I recently completed an online
course from U of C Continuing Education called Diversity in Adult Learning. The course focused on the multitude of
diversities students bring to the classroom.
During the eight-week course, we were shown different techniques to use
in teaching diverse students. As well,
we were given many opportunities through assignments to bring awareness to our biases,
prejudices and assumptions. Most of the
assignments were posted on D2L in discussion threads, so each of us had the
opportunity to share our work with other students and, in turn, read the work
of other students. With 27 students
enrolled, at times the discussion threads and recommended replies to threads
got to be too much. But to have access
to other students’ work, gave me a broader perspective on other students’ work
and interpretations of the assignments.
As well as individual
assignments, over the course of eight weeks we were given two group
assignments. One was creating questions
from a text chapter and moderating the on-line discussion for a week. We were each assigned three students to
follow and guide discussion. The other
was a six-person group project worth 25%.
Doing this large project on-line proved quite difficult as participants
were in different time zones. We were
never all online at the same time, so the making of the project was piecemeal
depending on who was signed on when. The entire assignment was done through the
discussion board. This process limited
discussion as it would take hours or days to get a response. So there was a lot of compromise. It is difficult to forge relations and have
conversation with other group members in a discussion board especially for a
project that is worth so much. As we
progressed through the project, individuals would reattach the working copy of
the power point. As well, short of doing
someone else’s work (which we did because one member never carried through),
how far can an individual push through a discussion thread to ask others to do
something. For example, I was super keen
on in-text references, and we lost marks on referencing because most members
did not reference in text.
In short, I get great value being
a student both from the student’s perspective and from the teacher’s
perspective. I learn the content of the
course but I also learn new ways of course delivery and best practice
techniques. I can see what works and
doesn’t work from a student’s point of view.
I get to feel the anxiousness and the frustration of getting assignments
done well and handed in on time, while at the same time, waiting for grades
from other assignments. Oh yes, and have
I mentioned referencing APA style. After
many hours of researching APA and practicing, I have a good understanding of
it.
Below is a link to the power point
our group did on Generational Diversity in the Workplace. Remember, there are only a couple slides that
used in-text referencing, so English teachers put away your pens.
