Course Description
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The course I currently teach in a fully online format is the Oral/Interpersonal Communication (Introduction to Communication Studies) course at Mid-State Technical College. This survey course covers four primary types of communication, which include Intrapersonal, Interpersonal, Small Group Communication and Public Speaking. I use the Blackboard course management system to deliver the online course for 30 to 60 (2 sections) students per semester over the course of 17 weeks.
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Student Population
I have a very diverse group of learners in my technical college classes. According to MSTC officials (n.d.) the average age of a student at Mid-State Technical College is 28 years of age. 63% of MSTC (n.d.) students are over the age of 25 and 32% are over the age of 40 years old. Not only are the ages of the students in my courses very diverse, but their ability to use technology is diverse as well. For many students this may be their first exposure to online learning, since this is a general education course that is typically completed in a student’s first year of college. Therefore, the vast majority of my students are non-traditional learners who are motivated to learn, who may not have had an online course in the past, and who have varying levels of technological experience.
Learning Styles
Most MSTC students arrive with past work experiences, which drives me to deliver activities that connect their previous experiences with current course material. I have students complete blog postings to encourage them to make these reflective connections. To account for various learning styles, I strive to provide several learning activities in each module that are attractive to numerous types of learners (video, audio, articles, softchalk activities, digital objects, etc.).
I continually integrate technological directions and additional resources, both in written and video form inserted directly into learning modules. When introducing new technological tools, I try to allow additional time for students to learn the new tools, as well as, complete the required assessments. In all of my courses, I try to introduce new Web 2.0 tools in conjunction with group projects versus as individual assignments. This typically decreases student apprehension, as well as, provides students who are less technologically savvy to have additional peer support.
Finally, I also introduce new technology incrementally to aid new online learners. Students will learn how to post a picture related to nonverbal communication to their blog and the following week, students may learn how to add a hyperlink to their blog. After students have mastered these skills when completing small, non-threatening assignments, they will be more confident when applying these new 21st century skills to their in-depth group projects.
I continually integrate technological directions and additional resources, both in written and video form inserted directly into learning modules. When introducing new technological tools, I try to allow additional time for students to learn the new tools, as well as, complete the required assessments. In all of my courses, I try to introduce new Web 2.0 tools in conjunction with group projects versus as individual assignments. This typically decreases student apprehension, as well as, provides students who are less technologically savvy to have additional peer support.
Finally, I also introduce new technology incrementally to aid new online learners. Students will learn how to post a picture related to nonverbal communication to their blog and the following week, students may learn how to add a hyperlink to their blog. After students have mastered these skills when completing small, non-threatening assignments, they will be more confident when applying these new 21st century skills to their in-depth group projects.
Universal Design Principles
In addition to considering the various learning styles of students into my course design, I also incorporate universal design principles into my online course design. Below is a listing of five examples of universal design that currently appear in my course:
- Principle I. Provide Multiple Means of Representation (Checkpoint 3.2 - Highlight patterns, critical features, big ideas, and relationships). I provide students with numerous examples of past student work. I also provide video examples of speeches, copies of speech outlines, group report samples and examples of student blogs.
- Principle I. Provide Multiple Means of Representation (Checkpoint 3.3 - Guide information processing, visualization, and manipulation). I provide an interactive model in my verbal communication module. I re-created the model in Microsoft word, uploaded it to my blog and then added tags (using Tagstar). When students click on the blog link, they are taken to the image where they can click on or roll over the tags and the model's concept definitions are revealed.
- Principle II. Provide Multiple Means of Action and Expression (Checkpoint 6.4 - Enhance capacity for monitoring progress). All of my assignments are accompanied with a downloadable PDF copy of the both the assignment description and the grading rubric. Students are continually reminded and encouraged to review the rubric before submitting assignments. Students are also provided with steps to completing their group project to help guide them through the process.
- Principle III. Provide Multiple Means of Engagement (Checkpoint 8.4 - Increase mastery-oriented feedback). I provide students with timely and detailed feedback. Students submit rough drafts of their speech outlines and provide them with detailed feedback with the assistance of Croc-O-Docs software, in addition to regular discussion boards and blog assignments. Students also provide each other with peer evaluations and complete self-evaluations throughout the course.
- Principle III. Provide Multiple Means of Engagement (Checkpoint 8.3 - Foster collaboration and communication). My students work on a group communication project and are provided with several means of engagement. They are can communicate using Google Hangout and Google Drive (text messaging in real time). In addition, each group is assigned a personal discussion board and can also communicate using MSTC email. Students are encouraged to discuss and decide which method of communication the group will utilize during the project. A description of their decision is part of their final group project report.