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I found the readings and webinar in this unit to be much more useful and interesting than I expected. This is a high pressure time of year for me - like for many of us, I'm sure! I'm trying to move forward with a new research project, wrap up an old writing project, take care of committee work, do teaching prep for the semester, and finish up this course! AAAAAH! These readings were exactly what I needed. :)
I especially like the tips about managing distractions and blocking out time for various activities in your day. I try to have times blocked out for each project I'll work on in a day. I also use an internet blocking software, Freedom, to keep me off Twitter because I have no self control. :) To help me shift gears between projects, I use walking the dog as a transition time between my teaching related work and my writing/research related work. Right now I even have different notebooks with color coded pens for different projects. I am using a dark purple "active" pen for this course, and a pale blue "contemplative" pen in a different notebook for my writing project. Being able to scribble in different colors keeps me creative and focused. Finally, I try to be mindful of what projects I need to work on in the morning when I have higher energy, and what I can relegate to the evening.

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Grading student writing more effectively

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Grading student writing more effectively

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I thought the "ten tips for more effective grading" article was full of good ideas, especially for grading writing assignments. I tend to get really bogged down grading student writing, whether in French or English. There is so much I *could* correct that each paper starts to seem endless. I liked how the article pointed out that grading and editing are two different things, and that you should be sure you are grading, not line editing. I like the advice to focus on providing useful feedback students can use ("feed forward" is a great term), rather getting hung up on every detail. I think that approach can save us time, and also make students feel better about the comments they get.

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I really liked the suggestion in the webinar of not only creating a predictable and consistent routine for students, but also for us! This seems obvious, but is something I haven't done before that I think will be very useful! This fall will be the first semester that I am teaching entirely online, other than the end of last semester, of course. My biggest struggle with the shift to online was managing my workload and the never ending to-do lists. Perhaps we didn't have time to fall into a nice routine when we were unexpectedly thrown into 100% remote teaching, but this fall, I think it is doable and a great idea!

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I have used rubrics for larger assignments in the past, but have not developed them within my LMS or used them for smaller student work before. I was honestly not willing to take the time to create them, but after reviewing this week's material, I think it will be time well spent to develop and use some electronic rubrics! This will make grading a lot smoother for me and will help students as well.

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When I want students to use certain tools to do their assignments, I will include a link that explain how to use it so I don't need to write down the steps for them. These tutorial videos are quite thorough and has better instructions. I will also tell students whom should they contact if there is a technical issue with the tool.  Of course, I have to find that person first.  I usually can refer them to the IT people in our department and they know what to do since these tools are usually provided by MIT. Min-Min

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When I design my course, I establish a routine for students first so students know what to expect in each class so it will cut down a lot of students emails asking about when and what questions. When they miss something, they immediately know where to find them.  To me, this will save me time and workload. Min-Min

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It will be helpful for me to plan assignments that I must grade to not be turned in all in the same day of the week.  In addition, I will have assignments not on the VHL site due on the same day and time of the week followed by a grading day. I've already been using same day, same time for the VHL site, I just need to add this practice to the LMS (D2L.)

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Much of the instruction for my course will be from the tutorials on VHL. In the design stage of my course, I need to preview and decide which ones I will not be using and plan to create or upload another site or my own. When we met F2F, I was always able to recap or explain in class, so I need to eliminate that need by posting notes in advance. For grammar in beginning courses, I direct my students to 3 online teachers who provide free tutorials on YouTube. I let them choose who they prefer to watch and tell us why in a quick DB post. I may figure out how to do a quick survey for this instead. Basically, I will use my previous F2F experiences and predict to the best of my ability the questions students will have and make my instructions so clear they won't have to ask for clarification. As part of this, I will embed tutorial videos for using the technology.

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As I design my course, I will utilize intelligent agents for greeting my students by name, sending "I missed you; is there something I can help you with?" and "It looks like you had trouble with that assignment/quiz, would you like to schedule a 1x1 appt. with me to go over your work?" notes.

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I found the concept of facilitative tasks to be very interesting. I am considering implementing group projects and portfolios in my French classes in which students would become the leaders of their own learning process. Some tasks may include mock interviews, presentations, interventions of guest speakers, etc. These tasks would reduce the instructor's teaching workload while offering students the opportunity to create connections with the outside world and use the target language in an authentic setting.

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I believe that the most effective planning and design strategy is anticipation. I usually have two weeks of class material ready because I find the feeling of creating material the night before overwhelming. A F2F class requires a lot of planning, but an online class takes planning to a different level. Students need to see the direction that we are taking and need to have access to the course content ahead of time. It is essential to be very organized and to have a clear vision of each module's content. I realize that this much planning is not always feasible, but I want to show to my students that I am prepared and that they will get to learn as much as they would in a F2F class. Therefore, planning ahead is key if I want to be a successful online instructor.

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This is probably the most effective self-management strategy I have learned in my career. I used to spend a long time designing syllabi, creating teaching material, answering emails, etc. More and more, I create schedules in which I allocate myself a certain amount of time for each task. When the alarm goes off, I give myself an extra five minutes to finish the task and then, I must move on to the next task. I am a perfectionist, so I am never quite satisfied with the work I produce. Therefore, this strategy enables me to remain effective and to feel better about myself and my ability to be a successful teacher.

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I have two favorites from the webinar in the design area:  Organizing files on the computer according to the course and providing specific instructions for the students.  When I listened to the webinar and realized that I really waste time with my lack of file organization, I became quite annoyed!  My goal is to start re-organizing my files using folders. Providing specific instructions for the students will make my life easier in the long run, cut down on email questions and incorrectly completed assignments.  Both of these items manage my workload in very different ways!

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In terms of delivering the course, I especially like the idea of putting the folders in reverse order to prevent endless scrolling particularly at the end of the semester! As a bonus, the syllabus quiz is an excellent idea and I will use that in my courses this year. Usually I have a syllabus scavenger hunt that students do together in groups, but with physical distancing, I will change it to an online quiz.

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I love this strategy and I have used it in the past. When I first started teaching, I taught six courses at the college level and this strategy enabled me to get some sleep at night. I created a document in which I would paste the most commonly used feedback phrases. This strategy enabled me to give specific, extensive, and personnalized feedback without spending too much time grading.

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Using existing resources and being organized

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Using existing resources and being organized

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For me, this part is easy! We have decided to use much more of the textbook media (grammar videos, etc.) this year, so I'll be relying heavily on existing resources. And I love nothing better than to organize things, so organizing files and links on my computer will be a treat for me!!!!!

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Again, we'd already decided to make all MindTap/VHL Supersite activities due on Sunday nights. We're going to have (for 100-level) interactions on T/Th, and e-learning W/F. On Wednesdays, we wear pink. No, we will have a rédaction (short writing assignment) due every Wednesday and an oral evaluation or assignment, e.g. Flipgrid, every Friday. I like the Q&A forum idea for students, and I've heard of using Flipgrid for student questions as well. Since I will have one totally asynchronous and one hybrid (but f2f via Zoom), the only difference will be T/Th and getting interaction with the asynchronous students. Perhaps I can have short meetings with each on T and assign pair work for Th by time zone?

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As we will. use MindTap/VHL Supersite for homework, most is self-grading/we use the 100% button to grade for completeness. I like the idea about saving common feedback phrases, and I'd like to see if Brightspace has the rubrics that they mentioned for Blackboard.

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This one is harder. I do better the busier I am, but I also know I have limits of working flat-out and then I just crash. It's also important to me to make time for exercise, and my husband has a 6:30-5 job so I want to be done by the time he gets home so we can spend time together. I need to think about a sustainable weekly schedule (running on days A, B, C, yoga class on this day, grading on that day, etc.) I also have, as everyone does, lots of admin responsibilities, which means All The Meetings. I like the suggestion about setting a timer, 50 min of work/20 min break. I might think about reorganizing my desk so the piles of research, course development, etc, are not taunting me. As for distractions...cats. I wish I could put my phone in another room, but I need 2nd factor authentication codes for several Purdue sites, and the app is on my phone. I think this area is where I need to do the most thinking and reflecting, and it will end up informing the other areas.

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Finalize the typical structure of each module (start with module 1), create folder for each type of step or category. This will help me be efficient and keep my focus on my approach, not wander around. It will also help me, I think, to streamline and select my activities and assingnements, and keep to my schedule.

