- learned.https://www.khanacademy.org/humanities/grammar/punctuation-the-colon-semicolon-and-more/introduction-to-semicolons/v/introduction-to-the-semicolon-the-colon-and-semicolon-punctuation-khan-academy?modal=1
- this link takes you to a video describing the correct way to use a semi-colon. I’ve just marked 60 report assignments. One of my most oft repeated comment was incorrect use of semi-colon. This Khan Academy video shows how. I use these videos a lot to teach grammar and writing. The student can watch it as many times as needed to fully understand the rules because they are complex. This link can be posted on Moodle for student reference, in fact I could build a library of Khan Academy links there for common errors. This material is boring to go over again and again in class, but some students really need it.
post 3
The course, I am using as reference, is an advanced writing course with LOs that reflect high-level cognitive skills like explain, evaluate, produce, organize, compare. The student is assessed on the production of documents that require synthesis of research, rhetoric, and strategy (white paper, communications plan). The assessment is built right into the LOs therefore aligned. For example: Explain the unique challenges associated with using social media for professional purposes and apply social media effectively in a communication strategy.
To re-write an assessment, I would change: Evaluate a complex communication challenge, and organize and execute a communication strategy. Into: Evaluate a complex communication challenge, and strategize, organize and design a communication strategy using text and visuals. While originally multi-structural, it is now more precise in its actions.
Offering feedback – post 4
I tend to offer a lot of feedback within a written document assignment, because I instruct writing and therefore the conceptual process is visible in the text on several levels, both in content and ability to articulate that content.
One of the biggest frustrations I have as an OL teacher is that it is obvious that many students do not read feedback carefully, if they read it at all. For example, the student who makes the same errors repeatedly, even though I urge them to read my feedback on the commentary section of the grading rubric.
In all fairness I do witness this in the FTF courses I teach also. The students who do best are usually those who meet in person in my office to go over an assignment. I try to replicate this FTF input in an email dialogue with students if they contact me about a problem they are having.
Introducing myself
I am a writer and a reader. I read mostly poetry, but one of my favorite reads this past summer was The Museum of Modern Love by Heather Rose. She combines fiction and nonfiction to write about the artist Marina Abramović, whose performance The Artist Is Present at New York’s MoMA is at the heart of the novel. In 2010, for 3 months Abramović sat in the gallery for 8 hours a day. Spectators could sit facing her and could stay as long as they wished as long as they kept their eyes on hers. Many wept. It is seldom we look into each other’s eyes. And the irony that I am writing this as an open learning instructor is not lost on me. A lack of human contact in contemporary culture, is one of the conditions that this performance commented on. The novel follows the stories of fictional characters who were moved by the performance, and were changed by it.
Hello world!
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