I've shown seven areas of Technology in the Classroom crosswise over four semesters, and each time I've rolled out generous improvements to the course in view of my appearance and input from my understudies. I've blogged a few times about the advancement of this course. As the semester finds some conclusion and I look forward to next semester, I am again making course corrections. My understudies gave me some truly awesome criticism, which I'm utilizing to ceaselessly attempt to enhance the learning background for understudies in this course. Here's a portion of the criticism they gave:
Make the virtual field trip task an evaluated task with more particular and clear criteria
Include understudies additionally amid Google Hangouts
Invest more class energy in enormous assignments
Have more application/web instrument smackdowns in class
Give more support to the individual learning system task
I'm fusing the majority of that criticism into the course outline for next semester. I'm likewise accomplishing something I've endeavored to do beforehand yet have just had accomplishment with once, amid a course I co-instructed with an associate: I've amended the syllabus for this course to give understudies greater adaptability and decision. My new syllabus is planned as a menu, which is one arrangement for building a separated learning arrangement for understudies. You can investigate my overhauled syllabus here. Building up a syllabus in this arrangement has constrained me to consider which assignments are totally essential for use obviously content. What I've chosen is that there are two non-negotiables for this course: building up an individual learning system (PLN) and blogging. Inside both of those assignments, there is a lot of decision, adaptability, and proprietorship. Understudies assemble their own confirmation of PLN improvement all through the semester and utilize that proof to legitimize a self-alloted review for the PLN task. (See a case of an understudy's PLN confirm here.) Students likewise have a few alternatives for blogging prompts (on account of a mutual Google Doc from Alec Couros) and are urged to be inventive in speaking with their crowd.
Past those two assignments, I'm giving understudies decision with assignments I commonly require all understudies to finish. Also, I'm presenting two new task choices I haven't utilized as a part of the previous: a Wikipedia task (thank you Bethany Smith!) and an arrangement for gaming in the classroom (a debt of gratitude is in order for the criticism Dayson Pasion).
As should be obvious, I've gotten assistance from numerous teachers en route, and as this course keeps on developing I envision cooperation with different instructors and input from understudies will keep on helping me enhance the course. One last note about cooperation for this course: I've been working with Chris Casal, an innovation instructor/organizer in Brooklyn, NY, to build up a communitarian learning background for my understudies and his. We've been blogging about the experience here and are planning to share our story at ISTE 2014 in Atlanta.