(no subject)
I am the weird case
-----------------
portfolio gives an opportunity to think through the goals of the course; to articulate how the course is related to the transformational goals of Jesuit education
Changes: I added a textbook--wanted to have the student spend more time thinking about the conventions of academic writing; that it is an act of engagement
cut 2 papers; made sure there was a research component to all but one paper
only 1 video
group work greatly reduced--asynchronous learning
-------------
pt. 3
helpful to have larger transformational goals in mind; CADE provided helpful rubrics--what should grades mean; what's the purpose of a comment, of an exercise; instructional strategies; I lost sight of some of those
weaknesses: introduction to the technology; pacing of the course itself; realistic expectations
wildly different contexts for each of my students
what did it mean to engage in course design closely connected with J pedagogy:
-----------------
portfolio gives an opportunity to think through the goals of the course; to articulate how the course is related to the transformational goals of Jesuit education
Changes: I added a textbook--wanted to have the student spend more time thinking about the conventions of academic writing; that it is an act of engagement
cut 2 papers; made sure there was a research component to all but one paper
only 1 video
group work greatly reduced--asynchronous learning
-------------
pt. 3
helpful to have larger transformational goals in mind; CADE provided helpful rubrics--what should grades mean; what's the purpose of a comment, of an exercise; instructional strategies; I lost sight of some of those
weaknesses: introduction to the technology; pacing of the course itself; realistic expectations
wildly different contexts for each of my students
what did it mean to engage in course design closely connected with J pedagogy: