Well this was the week in which students were required to submit their podcasts. Initially when students were assigned the task and made aware of the fact that they had the option of either doing one that was just audio, or alternatively they could include video - most seemed to be planning to do just audio. For practically all, it's their first time preparing a podcast and so audio seems daunting enough without making life unnecessarily complicated by trying to make a video. However, in the end it appears as though most students have in fact produced a video. I guess that once they sat down to do it they realised that they did in fact have the necessary skills and equipment to make a video. For me of course this has given rise to complications as the videos have been submitted in many different formats and I need to make sure that they can all be played on Windows Media Player. This is taking a bit longer than anticipated for some but it should all be sorted in the next few days. Again there were no surprises - despite being warned not to, many students still went ahead and submitted files called "podcast". Some submitted 3 or four separate files and expect me to put it all together for them. Nothing surprising here - all in a day's work.
As students submitted their podcasts we began working on their next assignment which is to write their first formal essay - the first draft of which is due in a couple of weeks. The essay will be based on one text which they read for the first lesson of the week. I gave them a handout with questions that drew their attention to the overall structure and techniques used in the article. Students got to discuss their answers in pairs and then if they weren't finished by the end of class they were to complete it for homework. Practically a whole lesson was taken up explaining the requirements for the essay - length, submission to turnitin.com, what should accompany the first draft etc. I didn't notice anyone taking notes. Hopefully everyone will understand the instructions provided. If so, one wonders why I feel the need to explain them thoroughly in class.
Thursday, October 30, 2008
Friday, October 17, 2008
Week 5
Perhaps I am confusing everyone else but I am calling this Week 5 as it is in fact the fifth week of the semester although we had one of them off. So, some of my students will, this week, write a blog and call it week 4 thereby appearing to be a week behind. However, because they actually wrote a blog for week three (the one we had off) they should be labeling their blogs the same as me. I think the confusion is because they wrote one blog to cover weeks 1 and 2 and then started calling their second blog “week 2”. So, it is now week 5 although students have written only 4 blogs – so blog 4 should be labeled “Week 5”. I have written all this in the hope that students will actually read it and start naming their blogs consistently. This week I will be checking for entries for week 5 but if they are not labeled correctly it will appear that they have not been done.
So, what happened this week? Well, for the first lesson of the week we tried a technique of trying to identify the main points in a long text by basically identifying the main points in each section of the text. I provided rather general questions about each of the section, which if they answered, should help them to identify the main ideas. From those I examined more closely, it would appear that if I ask a general question I am destined to get a very general and vague answer. For example one section of the text extended for over nine pages, explaining the potential effects of Internet use on our social interaction. The question prompted students to present some of the possible effects of the Internet on our social interaction and one student’s response was “The Internet might have some negative effects on our social interaction”. So, nine pages has been summarized to this but even that is inaccurate because it fails to acknowledge that the Internet may also have some positive effects on our social interaction. This is just one examples of the responses I got to my questions but it is fairly representative and so I now know that I need to focus on the role of detail, in writing in general, but in summarizing in particular – there seems to be a tendency to put no detail in a summary but rather make general, vague statements that reduce the complex argument of another writer to a redundant statement that is pretty much meaningless.
In the second lesson of the week we did further work on summary writing by recalling what had already been taught/learned and then discussing how applicable that all is to our current situation. Collectively each class had a good grasp of what is involved in writing a good summary and so we now have a fairly sound theoretical basis but in the coming weeks we’ll get to see how well it is put into practice.
Time has just flown by and some students seemed surprised when reminded that their podcasts are due next week. When the task was first assigned one could say, “no need to worry yet as the deadline is the end of October” but surprise, surprise, the end of October is fast approaching. When I first ran this course and had to learn how to host the podcasts on my website the whole process was very time consuming for me. It was a rather steep learning curve. However, this time I am hoping to be well ahead. I am currently working on preparing the host page for each student and will hopefully finish that later today. Then when students submit their podcasts, all I will have to do is place their files in the appropriate folder and ensure that the file is named according to the students own name (as instructed). In my earlier attempts I had to use a laptop with a mere ½ GB of Ram but this time I have one with 2GB and if necessary I even have access to one with 4GB. This is particularly important when dealing with large video files. Despite being told to give their files their own name, I wonder how many files will be submitted called “podcast”. Don’t students realize how unhelpful it is for 60 students to submit homework with generic names like “podcast”, “homework”, “essay” etc. When it comes to grading surely it is obvious that the most important thing an instructor needs to know is who’s work he’s looking at. He already knows it’s a podcast, because it was submitted to the folder called “podcasts” on the day that podcasts were due.
So, what happened this week? Well, for the first lesson of the week we tried a technique of trying to identify the main points in a long text by basically identifying the main points in each section of the text. I provided rather general questions about each of the section, which if they answered, should help them to identify the main ideas. From those I examined more closely, it would appear that if I ask a general question I am destined to get a very general and vague answer. For example one section of the text extended for over nine pages, explaining the potential effects of Internet use on our social interaction. The question prompted students to present some of the possible effects of the Internet on our social interaction and one student’s response was “The Internet might have some negative effects on our social interaction”. So, nine pages has been summarized to this but even that is inaccurate because it fails to acknowledge that the Internet may also have some positive effects on our social interaction. This is just one examples of the responses I got to my questions but it is fairly representative and so I now know that I need to focus on the role of detail, in writing in general, but in summarizing in particular – there seems to be a tendency to put no detail in a summary but rather make general, vague statements that reduce the complex argument of another writer to a redundant statement that is pretty much meaningless.
