Response to Warnock #6/7- Chapters 16-18

I did not post about Warnock last week due to time constraints, but I'm back on track this week!

I've seemed to have reached a stalemate with Warnock. I feel like the first three-fourths of the book contained a wealth of information on how to perfect any sort of online class. Now Warnock has honed in on the "writing portion" of his profession, and I feel a little bit lost. I will confess that I am not a strong teacher when it comes to pure writing and rhetoric. If you've been following my blog or know me, you'll know that I'm a ninth grade English teacher. South Carolina's English I curriculum does not contain staunch standards on teaching writing. Now, this doesn't mean I let my kids leave my class illiterate. However, I do not ever assign large, 5 page writing assignments. Therefore, the ideas that Warnock offers on how to teach composition are a bit confusing to me. In chapter sixteen, Warnock stresses the importance of collaborating with other teachers. I believe this is what I should do in order to tackle my inadequacies with teaching writing and rhetoric.

Friends in this course that teach writing online: What are your thoughts on what Warnock says in chapter 16? Has collaborating in a similar space helped you with teaching? How can some of your online teaching skills spill over to f2f teaching?

Chapter 18 should be labeled "Helpful Things for People Like Kelly Who Don't Know Much." I liked the hybrid of a glossary/list of helpful things. I'd already mentioned the important information at the back of Warnock's book, but chapter 18 lists some hands on elements such as textbooks and websites.

And that brings me to the end of the book. Overall, I enjoyed this textbook if you can even call it that. My first blog post on Warnock discussed how accessible the book is, and I still stick to that claim. While I still maintain that I probably will not teach online in the near future, I still EXTREMELY appreciate all the parallels that can be drawn between Warnock's words and the real-life classroom. I plan to add this to my shelf at Fort Mill High School. 

Response to Warnock #4: Chapters 11-12

Warnock begins chapter 11 with a pitch for online grading and feedback. He writes, "When you teach writing online, your methods of responding to students are forced to change, often for the better. In many cases, the change is mild: you begin typing in-text comments on a word processor instead of writing them hurriedly-and sometimes illegibly-in the margins. Similarly, you type a brief (but possibly longer than handwritten) end comment" (121). Warnock's thoughts on feedback mirror my own. If I could type everything, I would definitely give better constructive feedback while spending less amount of time. Warnock's comment about "illegible margin notes" fits me to a tee, and it put into perspective things I could be utilizing as a teacher.

I cannot tell you how nice it would be to have my students turn in major assignments electronically. Just this past year, I have played around with GoogleDocs a little bit. I've managed to create a class quiz and give one assignment entirely online. It was a book report assignment, and and I modeled to students how to access the assignment and turn it in via GoogleDocs. It worked well for the most part, and I was able to give feedback in a more personal light. However, the assignment was problematic for students who do not have computer access at home. I discussed this obstacle in an earlier blog post, and my suggestion for this is to build in time for students to work in class. I realize this defeats the purpose of an all-electronic assignment, but baby steps are necessary in order for larger change to occur.

Warnock's ideas towards voice comments and podcasts are great, although the software Warnock mentions seems a bit convoluted. Vocaroo is a fantastic little tool you can use to record your voice and download to make a podcast. It isn't very fancy, which is exactly the way I like it. I've used this in a previous online course with great results.

As for the chapter on grading, I really don't have much to say about this except that Warnock is absolutely.postively.insanely.correct. Holistic is the way to go for grading writing assignments, and I like the fact that Warnock pushes for everything to be graded. Even if it's for a small grade, effort counts and should be rewarded. 

Response to Warnock #3: Chapters 7-10

I specifically want to focus on chapter ten for this response post to Warnock's text. Chapter ten is Warnock's proponent for peer reviewing assignments. I have not had the best relationship with peer editing assignments, nor have I received the best response. Partially because I think peer review activities are the opposite of objective. Usually a teacher or professor gives you certain guidelines which then leads to students going though the motions just to get through with the assignment. Warnock offers a different approach to peer reviewing and editing that I think may actually work. Below I have described some points Warnock makes in chapter ten and my response to them.

Like many other teachers, Warnock stresses giving succinct rules and expectations for a peer review assignment. His rules and expectations differ fro ones I've encountered from past professors, and I think they are valuable.

"Make it clear you want a critic, not a cheerleader." Amen, Warnock. This was a huge pet peeve of mine during my undergraduate career. There is a definitive line between being polite and helpful and just being too nice. When I am working on a serious assignment, I expect serious feedback. Now, don't ream be and make me feel two inches tall, but do please offer helpful criticism with appropriate actions to fix an issue.

"Grade the reviews." Warnock really means "give feedback" when he says grade the reviews, but I like his belief that an instructor should be able to insert himself into a progressing review and offer feedback when it looks like the activity is going astray.

"Peer Review Software" Warnock essentially describes software that can do what GoogleDocs does now. Since this book was published in 2009, it lacks information about the mega mogul search engine's peer editing software. I would very much like to see Warnock's input about GoogleDocs, and I assume that an updated edition of this text will contain this.

Peer editing is the only amount of collaborative work I would be comfortable assigning in an online class. I believe Melissa pointed at the appeal of online courses for those with busy schedules. To me, an online class loses its value when students are forced to meet on a regular basis. If you are going to do this, then there should just be a designated class time to meet f2f. 

Response #1 to Warnock: Chapters 1-4

First off, I would like to comment on Warnock's voice in this "textbook." I put textbook in quotes because it does not resemble nor reads like a typical textbook. It is slim and light, and the structure is easy to follow. I appreciate Warnock's candid voice. I found myself chuckling at times to certain comments he would make about otherwise mundane topics. If anything, I always admire dry wit.

My thoughts on chapter one are pretty straightforward. I liked the list of personalities that Warnock advises against using when conducting an online course. The same goes when teaching a live course, for the most part. Also, I liked his suggestions for ice-breakers. I have only taken one other online course, and we did a large introductory post. While these are great, I prefer short, original introductions. His fill in the blank type questions are to the point and would leave a lasting impression. I feel like this is important in getting to know people in the online environment. For example, I prefer to know the people who will be commenting on my posts at least once a week.

The online vs. hybrid course debate covered in chapter two was somewhat confusing for me. I have never participated in true hybrid course...at least, I don't think. I have taken one or two courses where certain activities are completed via Blackboard while other stuff is turned in during class time. Does this constitute a hybrid course? Those of you with a stronger background in this could possibly help me out?

Chapters three and four move towards an in depth explanation about activities and strategies that can be used in to improve communication online, etc. Dr. Spring mentioned the possibility of using Google Hangout at the beginning of this course. I have never used Google Hangout before, but I am open to the idea. My biggest hindrance in the course so far is time. I have a packed summer schedule (despite being "off") and I feel like this has kept me from exploring other options. Warnock mentions using a "stripped down" method for communicating day to day in the online class environment. So far, I have made a better effort in re-activating my Twitter account and checking my Winthrop email regularly. These are small steps that I hope will lead to bigger ones. Right now, I am content with doing the majority of course work independently. This is only because I am afraid to commit to group work etc. without giving a 100% effort. I don't want to be that person who doesn't do her share of the work. Part of this stems from fear of the unknown in relation to online class. But as Warnock says, "At some point, you need to jump in."

Final thought: the glossary found at the back of this book is extremely helpful. Just FYI in case some of you haven't noticed it yet. (I just noticed it tonight, so yeah.)