6/25/20 take a moment… mourn the in-class teaching you W E L C O M E T O M Y O N L I N E love A S Y N C H R O N O U S C L A S S R O O M : R E L I 2 1 1 0 J U D A I S M 1 0 0 S T U D E N T S A N D O N E T A DEIDRE BUTLER RELIGION, COLLEGE OF THE HUMANITIES DEIDRE.BUTLER@CARLETON.CA 1 2 shift from online students to students who stressed must be online out / fragile / working most students are not majors most are not Jewish / don’t know interested Judaism in belief & practice What are your priorities? about my class Marc Chagall (1887 – 1985), Ecuyère au cirque ensoleillé, 1980, tempera, gouache, colored wax crayons, pen and India ink and pencil on Masonite, Collection of Drs. Yolanta and Isaac Melamed 3 4 1
6/25/20 CUlearn SETUP as a path to Assignment learning OPTIONS Course Evaluation: low stakes, Course choices, 20% 10 Quizzes (weekly 10/12 x 2%) STRUCTURE recovery TIPS putting the 15% 10 Participation Challenges (10/12 x 1.5%) pieces together CONNECT 30% Midterm Take Home (Biblical Film minefields student Assignment + Living Judaism Assignment) engagement & weekly rhythm 35% Final Take Home (Thematic Creative Format or 2 Mini-Essays) Optional Bonus assignments: Up to 10% Bonus (weekly 10/12 x 1%) about my class DEIDRE BUTLER, RELIGION, COLLEGE OF HUMANITIES DEIDRE.BUTLER@CARLETON.CA Marc Chagall (1887 – 1985), Over the Town, 1918, https://www.marcchagall.net/over-the-town.jsp 5 6 COURSE DESIGN BALANCING ACT A S Y N C H R O N O U S learning MI NEFI ELDS outcomes evaluation pa passion student workload professor TA scholarship which minefields workload do you dread? content Student engagement 7 8 2
6/25/20 A S Y N C H R O N O U S MI NEFI EL DS CULearn template C U L E A R N : workload S E T T I N G T H E P A T H managing accessibility email T O L E A R N I N G and clarity deadlines / late work smart course disengaged design students lowers blood pressure Scholarship/ standards Antisemitism, sexism, racism etc. 9 10 WHY CULearn import to blocks are Template existing note term collapsed already set think focus on CULearn or specific topics up phones teaching new 40% peak periods use pages in modules/topics to organize content accessibility & Clarity https://carleton.ca/edc/wp-content/uploads/Quick-Guide-Importing-the-cuLearn-course-template.pdf 11 12 3
6/25/20 Add page Organize Sets course by adding quick content resource in tips modules rhythm & organization module Learning Quick tips outcomes pages add “Suggested deadlines sequence for in module completing title the module” separate modules for Link to Each Using assignments ARES reading/ “topics” video etc. easier for Quiz, future participation, imports bonus etc. https://carleton.ca/edc/wp-content/uploads/Quick- Guide-Importing-the-cuLearn-course-template.pdf Module 3 to see “page” content 13 14 BigBlueButton Ask Your weekly Announcements online office Teaching Team communication weekly hours forum plan communication plan tips workload tips connect with students 15 16 4
6/25/20 A S S I G N M E N T O P T I O N S T R A T E G I E S : PUTTING THE PIECES TOGETHER L E A R N I N G O U T C O M E S , E N G A G E M E N T , R E C O V E R Y Course STRUCTURE R E D U C E A N X I E T Y A N D W O R K L O A D 17 18 academic “How to prof intro integrity / Get an A in course video citation / this intro to outline syllabus course” the course test document S T A R T H E R E : W E L C O M E T O T H E C O U R S E A Hasidic boy's first Hebrew lesson, Brooklyn 1995. (Zion Ozeri/Jewish Lens) 19 20 5
6/25/20 prof intro focus on COURSE MAP: CONTENT video Judaism as a intro to lived tradition the course How did we get MODULES MODULES Midterm Final 1-6 7-12 here? Who is being left out of the interdisciplinary story? sources and approaches prof intro video COURSE MAP: STRUCTURE intro to the course 21 22 academic integrity / 1 M O D U L E P E R W E E K citation / syllabus test Mini- lectures, Participation reduce Quiz Bonus Marks videos, Challenge student readings anxiety D U E S U N D A Y @ M I D N I G H T reduce your prof intro workload video intro to the course passing student grade / Course success restrict STRUCTURE access 23 24 6
6/25/20 N E E D H E L P ? “How to READ THE SYLLABUS! Get an A in YES IS IT IN THE GO TO THE “HOW TO GET AN A” DOC! this SYLLABUS OR course” “HOW TO GET document AN A IN THIS IS IT A QUESTION THAT WILL HELP NO COURSE” DOC? OTHERS? prof’s POST YOUR NO experience QUESTION ON YES “ASK YOUR TEACHING TEAM IS IT A QUESTION THAT & JOIN THE CAN BE ADDRESSED CONVERSATION updated FORUM” QUICKLY? throughout course NO EMAIL PROF WITH RELI 2110 IN YES SUBJECT LINE ask your teaching DROP IN ONLINE OFFICE HOURS OR teach EMAIL TO MAKE APPOINTMENT forum (IN PERSON OR ONLINE) 25 26 LEARNING OUTCOMES reading reading reading prof prof prof task task task video video video video video video MODULE STRUCTURE / CHUNKING MATERIAL participation bonus marks quiz S T A R T T H E C O U R S E challenge 27 28 7
6/25/20 make engaging PPT: automatically teaching roadmap, new tips for less quiz graded / videos chunk material content, retakes quick without visually open feedback interesting losing your timing and mind PMC students reinforces learning vocabulary /scavenger hunt connects quizzes 2 attempts students to /low stakes course Course Course STRUCTURE STRUCTURE putting the putting the pieces pieces together together 29 30 F O R U M M I N E F I E L D S choices / low stakes engage participation student / easy to students come students challenge interest grade with pre- the topic is conceived contentious assumptions / biases and fraught Set up a Prof posts short TA or prof Grade Reply to first post, discussion sets view to quickly using provide students question as flat nested ratings feedback reply a forum echo profs can’t Scavenger Research guided memes chambers / be there all question hunts database bubbles the time 31 32 8
6/25/20 R U B R I C S A R E O U R F R I E N D S … bonus easy to optional/ minimizes grade / choices / dealing with marks especially how to avoid students student late/missed marking important in grade love them interest tasks module 9 guide vs. large classes deflation / rubric with TAs inflation reinforce simple yet assignment detailed instructions Find Recommended Apply Self- annotate a reading Film review learning reflection new response resource 33 34 35 9
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