This semester I have been teaching the Academic Reading and Writing course in the Certificate in Foundation Learning, Level 3. This is a semester length programme for students who don't have any/ many qualifications from school, who are generally entering tertiary education for the first time. Most need to build reading skills, formal writing skills and develop softer, but essential, skills to manage their own learning.
Most of the students in the current cohort are 16-20 years old, but there are a few older students (35 -55). There is quite a wide range of reading and writing skills in the class, from Step 3 on the Reading Assessment Tool, to Step 6, (the top of the scale the Assessment Tool measures), with the majority of learners at Step 3-4.
I think the learning outcomes for the course are appropriate, given the aim of the course, and allow for quite a bit of flexibility in terms of learning activities and assessment. Here they are:
I surveyed students at the beginning of the course about how they felt about computers, what they used them for, whether they had a computer at home and whether they had broadband. This semester about 75% had a computer at home, and almost all of these had broadband. The younger students reported using computers for games, facebook and Youtube, and said they were fairly confident.
From previous experience I knew full attendance at the face-to-face classes was unlikely. Some students work part-time. All are learning how to manage their study on top of other commitments and daily life, eg flatting/ away from home for the first time; caring for other family members. I wanted an efficient mechanism for helping students to catch up on any work they missed, plus to help students learn how to use a platform that is widely used at Otago Polytechnic, and build their computing skills. I explained all these skills were important to learn as part of preparing for future study, and that therefore we would be using Moodle. There would always be a summary of what we did in class each day and the handouts would be posted there. Students would be expected to catch up on anything they missed in this way, however, to reduce stress, hard copies of handouts were also available to students who needed this, especially early in the course.
I'm very much a beginner at using Moodle myself, and I knew some students might need quite a bit of support. I arranged to use the seminar room in the Robertson Library for an hour during a couple of classes early in the course (impossible to find a free computing room at Polytech initially, when I had my classes). This had the added benefit of getting them into the library - a place they need to feel comfortable in. Initially, there were two tasks. The first was to introduce themselves in an introductory forum I had set up, using formal writing skills (not like a posting in Facebook I told younger students). The second was to open a punctuation worksheet I had posted, make corrections, save and send to me. As I anticipated, this was a huge task for some of the older students, but younger students and I were able to buddy up with them to minimise pain and frustration.
Most of the students in the current cohort are 16-20 years old, but there are a few older students (35 -55). There is quite a wide range of reading and writing skills in the class, from Step 3 on the Reading Assessment Tool, to Step 6, (the top of the scale the Assessment Tool measures), with the majority of learners at Step 3-4.
I think the learning outcomes for the course are appropriate, given the aim of the course, and allow for quite a bit of flexibility in terms of learning activities and assessment. Here they are:
- Use a variety of sources to research information for written assignments
- Summarise passages succinctly and accurately
- Recognise and use appropriate grammar, punctuation and writing styles
- Interpret assignment questions and marking criteria
- Plan, draft, proofread and edit assignments
- Demonstrate understanding of plagiarism and its implications
- Use APA style referencing correctly
- Structure a sound argument that will support, defend or explain an idea
- Develop an appropriate personal writing style
Traditionally, there has been a lot of emphasis on the face to face sessions, which occur over two days p.w. for 3.5 hours in total. This is appropriate as lecturers are trying to re-engage students in learning. Ensuring the classroom is a positive and safe place for learners is a key underpinning goal, so that students are prepared to take the risks that are part of learning.
I surveyed students at the beginning of the course about how they felt about computers, what they used them for, whether they had a computer at home and whether they had broadband. This semester about 75% had a computer at home, and almost all of these had broadband. The younger students reported using computers for games, facebook and Youtube, and said they were fairly confident.
From previous experience I knew full attendance at the face-to-face classes was unlikely. Some students work part-time. All are learning how to manage their study on top of other commitments and daily life, eg flatting/ away from home for the first time; caring for other family members. I wanted an efficient mechanism for helping students to catch up on any work they missed, plus to help students learn how to use a platform that is widely used at Otago Polytechnic, and build their computing skills. I explained all these skills were important to learn as part of preparing for future study, and that therefore we would be using Moodle. There would always be a summary of what we did in class each day and the handouts would be posted there. Students would be expected to catch up on anything they missed in this way, however, to reduce stress, hard copies of handouts were also available to students who needed this, especially early in the course.
I'm very much a beginner at using Moodle myself, and I knew some students might need quite a bit of support. I arranged to use the seminar room in the Robertson Library for an hour during a couple of classes early in the course (impossible to find a free computing room at Polytech initially, when I had my classes). This had the added benefit of getting them into the library - a place they need to feel comfortable in. Initially, there were two tasks. The first was to introduce themselves in an introductory forum I had set up, using formal writing skills (not like a posting in Facebook I told younger students). The second was to open a punctuation worksheet I had posted, make corrections, save and send to me. As I anticipated, this was a huge task for some of the older students, but younger students and I were able to buddy up with them to minimise pain and frustration.
