Modes and course levels #TLO104

The question of whether or not I tend to focus on one mode of communication over another is a really good one.  My first reaction is to say that it may be closely tied to the level of the course.  That is, I may rely a lot more in interpersonal modes in elementary- and intermediate-level courses, and move towards more explicit interpretative and presentational modes in more advanced courses.  There are elements, I think, of all three in all courses, but I do probably lean in certain directions, and I probably voice these leanings (to myself) as "they should do [this] more at this level."

A better understanding and greater exposure to the "modes" will help them be imprinted on my brain (and thus teaching approaches).  I still find that I think in terms of skills rather than modes.

I have to admit that I'm hoping that distance learning will never be a major context or mode of my course delivery.  I sure to appreciate the person-to-person contact that is not mediated (primarily)  by technology.

PLNs and Connections

Participating in a PLN might provide me with a much broader range of ideas for interacting with students, which might in turn improve instruction and learning.

I do not currently use an online PLN, but of the three presented here maybe Diigo would be the best.  I think it would provide the best options for peer-reviewed or professional sources of information.  Twitter seems too personal and Facebook too split between personal and professional interests.

The biggest hurdle for me, and I don't remember this being addressed in the videos, is the time factor.  It's tough to keep up with email, grading and course prep, and to add another layer (60+ Twitter posts?) seems like too much.

A Little Help for My Friends

Completed my first foray into online collaborative learning recently, setting out to join classmates for an online meeting via Google Hangouts.  I "showed up" during the pre-set time and only found one other person online.  We chatted for a while, and spent most of our time trying to troubleshoot her access to some of the Elearning activities and assignments.  Some of the issues were so great that I had to switch to a audio chat to solve them, and this disrupted others in my "real" room.   First reaction?  Somewhat pointless: spent all the time trouble-shooting and no time learning, exploring.  Maybe the 2nd attempt will be more fruitful.