"Sorry for the small graphic."
Sigh.
Paging EdTechHulk. Need some smashing of poor PowerPoint.
(Did the Hulkster make it off Twitter?)
[Hey, Derek, don't just complain, be useful.]
May I recommend Presentation Zen by Garr Reynolds? It will revolutionize your PowerPoint use. https://www.presentationzen.com/
"These young people... their pets have Instagram pages!"
Um, my pet has an Instagram page. And I don't generally get "young" when people describe me.
Frankly, there was a lot in this session about the logistics of gathering lots of student feedback, but not a lot of clarity on how student feedback can or should influence course (re)design.
For those interested in this topic, I would explore the Students-as-Partners model for involving students in course (re)design. https://www.centerforengagedlearning.org/books/power-of-partnership/
I got an answer. Apparently part of the motivation for the async-only version of the course was the feedback the instructor received on the breakout room portions of the live sessions, that students were mixed on the value of those portions.
The instructor was also good with students who could skip live sessions and still complete the assignments. That was more reason for the async-only version (but not directly based on student feedback).
Some of the presenters' takeaways: Having an active and engaged instructor interested in course redesign was key, especially if you're using weekly surveys. Also, those weekly surveys are likely to lower response rates for the institutional mid-term and end-term course surveys.
I've put in a question about whether the instructor has made any modality changes based on student input.
In both the surveys and the focus groups, there was ambivalence over modality. Some students preferred pre-recorded videos, some preferred live video sessions, and some students were conflicted about the live sessions, seeing both pros and cons.
Btw, the qualitative data here (quotes from students from surveys and focus groups) are nicely compelling.
So, yeah, even the students are still muddling through modalities.
What student feedback did the "agile" approach to course design gather and use?
* Weekly surveys from the instructor
* Week 3 and end-of-course surveys
* Voluntary student focus groups
* Interviews with the instructor and program manager
Why weekly feedback? Because the institutional survey didn't yield responses until after the course--when the next offering of the course was already live. And that feedback focused on the end of the course.
Derek Bruff
nothingfuture