To Dream Again

First, I had gone to school to be a medical secretary. Yes, we still used the word "secretary" in 1976. My parents thought that was the perfect career for a young woman who wanted children. I took Medical Transcription and Medical Office Procedures at Pima College.

After working a few years doing accounting, secretarial work, and other odd jobs working for the government and private industry, we got a break financially, so I went to college and earned a one year Certificate of Accounting. I really liked the whole way numbers worked together and came out even, if I didn't make any mistakes. So I worked in accounting for a number of years, and my husband went to college to pursue his dream: becoming an Elementary School Teacher.

A few years later our family of two grew to three, then four, then five, and then six as our children were born. My dream of being a stay-at-home mom had become a reality. When the baby went to kindergarten, I decided I no longer wanted to work with numbers, but with words. My dream to be a writer was born. Yes, I even published a poem and a cover story in a magazine.

With all of this sudden success, I panicked. I didn't want to be a good writer, I wanted to be a great writer. I started taking English classes and other general studies classes right here on the Verde Valley Campus. My instructors were folks you know: Ginny Chanda, Terrence Pratt, Di Dwan, Paul Ewing, and Jon Frericks. I felt like someone had given me the world. And eventually I was asked to apply for the All USA Scholarship and received it. The whole family said, "Go, get your education." I couldn't tell if they were encouraging me or trying to get Mom out of the house. Either way, I went. Four years later I returned to Yavapai College asking for work, and I was rewarded.

First I worked for Terrence Pratt as an English adjunct faculty member as well as for Northern Arizona University. Next, Barbie Duncan hired me to run the Learning Center half time. Then I was hired as the Verde Campus GED Coordinator and had a great time working with the students. Finally, Connie Gilmore hired me to be English faculty. What a ride! I was so excited, and I still love my job.

But it is time to dream again. No, I am not saying I want to stop teaching. Heaven forbid! I am saying I still want to write. Writing these blogs has been great fuel for the fire. I have also been working with a woman in Prescott Valley editing her children's book. Seeing her go through the process has been a delight. And reading about Karly's book and having another gentleman I know give me a copy of his second novel last week, well I think there is a message in here.

If any of you have a hidden dream, start polishing the metal in your spirit and go for it. I don't care if it is hiking the Grand Canyon, flying a helicopter, getting a degree. Whatever your dream is, pursue it with all of your heart. Who knows what great things lay ahead for those of us who dive in and believe. Wishing you all the best as you too, dream again.

Writing Curriculum: The Experience

This month I have been working on curriculum for a new English class here at Yavapai College. I have been trying to create a meaningful 200-level linguistics class, ENG220: Grammar and Usage, to help English majors get more variety in their second year. Currently we offer second year creative writing and literature classes.

The purpose of this new class is to give students confidence in grappling with phrases, clauses, sentences, and grammar in general. Students will also study dialects, history of the English language, and a few other topics to prepare them for the university environment.

Potential students for the class will not only be those who want to gain more confidence with writing, but also those who need a 200-level linguistics class when they transfer to Northern Arizona University and Arizona State University. The class may also transfer to other state university programs. We also hope that some students will take our course who attend other schools since the class will be offered online. Why would we put this class online? So we can draw from the entire county as well as from our own students who have transferred to a four-year school and who feel the need for some fortification of their writing once they arrive.

First I searched the Web sites of both Northern Arizona University (NAU) and Arizona State University (ASU) thinking these were the two most likely places our Yavapai College students would go. Neither site gave access to outside individuals to see their Course Outlines. I could find some program-level information as well as a list of classes offered at least for the next semester, but that is not what I was looking for.

Next, I contacted one of my former professors at NAU, and she referred me to a linguistics professor  there who taught the equivalent course at that school. The professor sent me a copy of his syllabus. I also contacted the NAU English Department, and the office personnel sent me a syllabus from his course as well as that of another professor. Now I was in business.

After having such a positive experience with the NAU English Department staff member, I contacted ASU and found that English department helpful as well. I received a syllabus for their equivalent class. When I had these three syllabi, I started creating Course Content and Learning Outcomes as a blend of what these professors' courses offer. I also wrote a Course Description.

Then I sent out the draft of the Course Outline to Burt Coffin, our ATF representative; Keith Haynes, English faculty assisting with developing new classes; Joani Fisher, Faculty President; Dean Holbrook, Division Dean; and Laura Cline, Curriculum Committee representative. These interested parties gave me feedback, and I continued working on the outline. Laura also told me that I would need to fill out the curriculum form, and I chose to use the Permanent Course Proposal since I would like this class to count as a Written Communication course in General Education.

While writing the Permanent Course Proposal, I decided to see if I could find a similar class offered at the University of Arizona (U of A). This time I called the English Department without doing an extensive search of the Web site and was emailed Course Descriptions the same day. I included the course number of the most similar class offered at the U of A into the Permanent Course Proposal and hope that the new ENG220 class will articulate.

After rewriting the Course Outline and creating the Permanent Course Proposal, I sent the two files to both Laura and Dean. Laura sent me a message saying that I needed to check one of the verbs to make sure it was on the approved list for Learning Outcomes, and I did make the change. She said that I could send it on to Patti Schlosberg to get the articulation with other universities taken care of.

The Course Outline and Permanent Course Proposal have been sent on to Patti, and now I can sit and wait to see how the course is received, how it will articulate, and to see when the new class can be developed. I look forward to a positive reception from our Yavapai College English Department for this new class, and I wish the first instructor well as s/he develops this class online. Blessings! Tina

That Ning Thing

A number of years ago I took a great class from Yavapai College's TeLS staff, ENG255, and in that class I found a tool that I thought would transform the online experience for my students. Its name: NING. Also, I was so glad that I got the domain I wanted: Thinkingcritically.ning.com .

For years all of the ENG140 students created their own pages here. Students had access to Critical Thinking videos, pictures of charts for the Elements of Thought, Intellectual Standards, and Intellectual Traits. Students also had a link to Richard Paul and Linda Elder's Critical Thinking site where they could see even more electronic tools to help grasp the concepts for critical thinking, download further books, and have access to other material available to instructors.

One day Ning decided that FREE wasn't going to continue. Ning decided to charge for this service. Suddenly FREE was converted to $2.95 per month. Along came Pearson who decided to pick up the tab for deserving educators. I was one of the blessed. For the next few years, Pearson paid the fee for Thinkingcritically.Ning.com as well as a number of other educators' sites to remain up for the students.

And then it happened. Out of the blue I was sent a message that I had a bill of $5.90, and that I would be turned over to the creditors if I didn't pay. I was informed that I had been sent a number of bills and reminders, and that I needed to pay up. A few days later, ZAP, right after the students posted their pages for the semester, Thinkingcritically.Ning.com went down.

In the next few weeks, I pondered what to do. During the last few months, not only had I NOT been told that Pearson had pulled its funding, but at the same time, I was getting bombarded with all kinds of requests for all kinds of people with weird email addresses and addresses from around the globe, literally, to join the site.

Seriously, I did not want a bad credit rating, but would anyone deny loaning me money to buy a car just because I hadn't paid a $5.90 bill for Ning??? Seriously??? And how could they do that anyway since I hadn't agreed to anything personally.

I talked to Todd about it since he also had a Ning account, and I found out he was having a similar situation. Previously, he had told me how to change the settings to the account to limit the visibility of my site, so I had already taken care of that issue. No new strange people were sending me requests, which was in fact becoming a burden to this online instructor who gets plenty of email every day anyway, especially at the beginning of the semester. I would personally rather focus on my students.

Since his previous advice had worked, I asked for more. Todd encouraged me to talk with Dean Holbrook, which I decided to do. Dean was gracious and is covering the $5.90 previously billed along with the $2.95 through December so my current students can enjoy their Ning site. Yeah! No more threats of destroying my credit, and my students can see their site again! However, at the end of the year, the site will go down permanently, and all of the students who have taken the class all of these past years will lose access to all of this information. Their pages will go away.

So what. Really. Did the students actually go use the site after class ended? Did they ever go in and look up old classmates and reconnect? Did the students taking the class find it useful? Honestly, I didn't do the research. It just seemed like a great idea at the time. It was a great way to preserve some of the learning we did as a class, which was shared with later classes. And it was awesome to have something left of my students after the class was over.

The best part of all is that students had a place to post images of themselves, their families, anything they wanted to share so we learned more about each other than just a name in a Blackboard shell. Was the Ning thing worth all of my time and effort, and that of the students? You decide.

Signing off. Tina

Constructivist Theory and Web 2.0 Technologies

Constructivist Theory (http://tip.psychology.org/bruner.html) focuses on a way of learning where students construct meaning by going beyond what they are taught. The new Web 2.0 technologies that are emerging today certainly can  facilitate constructivist thinking and learning. The students and teachers are responsible to create this reality for themselves and their classrooms respectively. Learning will not likely take place regardless of the learning tool without desire, discipline, and dedication. Each of the Web 2.0 tools we read about in Handbook of Emerging Technologies for Learning by George Siemens and Peter Tittenberger create the connectivity to allow for better teaching in hybrid, online and the face to face environments.

Social learning can be greatly enhanced when using Wikis. Barb Davis created a vocabulary Wiki for her class last semester. The students chose their own words they came upon while reading The Kite Runner and loaded them into this Wiki. At the end of the semester, the instructor used these words for the Vocabulary Final Exam. Matt Pearcy created a Facebook account to give his students a creative way to access him throughout the semester. I created the http://thinkingcritically.ning.com/ site to allow students to access diverse resources to support learning the Critical Thinking terms and concepts from Richard Paul and Linda Elder's materials. Since this information is housed at Ning, it continues to be accessible after Blackboard closes its doors for the semester.

Situated learning can be enhanced using YouTube videos. Many instructors create these videos to demonstrate how to complete assignments. Artists can show students how to paint, draw, sculpt, and so on. English teachers can show students how to write various types of papers, and math teachers can demonstrate solving various math equations. Tegrity and Camtasia are other video tools that have even greater potential since the students can view the demonstration as well as a slideshow to narrate the main ideas.

Reflective learning is another benefit of Web 2.0 technologies. I have personally polled my own students asking them how they feel about using discussions in college online courses, and the majority prefer these over face to face discussions. The more quiet students have the time to think and reflect on what they want to say without being in “competition” with those for whom words come quickly and easily. Many students feel they have more time to give a well considered response and to listen to their peers. Very few students actually would confess to preferring the classroom situation where they can jump in and “monopolize” the discussion.

Multi-faceted learning relates to Multiple Intelligence Theory where proponents believe the more options instructors give students to access curriculum, the more likely students are to gain understanding of the material. When we add the visual aspect of video and other computer-based graphical interfaces, the aural aspect of recorded messages and text readers, and the kinesthetic aspect of interacting with a computer through the keyboard, mouse, and various drawing and selection tools, we can only increase the likelihood that students will engage in the material being presented. How much more interesting is it to study and learn while watching, listening, and keying into a computer device over reading a textbook! Oh, did I really say that?

I have purposefully created this learning situation in the GED classroom. Students would come into the room and work out of textbooks for part of the class time, listen to a short lecture, and then participate in groups. Finally, students would get onto a local computer to study through software programs, computer math games, and more. Students who were mostly playing with their pencil during the first part of the class period still found the program worthwhile because they knew that more engaging activities would follow. Students who preferred working in the book often returned to the book refreshed after the various activities as well. Indeed emerging technologies deserve our attention as serious tools to enhance learning for students of the 21st Century.