In a bind

Student days… my glasses are misting in memory of those fun filled days: laughter, friends, evenings out, and such like.

Unremarkably, this kind of memory is a selective. In these sepia printed snapshots of my youth, there is no sign of the tensions associated with exams, report submissions and incomplete projects!

Well, as it is, I dont have to rely on memory for that!

I am attending the MA in Academic Practice here at City Uni London and along with the fabulous learning (on how to teach) come the assignments, group work, assessments and the like. So if this post is a little rambling forgive me for my brains are scrambled! Right now I am well behind on two chunks of my module on Technology Enhanced Academic Practice (TEAP):

– social bookmarking: we need to use a tool like DIIGO to bookmark sites and write about some of these
– the final project (also the biggest chunk of the module!)

This module has been all about using technology in a blended learning environment: mixing traditional teaching methods and approaches with technology. All of it felt new (even the traditional teaching and learning models, leave alone the new stuff).
I learned about things like:
•Salmon’s five step model
•Community of Practice/Community of Inquiry
•Reflective practice
•Constructive alignment
•Social constructivism
•Behaviourism
•Problem-based learning
•Connectivism
•Situated Learning
•Humanism
•Laurillard’s Conversational Framework
•Cognitivism

So the tech stuff (which is increasingly important given the digital nature of our lives) in the course was on:
– how to use online communities in teaching and learning. It is possible to use wikis and blogs etc. to get students to interact with one another as well as the instructor to learn, sometimes remotely and even asynchronously
– reflection: getting students to reflect on their work and learning to improve their learning outcomes
– tools like Diigo for social bookmarking, blogs for interaction

My project is on formative assessment using tools like Moodle (online platform used my many universities for education). The formative assessment idea is that students learn as they test themselves, but they learn better if they can get feedback very quickly (even real time) and they are able to judge where they are weak, or what mistakes they tend to make.
So I (over reached) and said that I would make a series of short numerical Physics questions, which can be delviered via Moodle and be set up in such a way that students can get feedback as they attempt the question.

Not only that! I then thought this was too easy. So I would then make a series of short videos explaining how people could use Moodle to set up such tests, since many colleagues find it difficult to do this. What was I thinking?!!!!

And now here I am, using this blog and online community to moan about the hardships of my student life. I have enjoyed the course tremendously and it has sparked so many new ideas in my head about teaching. But it has also reminded me how my students feel.

So if anyone of you is in danger of forgetting the pressures of student life, enroll into a course now!

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