In the second lesson of the week we did further work on summary writing by recalling what had already been taught/learned and then discussing how applicable that all is to our current situation. Collectively each class had a good grasp of what is involved in writing a good summary and so we now have a fairly sound theoretical basis but in the coming weeks we’ll get to see how well it is put into practice.
Time has just flown by and some students seemed surprised when reminded that their podcasts are due next week. When the task was first assigned one could say, “no need to worry yet as the deadline is the end of October” but surprise, surprise, the end of October is fast approaching. When I first ran this course and had to learn how to host the podcasts on my website the whole process was very time consuming for me. It was a rather steep learning curve. However, this time I am hoping to be well ahead. I am currently working on preparing the host page for each student and will hopefully finish that later today. Then when students submit their podcasts, all I will have to do is place their files in the appropriate folder and ensure that the file is named according to the students own name (as instructed). In my earlier attempts I had to use a laptop with a mere ½ GB of Ram but this time I have one with 2GB and if necessary I even have access to one with 4GB. This is particularly important when dealing with large video files. Despite being told to give their files their own name, I wonder how many files will be submitted called “podcast”. Don’t students realize how unhelpful it is for 60 students to submit homework with generic names like “podcast”, “homework”, “essay” etc. When it comes to grading surely it is obvious that the most important thing an instructor needs to know is who’s work he’s looking at. He already knows it’s a podcast, because it was submitted to the folder called “podcasts” on the day that podcasts were due.
Monday, October 13, 2008
Week 4
The weeks are flying by and although students may feel that they are working hard, I fear that we are somewhat behind. I'll feel a lot more comfortable once I have allocated and set the deadline for the submission of the first essay. Perhaps I am worrying unnecessarily and simply feeling guilty about having had a wonderful break so early in the semester. I must also keep reminding myself that there are officially 17 weeks scheduled for this course and so even though it is now week 4, we have two weeks tagged on at the end of the course that we wouldn't normally have. So maybe I should just relax.
Again, I was amazed this week to find that some students think I can read like that robotic cop in the TV series I remember from my youth - Homes and Yoyo. Some students believe that I can read a dense page of academic text in about 30 seconds - this assumption I believe being based on the fact that it took them about 1.5 minutes to read the same. The sad fact is that it takes me considerably longer to read a text than it takes most of my students. I really need to improve my reading skills - it should be them teaching me - not the other way round.
It has been interesting reading students' blog this week and finding out what they all got up to for their Bayram. For all, it was, as expected, very much a family occasion. However, some families stayed at home, some checked themselves into a hotel and still others jetted to the far side of the planet. Although I did allow two weeks to read the above mentioned text, some students give the impression that their Bayram was, for all intents and purposes, dominated by all the homework assigned for the Comm 101 course. I find this difficult to fathom given that none of them spent more than 3 hours doing it and many spent as little as half an hour. Anyway, I managed to read the same text (rather slowly apparently) and still have a good time.
During the first lesson of the week I gave feedback on the diagnostic essays written in the second week. There were no major surprises although from students' perspectives they were perhaps rather surprised. Many didn't even attempt to answer the questions they were asked, many answered just one of the two questions, some wrote one long paragraph, many had no thesis etc. etc. Hopefully the feedback has reactivated some ideas from the distant past and that next time they write an essay they will remember at least the basics. Every semester there is the same issue with transfer of skills - students already know quite a lot about essay writing but they don't transfer this old information, from previous courses previous teachers. Each time they do something it's as if they expect to start the learning process all over again. So, one of my main challenges this semester is to get them to transfer what they already know to their new situation and to get them to continue transferring what they know from lesson to lesson.
Again, I was amazed this week to find that some students think I can read like that robotic cop in the TV series I remember from my youth - Homes and Yoyo. Some students believe that I can read a dense page of academic text in about 30 seconds - this assumption I believe being based on the fact that it took them about 1.5 minutes to read the same. The sad fact is that it takes me considerably longer to read a text than it takes most of my students. I really need to improve my reading skills - it should be them teaching me - not the other way round.
It has been interesting reading students' blog this week and finding out what they all got up to for their Bayram. For all, it was, as expected, very much a family occasion. However, some families stayed at home, some checked themselves into a hotel and still others jetted to the far side of the planet. Although I did allow two weeks to read the above mentioned text, some students give the impression that their Bayram was, for all intents and purposes, dominated by all the homework assigned for the Comm 101 course. I find this difficult to fathom given that none of them spent more than 3 hours doing it and many spent as little as half an hour. Anyway, I managed to read the same text (rather slowly apparently) and still have a good time.
During the first lesson of the week I gave feedback on the diagnostic essays written in the second week. There were no major surprises although from students' perspectives they were perhaps rather surprised. Many didn't even attempt to answer the questions they were asked, many answered just one of the two questions, some wrote one long paragraph, many had no thesis etc. etc. Hopefully the feedback has reactivated some ideas from the distant past and that next time they write an essay they will remember at least the basics. Every semester there is the same issue with transfer of skills - students already know quite a lot about essay writing but they don't transfer this old information, from previous courses previous teachers. Each time they do something it's as if they expect to start the learning process all over again. So, one of my main challenges this semester is to get them to transfer what they already know to their new situation and to get them to continue transferring what they know from lesson to lesson.
Sunday, October 5, 2008
Week 3
Well, this was the week we had off. I did try to make sure I was off although I must admit that from time to time I did end up thinking about the course and what I could do to improve it. Also I returned to Istanbul a couple of days early so that I could read and comment on all my students' blogs and prepare the week's lessons. I must say that generally reading the blogs it sounds like everyone has a very positive attitude to the semester ahead. That may be because most of the blogs were written immediately prior to the commencement of a week's holiday with their families. Hopefully they will be as enthusiastic when they return to the classroom.
I spent my week off communing with nature. I went to a ski resort - not of course with the intention of skiing but rather enjoying the fresh mountain air and the views. Nevertheless I did get to trek through lots of snow as the first fall of the season had already come - only at high altitude of course. For my first three days the mountains were shrouded in fog and so I could have been anywhere. My world was only a circle of a few meters. Fortunately however after three days the fog lifted and I saw where I was. It was heavenly - especially after three days of gloom. I got lots of exercise as I got to, amongst other things, climb the tallest mountain on the Balkan Peninsula. I got caught out - because there were subzero temperatures and I was trudging through snow quite a lot - I took no precautions against the sun and ended up getting quite burned. I'll be more cautious if I do go on a ski trip.
Week 2
It was perhaps a wise decision not to do much in week 1. By the end of this week the classes had "settled" to what I hope will remain a steady number. I am pleased to be able to report that on the day we did the diagnostic (the first lesson of the week) most students were present and so there wasn't a need to do much chasing. There was one strange occurrence in that a student who had appeared very diligent from the outset only appeared in the doorway right at the end of class. For some reason she had assumed that if she were late for class she would not be welcome. Again, perhaps I didn't stress it enough when I explained the syllabus but any student is welcome at any time. If they are only there for half the lesson then hopefully they will learn at least half the stuff. And again, this girl showing up right at the end of class at least allowed me to assign her homework so that when she comes to the next lesson she will have caught up. So even if you only arrive in time for the last minute of the lesson you should quietly slip in to learn what your homework for the next day is.
The second lesson of the week was devoted to getting students started on more long term projects. Although the deadline is "in the distant future" it is time to start choosing topics and thinking about what exactly one will say about these topics. I am sure that some students are still not quite sure of what exactly a podcast is and so I will have to show them some during the next few lessons. Hopefully this will inspire them to be creative and experiment with things they have never done before. Also during this second lesson I needed to get students started on the writing of their blogs. I am pleased to be able to report that most students had no problems whatsoever in creating their blogs. Initially they were asked to create blogs without actually posting anything in them. It will be interesting to visit the blogs later and see what they have written. One girl, who was somewhat confused, did write to me and explain that she had tried to create her blog but had not succeeded. At least she was aware of her responsibilities, tried to carry them out, experienced difficulties and sought help. There are however a few others who have not yet created their blog or contacted me to indicate that they are experiencing difficulties. I wonder what's happening there. What will happen when the assignments become more demanding?
As indicated in my post of last week, it does not feel right having a week off after only having had two weeks of lessons. However, who am I to look a gifthorse in the mouth. I hope when we return a week later that we won't have lost the momentum that we have built up until now. Getting back on Monday 6th may be a bit of a shock as it will be straight down to work rather than a gentle easing in like at the beginning of semester.
The second lesson of the week was devoted to getting students started on more long term projects. Although the deadline is "in the distant future" it is time to start choosing topics and thinking about what exactly one will say about these topics. I am sure that some students are still not quite sure of what exactly a podcast is and so I will have to show them some during the next few lessons. Hopefully this will inspire them to be creative and experiment with things they have never done before. Also during this second lesson I needed to get students started on the writing of their blogs. I am pleased to be able to report that most students had no problems whatsoever in creating their blogs. Initially they were asked to create blogs without actually posting anything in them. It will be interesting to visit the blogs later and see what they have written. One girl, who was somewhat confused, did write to me and explain that she had tried to create her blog but had not succeeded. At least she was aware of her responsibilities, tried to carry them out, experienced difficulties and sought help. There are however a few others who have not yet created their blog or contacted me to indicate that they are experiencing difficulties. I wonder what's happening there. What will happen when the assignments become more demanding?
As indicated in my post of last week, it does not feel right having a week off after only having had two weeks of lessons. However, who am I to look a gifthorse in the mouth. I hope when we return a week later that we won't have lost the momentum that we have built up until now. Getting back on Monday 6th may be a bit of a shock as it will be straight down to work rather than a gentle easing in like at the beginning of semester.
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