computer with internet access at home." I would agree with that assessment.  The home equipment problem, of course, is out of the teacher's range of influence.  The basic computer skills issue I have found to be a real hindrance, working as I do with older adults, but it seems to me that your very helpful, basic tutorials (with voice narration) can at least somewhat address that issue.  But what about the "self-discipline and self-motivation" part?  What can online teachers do, if anything, to help students acquire/improve/maintain those attributes

The second question is just this:  how on earth did you find the time to put together such a complete course?  How long did its construction take? Has it grown over the course of time or were all these elements present when you first offered it?   I'm wondering what a reasonable amount of lead time is for the production of an online writing course and what sort of technical/financial/time support should be asked for.  --Linda


 
-- 
Linda J. Stine
Professor, Master of Human Services Program
Lincoln University, PA  19352
Phone:  215-590-8213
Fax:  215-387-3834
E-mail:  stine@lincoln.edu

***************************
Angels can fly because they take themselves lightly.
***************************
--------------070000090000080007040708-- From nanseeking@nmia.com Wed Apr 25 17:32:24 2007 From: nanseeking@nmia.com (Nancy King) Date: Wed, 25 Apr 2007 10:32:24 -0600 Subject: [Teaching_Basic_Writing] Re: BW online/Nancy King's course In-Reply-To: <462F615E.1030002@lincoln.edu> References: <462F615E.1030002@lincoln.edu> Message-ID: <005001c78757$4e1a9d20$0200a8c0@nanseeking> This is a multi-part message in MIME format. ------=_NextPart_000_0051_01C78725.03802D20 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit Linda, thank you for your feedback on the website for my online course. It took me a lot of time to put it together, but I did so with a course release and a lot of extra time thrown in on top of that. Also, I've been adding to it each term although the basic elements--including the maps and the WebCT, computer, and writing resources--have been in place since I first offered the course. (Some people like to knit or make scrapbooks; I enjoy making web pages.) In addition to the public website, there is the companion "online classroom" in WebCT, now Blackboard, where all of the class communication takes places in the weekly Discussion Forums and, for more private or targeted communication, via Class Email. Also, students publish their essay drafts in the Student Presentation area. Oh, and students fill out a weekly "one-minute paper" in which they tell me the most important thing they learned that week and what helped them learn it, and what was the muddiest point for the week and how I might help them learn it. I love teaching online and was motivated to do so because I'd long thought the online environment, where one must read and write in order to communicate, would be the ideal way to teach writing. So although a course release didn't come close to being enough time to create my online English 100 course, I didn't care. I would have created it without any compensation. (Don't tell my dean.) I'm sure most people don't feel that way or, if they do, may not have the luxury of expending large amounts of time without compensation. But I look at it another way: the skills I've developed as I created this course are highly marketable ones, and the time I've invested has paid off in several different ways, including enabling me to get paid for faculty development gigs and to teach online courses for other institutions. As for what is "a reasonable amount of lead time...for the production of an online writing course and what sort of technical/financial/time support should be asked for," I think to be thorough, an instructor should have one term of training in instructional design as it applies to an online course, ideally delivered online, and then another term to fully develop the course--and all done in a community of other faculty learners. "But what about the 'self-discipline and self-motivation' part? What can online teachers do, if anything, to help students acquire/improve/maintain those attributes?" you ask. Outside of coaching students on an as-needed basis during critical times during the term and making time-management and student-success resources available on the course website, I don't think there's too much we can do--although I'd love someone to dispute this idea. Since I teach basic writing, the students who arrive in my online courses are at the beginning of their college careers. My course is usually the first online course they will take. It will help some of them prepare to take future online and hybrid courses, and it will help others realize that they need more face-to-face interaction with their instructor and fellow students--in short, a traditional course that takes place in the classroom--in order to succeed in the future. Online courses aren't for every student or every teacher. Nancy _____ From: teaching_basic_writing-admin@mailman.eppg.com [mailto:teaching_basic_writing-admin@mailman.eppg.com] On Behalf Of Linda Stine Sent: Wednesday, April 25, 2007 8:11 AM To: teaching_basic_writing@mailman.eppg.com Subject: [Teaching_Basic_Writing] Re: BW online/Nancy King's course Wow, Nancy!. I've just been browsing through your course (For those of you who haven't seen it, here's the link again:) http://planet.cnm.edu/nanseeking/de100 I am so impressed with the thoroughness--everything from explanations of what an essay is, to a Camtasia-produced narrated tutorial on how to save in WebCT, to clearly organized weekly "maps," to useful links and references. And it's all colorful and inviting. This is a wonderful model for Jan or anyone planning to develop online courses. So now I have two questions (for Nancy or anyone). The first is relates to Nancy's comment that the main predictors of success in a course are "self-motivation, self-discipline, basic computer skills, and a working computer with internet access at home." I would agree with that assessment. The home equipment problem, of course, is out of the teacher's range of influence. The basic computer skills issue I have found to be a real hindrance, working as I do with older adults, but it seems to me that your very helpful, basic tutorials (with voice narration) can at least somewhat address that issue. But what about the "self-discipline and self-motivation" part? What can online teachers do, if anything, to help students acquire/improve/maintain those attributes The second question is just this: how on earth did you find the time to put together such a complete course? How long did its construction take? Has it grown over the course of time or were all these elements present when you first offered it? I'm wondering what a reasonable amount of lead time is for the production of an online writing course and what sort of technical/financial/time support should be asked for. --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** ------=_NextPart_000_0051_01C78725.03802D20 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable
Linda, thank you for your feedback on the = website for my=20 online course.  It took me a lot of time to put it together, but I = did so=20 with a course release and a lot of extra time thrown in on top of = that. =20 Also, I've been adding to it each term although the basic = elements--including=20 the maps and the WebCT, computer, and writing resources--have been in = place=20 since I first offered the course. (Some people like=20 to knit or make scrapbooks; I enjoy making web pages.)  In addition = to the=20 public website, there is the companion "online classroom" in WebCT, now=20 Blackboard, where all of the class communication takes places in the = weekly=20 Discussion Forums and, for more private or targeted communication, via = Class=20 Email.  Also, students publish their essay drafts in the = Student=20 Presentation area. Oh, and students fill out a weekly "one-minute=20 paper" in which they tell me the most important thing they = learned=20 that week and what helped them learn it, and what was the muddiest = point=20 for the week and how I might help them learn = it. 
 
