May 14, 2015, 12:57 pm
I am emerging from a self-imposed blog exile that happened because of the usual end-of-semester chaos, plus the fact that I am currently teaching my very first online course — a fully online version of our standard Calculus 1 class. Being new to online teaching, designing and building the course was a major time investment. The class has turned out to be a microcosm of everything I have tried pedagogically in the last several years: it uses a lot of technology, it uses specifications grading, and it’s flipped.
That last part, about being flipped, has been a fascinating and perplexing problem. Flipping a fully online class challenges all the usual assumptions about the flipped classroom that we make. Our language about flipped learning is rooted in the concept of “class time”. Students gain first contact with new material “before class”, then there is some work on more advanced and…
April 3, 2012, 6:22 am
Sorry to be gone for a few days without posting. It’s been basically triage here as we move toward the end of the semester. It’s also nearly the end of the CS101 course at Udacity (whose courses come in “hexamesters”, six times a year), so this week I’m planning on giving a sequence of posts that sum up my experience.
I almost didn’t do the CS101 course at all. I was waiting for Stanford University’s similarly-named course, but its repeated delays compelled me to look into Udacity. (I’m wondering if those delays, which were explained as legal and business issues in Stanford’s emails, had something to do with Udacity’s and Stanford’s courses being similarly named and similarly timed and potential legal action between those two orginzations.) I was really motivated to learn Python and tired of waiting on Stanford’s course. I wasn’t sure what to expect from a startup that wasn’t formally…