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| Version | User | Scope of changes |
|---|---|---|
| Dec 31 2008, 10:03 PM EST (current) | Anonymous | 4 words added, 2 words deleted |
| Feb 20 2008, 12:12 PM EST | drpmcgee |
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Key: Additions Deletions
Wicked problems are not easily solved and have more than one solution. We all recognize these persistently challenging problems. Consider the wicked problems posted below, or add one of your own, and then post a possible solution - graphics, links, as well as text answers are welcome.
1. Instructors who "want"want to do it themselves."themselves." They think what they have is already perfect when in reality, it is terribly deficient. This is made more detrimental for students when the departmental leader also has the same mindset - no knowledge of good instructional design, but they have been teaching in the face-to-face classroom for many years and think that anything they put online is exemplary.
2. Giving exams online without the need for proctors. How do I know who's taking the exam? Requiring students to report to exam centers defeats the 100% online nature of the course.
3. Building the team for on-line instructional design
4. I use Voicethread for collaborate, visual online discussions. I struggle with facilitating these discussions, that is, how to "train and coach" students to create a successful dialogue that builds off earlier comments and contributes unique ideas.
5. Want to use class for data collection but also need to have a "quiz" where criteria for only one (or more) question are graded while others are ignored. Confusing?
6. Having students work in groups for projects.
7. Interactive health content - functioning of a heart. Also how to include graphics in automatic testing facilities such as in Blackboard
8. Designing a program that requires students to actually read and learn assignments without seeming like programmed instruction.
9. How do you design a quality course online out of an existing course, when the f2f course model was essentially a "talking head"? The question constantly arises, when you mimic the f2f classroom, are you trying to put a square peg in a round hole? Is it ever wise to try to teach the same way online?
10. Annual, mandatory online form with open-ended questions that won't allow us to grade en masse (because the questions are open-ended).
11. Open-ended math problems where students are able to show their work/problem-solving processes
12. Making on-line courses interactive using hands-on types of application activities
13. Interactive approaches, online team building
14. Media Studies is highly hands-on, equipment-based learning. How could you make a student feel comfortable with the technology on-line?
15. Getting faculty to recognize that teaching online is more than repackaging on ground lecture material.
16. Balancing the faculty's interest in academic freedom with the University's interest in consistency across sections of online courses
17. Keeping the interest of game-oriented learners (who are now our youngest professionals) interested in course content that is constrained by a linear course design.
18. Discussion Board usage in quantitative courses.
1. Instructors who "want"want to do it themselves."themselves." They think what they have is already perfect when in reality, it is terribly deficient. This is made more detrimental for students when the departmental leader also has the same mindset - no knowledge of good instructional design, but they have been teaching in the face-to-face classroom for many years and think that anything they put online is exemplary.
2. Giving exams online without the need for proctors. How do I know who's taking the exam? Requiring students to report to exam centers defeats the 100% online nature of the course.
3. Building the team for on-line instructional design
4. I use Voicethread for collaborate, visual online discussions. I struggle with facilitating these discussions, that is, how to "train and coach" students to create a successful dialogue that builds off earlier comments and contributes unique ideas.
5. Want to use class for data collection but also need to have a "quiz" where criteria for only one (or more) question are graded while others are ignored. Confusing?
6. Having students work in groups for projects.
7. Interactive health content - functioning of a heart. Also how to include graphics in automatic testing facilities such as in Blackboard
8. Designing a program that requires students to actually read and learn assignments without seeming like programmed instruction.
9. How do you design a quality course online out of an existing course, when the f2f course model was essentially a "talking head"? The question constantly arises, when you mimic the f2f classroom, are you trying to put a square peg in a round hole? Is it ever wise to try to teach the same way online?
10. Annual, mandatory online form with open-ended questions that won't allow us to grade en masse (because the questions are open-ended).
11. Open-ended math problems where students are able to show their work/problem-solving processes
12. Making on-line courses interactive using hands-on types of application activities
13. Interactive approaches, online team building
14. Media Studies is highly hands-on, equipment-based learning. How could you make a student feel comfortable with the technology on-line?
15. Getting faculty to recognize that teaching online is more than repackaging on ground lecture material.
16. Balancing the faculty's interest in academic freedom with the University's interest in consistency across sections of online courses
17. Keeping the interest of game-oriented learners (who are now our youngest professionals) interested in course content that is constrained by a linear course design.
18. Discussion Board usage in quantitative courses.
