As I’ve mentioned previously, I’m participating in an Online Instructor Training course to get certified as a Texas Virtual School network educator. While it’s unlikely I’ll actually be facilitating any actual K-12 classes, I’ve enjoyed the first week of class–100% online–because it’s an excellent review of what I’ve learned in PBS’ OFT but also an opportunity to learn more stuff. Incredible what I’ve learned in regards to that…I need to blog about that new learning.

I honestly do feel I have quite a bit of freedom in learning and the ability to make mistakes. Having gone through the PBS Online Facilitator Training (OFT)–a great course in retrospect from which I learned more than thought at first, and to which I refer to again and again–I am enjoying my second jaunt through learning a course that is supposed to teach how to be an online instructor or facilitator. However, I have to say that I’ve been well-prepared by the discussions ongoing in the edublogosphere and K12OnlineConference.org. What’s been missing is easy access to research to back up much of what has been said.

Yet, no matter how much I’ve blogged, read via RSS, there’s always more to learn. While some in the online class may be surprised to read this–if they even read my blog–I spent a significant amount of my morning (all of it, in fact) trying to get ready for two conversations happening this week that I’m responsible for…an asynchronous discussion and a synchronous conversation.

For the asynchronous component, participants had the opportunity to watch Michael Wesch’s video–which kicked up some controversy some time ago among notable public figures, including David Warlick, Gary Stager, with a whole interpretative blog post by Michael Wesch himself–which was a mashup of Wesch’s video and Warlick’s commentary.

Here are my two suggested approaches (the first is the one I ended up using with my week of asynchronous discussion forum facilitation…wish me luck!):

In lieu of the 4 questions for the asynchronous discussion, might we try one of the following approaches?

Approach #1 – Ill-structured Problem
(a.k.a. A Message from Your Superintendent)

and in case my teachers thought it was terrible, I proposed the second…this was based on David Warlick’s blog entry and the bitter discussion in the comments (mostly the 2nd bullet below):

Approach #2 – Questions

• How can we arrange our “virtual classroom” so that it reflects the virtues of Web 2.0 learning environments?
• If you were one of the students featured in the video, what would you write on a card to show the education world? As a teacher, what would you have them write?
• “Create” is the new item on Bloom’s Revised Taxonomy. How would you introduce teachers and students in your district to Web 2.0 vision of creativity as shared in the video?

Although I wouldn’t share this link with the folks, I do want to cite the conversation on this blog as inspiring the questions and might introduce them as the conversation progresses:
http://davidwarlick.com/2cents/?p=1396
http://mediatedcultures.net/ksudigg/?p=124

I’m honestly curious to see how my deviation from the standard 4 engaging questions used as discussion starters will be received by my fellow learners. While I may feel comfortable and free in stepping out of the box, they may not appreciate that…I’ve already been tarred with the “long” discussion forum blog entries.

Gee, didn’t they know I’m a blogger?
;->

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Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure