About my Presentation

Hello,

This week, I will share some additional excerpts to make sure that I am on the right way. Actually, I know this Wednesday presentation will be a good spot for me get feedback from my colleagues, but I want to share something valuable during my presentation.

Before going ahead the excerpts, I would like to share what I am planning to do during my presentation and get feedback from you. Because I do not want anyone to be bored during my presentation.

Normally, I have around 9 pages transcript, but I am not going to share all. I will just divide them into some excerpts. Then, I will explain my study background with my research question about 3-5 minutes. Instead of individual feedback, I will try to get group feedback after 10 minutes discussion. Since I really need constructive feedback about which approach to analyze the data and initial findings, I will request my colleagues to provide feedback 10-15 minutes.

My research question is going to be:

How does an instructor discursively construct his/her beliefs for developing online teaching?

Also, I am wondering if you know some readings related to beliefs using discourse analysis.
I hope it will go well.

Excerpt1 ( Line 85-90)

… after they give them the criticism, and I think it's↑, I've just found it to be, um, you know, the feedback to be really, really helpful. 

R: Hmm-Hmm, OK. 

P: <Because it's not just me giving feedback>, it's:, you know, everyone, giving feedback to one another, and I, I mandate the feedback to where they have to give feedback to:o three people per assignment, and they rotate on who they give the feedback to, so.

My Interpretation

It seems that the instructor believe that students giving feedback to each other is important because it is helpful. Therefore, the instructor makes this kind of assignment mandatory.

Excerpt2 (93-99)

P: OK, so, it's a, it's ey portfolio course, but↑ they're building their own website, and so:, I wanted them↓ to: learn some co:de, you know, and be able to understand, um:, basic WordPress tags, and↑, some HTML and CSS, <but I didn't want them to feel like they had to have> ah: ↑ like a coder background coming in, like they, um, <they should be able to come into the course> with no, little to no coding knowledge, and, um:, get some confidence with code, um, <I didn't want them to come in and feel like they had to learn PHP>…

My interpretation

It is interesting to me that the instructor was making the pace of his speech slow down. I feel like his was trying to emphasize the importance of giving the students freedom in terms of selection of the tools.

Excerpt3 (158-170)

R: Mm hmm. Okay. What is, you know you you mentioned constructivist criticism? What's that? What what do you mean? 

P: Oh, so, I would say that, I encourage them to be as honest as possible  with one another, and so if, for example:, a student was using, um:, a color scheme that was really hard to re::ad, or, someone just thought that the color scheme was ugly, I would want them to say that, you know you might, and say it in a nice way, and just say, you might want to consider using a color scheme with better contrast, for: a, for example for persons that, ah:, that, that can’t see as well, or you might want to consider: moving your sidebar from the right to the left, you know, very specific elements that, um, that the person whose working on the template might not have thought of on their own. And if, and even when they think that, um, a classmate is doing a really great job, just giving them encouragement, and saying, you know, this part of your, um:, template is really great, and um:, ↑I just wanted to, you know, praise you for doing such good work. So. 

My interpretation

The instructors believes that when the students give feedback to each other they should make constructivist criticism. When he explains this issue, he usually uses example to make the issue more clear. I think he believes that some assignments can be lower than others in terms of quality. However, it seems to me that he doesn’t want to directly say this to the students. Instead, he prefers being “polite” when explaining the importance of politeness.

Excerpt4 (175-192)

R: You know. When you decide on how to set up online discussion, what was your consideration? You know like yeah

P: So um:, like why did I choose that tool in particular? 

R: Yes, and yes, yes absolutely yeah.

P: Okay. I think in part because I've used it before, and I thought it was:, it was a really comfortable way to go back and forth, because visually, you can, um: ↑ as a student, you can follow the progression of a conversation because they're threaded, you know, and they’re indented one under another, you can really go back and it's um: (0.1) it documents communication so that you can refer back to people's comments from before. And so it's kinda of building like a conversation archive, which I really like, and it's nice from an instructors perspective to be able go back and se::e how much a student was participating and be able to quantify that. Whereas, in a face-to-face class uh: you can make notes to yourself after class, but you never really have that sam::e ability to go back, you can remember what a student may have said in class, or you could possibly videotape it, but um: online, having a forum, you can actually go back when you're grading, and see exactly what the person said, and I think that's really pretty nice as an instructor or facilitator. And for students I think that, you know, it allows them to be um: very honest with one another, and also, um: ↑ keep track of their correspondence. 

My interpretation

I think in here especially after the line 184, the instructor is referring to all instructors. He is making a generalization to all the instructors who are teaching online. At this point, I believe that making empathy is shaping the instructor’s belief. 

 

Thanks,