I love teaching online and was motivated to do = so because=20 I'd long thought the online environment, where one must read and write = in order=20 to communicate, would be the ideal way to teach writing.  So = although a=20 course release didn't come close to being enough time to create my = online=20 English 100 course, I didn't care.  I would have created it without = any=20 compensation. (Don't tell my dean.)  I'm sure most people = don't feel=20 that way or, if they do, may not have the luxury of expending large = amounts=20 of time without compensation.  But I look at it another = way:  the=20 skills I've developed as I created this course are highly marketable = ones, and=20 the time I've invested has paid off in several different = ways,=20 including enabling me to get paid for faculty development gigs = and to=20 teach online courses for other institutions. 
 
As for what is "a reasonable amount of lead = time...for the=20 production of an online writing course and what sort of = technical/financial/time=20 support should be asked for," I think to be thorough, an instructor = should have=20 one term of training in instructional design as it applies to an online = course,=20 ideally delivered online, and then another term to fully develop = the=20 course--and all done in a community of other faculty=20 learners. 
 
"But what about the 'self-discipline and = self-motivation'=20 part?  What can online teachers do, if anything, to help students=20 acquire/improve/maintain those attributes?" you ask.  Outside = of=20 coaching students on an as-needed basis during critical times = during the=20 term and making time-management and student-success resources available = on the=20 course website, I don't think there's too much we can do--although I'd=20 love someone to dispute this idea.  Since I teach = basic=20 writing, the students who arrive in my online courses are at the = beginning of=20 their college careers.  My course is usually the first online = course they=20 will take.  It will help some of them prepare to take future = online=20 and hybrid courses, and it will help others realize that they need more=20 face-to-face interaction with their instructor and fellow students--in = short, a=20 traditional course that takes place in the classroom--in order to = succeed=20 in the future.  Online courses aren't for every student or every=20 teacher.
 
Nancy

From:=20 teaching_basic_writing-admin@mailman.eppg.com=20 [mailto:teaching_basic_writing-admin@mailman.eppg.com] On Behalf Of = Linda=20 Stine
Sent: Wednesday, April 25, 2007 8:11 AM
To:=20 teaching_basic_writing@mailman.eppg.com
Subject:=20 [Teaching_Basic_Writing] Re: BW online/Nancy King's = course

Wow, Nancy!. I've just been browsing through your course (For = those=20 of you who haven't seen it, here's the link again:) http://planet.cnm.edu/nan= seeking/de100

I=20 am so impressed with the thoroughness--everything from explanations of = what an=20 essay is, to a Camtasia-produced narrated tutorial on how to save in=20 WebCT,  to clearly organized weekly "maps," to useful links and=20 references.  And it's all colorful and inviting.  This is a = wonderful=20 model for Jan or anyone planning to develop online courses.

So = now I have=20 two questions (for Nancy or anyone).  The first is relates to = Nancy's=20 comment that the main predictors of success in a course are=20 "self-motivation,=20 self-discipline, basic computer skills, and a working computer with = internet=20 access at home." I would agree with that assessment.  The home = equipment=20 problem, of course, is out of the teacher's range of influence.  = The basic=20 computer skills issue I have found to be a real hindrance, working as I = do with=20 older adults, but it seems to me that your very helpful, basic tutorials = (with=20 voice narration) can at least somewhat address that issue.  But = what about=20 the "self-discipline and self-motivation" part?  What can online = teachers=20 do, if anything, to help students acquire/improve/maintain those = attributes=20

The second question is just this:  how on earth did you = find the=20 time to put together such a complete course?  How long did its = construction=20 take? Has it grown over the course of time or were all these elements = present=20 when you first offered it?   I'm wondering what a reasonable = amount of=20 lead time is for the production of an online writing course and what = sort of=20 technical/financial/time support should be asked for. =20 --Linda


--=20
Linda J. Stine
Professor, Master of Human Services Program
Lincoln University, PA  19352
Phone:  215-590-8213
Fax:  215-387-3834
E-mail:  stine@lincoln.edu

***************************
Angels can fly because they take themselves lightly.
***************************
------=_NextPart_000_0051_01C78725.03802D20-- From glennblalock.phd@gmail.com Fri Apr 27 23:44:50 2007 From: glennblalock.phd@gmail.com (Glenn Balock) Date: Fri, 27 Apr 2007 17:44:50 -0500 Subject: [Teaching_Basic_Writing] Basic Writing Resources @ CompFAQs Message-ID: <007201c7891d$abc21a30$6d01a8c0@GlennBlalock> Colleagues, I've added more ways to share resources at the Basic Writing @ CompFAQs space. Feedback is welcome, but more important, participation / sharing is welcome. This space is not meant to be maintained by one person. It is a communal activity; we can all share. I've tried to make all this as simple as possible--fill out forms, follow some brief instructions. I've also made it possible for us to upload documents that we want to share (in addition to pointing to URLs). http://comppile.tamucc.edu/wiki/BasicWritingResources/HomePage I will be adding one more sharing link: the texts we use in our BW classes. I'm still pondering the best format for that. Please send comments / suggestions to my personal email. And if I can help you as you share resources, please contact me. Glenn Blalock glennblalock.phd@gmail.com From Lisa_Kimball@hmco.com Sat Apr 28 19:03:15 2007 From: Lisa_Kimball@hmco.com (Lisa_Kimball@hmco.com) Date: Sat, 28 Apr 2007 14:03:15 -0400 Subject: [Teaching_Basic_Writing] Lisa Kimball/College/hmco is out of the office. Message-ID: --0__=0ABBF858DFF0AB988f9e8a93df938690918c0ABBF858DFF0AB98 Content-type: text/plain; charset=US-ASCII I will be out of the office starting 04/27/2007 and will not return until 05/14/2007. April 28 - May 4: on campus with LIMITED access to email. May 5 - May 13: on vacation with NO access to email. Please contact my assistant, Sarah Truax at sarah_truax@hmco.com with any immediate concerns. --0__=0ABBF858DFF0AB988f9e8a93df938690918c0ABBF858DFF0AB98 Content-type: text/html; charset=US-ASCII Content-Disposition: inline

I will be out of the office starting 04/27/2007 and will not return until 05/14/2007.

April 28 - May 4: on campus with LIMITED access to email.
May 5 - May 13: on vacation with NO access to email.
Please contact my assistant, Sarah Truax at sarah_truax@hmco.com with any immediate concerns. --0__=0ABBF858DFF0AB988f9e8a93df938690918c0ABBF858DFF0AB98-- From stine@lincoln.edu Mon Apr 30 15:07:56 2007 From: stine@lincoln.edu (Linda Stine) Date: Mon, 30 Apr 2007 10:07:56 -0400 Subject: [Teaching_Basic_Writing] Basic Writing Resources @ CompFAQs Message-ID: <4635F83C.6060007@lincoln.edu> Thank you everyone for such an interesting and helpful discussion this month. Laura, thanks very much for the opportunity to be involved. And Glenn, thank you especially for the new resource; I'm looking forward to adding what I can. Speaking of CompFAQs, if anyone uses portfolios with a BW class and has a good assignment description and/or evaluation rubric, please consider posting it in the BW resource section. This was my first year of using portfolios, and I'm not very pleased with the way I described and evaluated the assignment, probably because I haven't really clarified goals and standards in my own mind. So I'd be happy to see examples of other more successful attempts. Have a restful, productive summer! See you online, I hope, and also next March in New Orleans. --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** From Laura.Gray-Rosendale@NAU.EDU Mon Apr 30 17:31:18 2007 From: Laura.Gray-Rosendale@NAU.EDU (Laura Gray-Rosendale) Date: Mon, 30 Apr 2007 09:31:18 -0700 Subject: [Teaching_Basic_Writing] Basic Writing Resources @ CompFAQs In-Reply-To: <4635F83C.6060007@lincoln.edu> References: <4635F83C.6060007@lincoln.edu> Message-ID: <000b01c78b44$fb790d80$0400a8c0@eng.nau.edu> Many thanks to Linda for her terrific module!!! This brings us to the close of the 2006-7 Teaching Basic Writing list. I hope to be back in touch this summer or early in the Fall about some interesting format changes we are considering making. I also hope to be able to share our line-up for next Fall. I wish you all a wonderful, wonderful summer! Best to you, Laura -----Original Message----- From: teaching_basic_writing-admin@mailman.eppg.com [mailto:teaching_basic_writing-admin@mailman.eppg.com] On Behalf Of Linda Stine Sent: Monday, April 30, 2007 7:08 AM To: 'Basic Writing Teaching' Subject: [Teaching_Basic_Writing] Basic Writing Resources @ CompFAQs Thank you everyone for such an interesting and helpful discussion this month. Laura, thanks very much for the opportunity to be involved. And Glenn, thank you especially for the new resource; I'm looking forward to adding what I can. Speaking of CompFAQs, if anyone uses portfolios with a BW class and has a good assignment description and/or evaluation rubric, please consider posting it in the BW resource section. This was my first year of using portfolios, and I'm not very pleased with the way I described and evaluated the assignment, probably because I haven't really clarified goals and standards in my own mind. So I'd be happy to see examples of other more successful attempts. Have a restful, productive summer! See you online, I hope, and also next March in New Orleans. --Linda -- Linda J. Stine Professor, Master of Human Services Program Lincoln University, PA 19352 Phone: 215-590-8213 Fax: 215-387-3834 E-mail: stine@lincoln.edu *************************** Angels can fly because they take themselves lightly. *************************** _______________________________________________ Teaching_Basic_Writing maillist - Teaching_Basic_Writing@mailman.eppg.com http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing If you no longer wish to receive this mailing, please go to http://mailman.eppg.com/mailman/listinfo/teaching_basic_writing to updat your information.