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I want to anticipate problems and questions in advance and provide early guidance and practice: 1) "how to get started with course/site"--lay out the steps. 2) maybe an activity on the syllabus (but it could also be an activity on the site?  since the site echoes the syllabus). 3) some low stakes activities and practice with the different tools to make sure that students are comfortable. 4) I like the idea of reversing the order of folders--but I am still struggling on titles of folders since each unit will have 2 or 3 weeks.

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I have used rubrics for most assingnements and find them very useful (good reminder of expectations; time-saving tool when grading; makes grade clear to students).
With online, I definitely need to learn how to embed "table rubrics" to maximize my previous investment in course development and to save time for later.
Will use the posting tracker.
Need to learn how to use the embedded annotations tool.
I will need to make an effort to determine (and announce to students) when grading will happen.
I also want to use self-assessed (or rather computer graded activities--some ... because I have to create all of them)

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I am afraid of getting hooked and sucked into hours of computer grading and monitoring and revising. So, I think the best strategy will be to plan a routine ahead of time and stick to it. Stick to a schedule as outlined by the course plan. I plan on grading in the afternoons. Will have to avoid checking in the morning and leaving other priorities behind.

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What hit me the most while reading the article about workload management was that you have to schedule for your discussion strictly and tailgating responses should be avoided. This is really important yet easy to forget. Last semester, I was literally online 24/7 because of this issue. I usually set the deadline very strictly and stick with it.  Due to the pandemic situation we had, I thought I needed to be more flexible as my students were perplexed with class changes and circumstances. So, when we moved to 100% online in March, I gave students little room for posting their writing deadline for their final project. Their final project was creating a children's book and they were allowed to revisit their original posting and keep changing and building up. It sounds excellent that students create their own story and work on this project throughout the semester, but in reality, it was painful to check every single student's (I had more than 100 students) posting and leave comments. Each student edited postings with his/her own pace and I often lost my track on checking their revisions. It was a never-ending process for me.

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Planning ahead is key for a successful online course. I can't deny that I tend to edit and change my online course until very last minute but I think the instructor must be ready for the course and know the online contents well before the actual class starts. In that case, students also have an opportunity to visit their course websites and have time to plan their work ahead.

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Suscribing to discussion boards to save time

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Suscribing to discussion boards to save time

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This section is probably the most interesting to us teachers, especially the ones like me that are beginers with online teaching. Establishing a routine is essential to not go crazy! I also loved the idea of subscribing to students' tasks and discussions posts, for example the Q&A, so we do not have to be constantly checking and waste even more time. This is something I have not use before.

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When my students submit their tasks, I feel the urge to correct and grade them as soon as possible. The problem is when you have two sections of grammar and composition courses with 18 students each and you have to correct them all at once. And I am sure you had the same problem with even more students/sections. So, I really liked the tip of alternating tasks which are easier or harder in terms of grading them, so we can breathe a little bit and establish a better pace.

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We often teach the same courses from year to year so it seems like an especially good practice to organize one's own materials in an easily accessible place and format. In Moodle, our courses are deleted after a period of time so I want to focus on having all the material backed up. Unfortunately I often have it in various places and files and so I want to focus on organizing what I've done to be easily drawn from in the future.

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As students try to manage 3-4 classes at once (and we try to manage our own workload), I think anxiety can be greatly reduced by establishing a clear routine in the first week, and then holding on to it for the semester. I think this comment could have gone in planning and design as well, but I think it also has to do with grading, meeting, announcing, etc. The more we can do these things with a similar pattern or rhythm, the more students will feel that they can keep on top of the course.

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This is for the humanities class I will teach this fall. -Carol

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You are climbing really high peaks and I have total confidence you will succeed.

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It's clear that you really care about other teachers because we can all see it in the way that you communicate knowledge, kindness and assistance.

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Yes, language teaching is part science and part art! You are all amazing artists-people who dream big.

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You support each other, learn from each other, and empathize with each other. Your students are so lucky to have you on their team.

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The article on "Strategies for reducing faculty workload" was very insightful and I will definitely consider them during my online course development and planning and also during the implementation phase of the course. I will make sure I develop a very detailed course syllabus that will articulate very explicitly the expectations of what students need to do each week. Apart from providing just the written syllabus I will also provide a recording of myself providing an overview of content of the syllabus. I will encourage students to ask questions as the class commences to make sure all there learning needs are attended too. Another thing that I have struggled a lot with is not using rubrics for grading. Moving forward I will make sure I develop grading rubrics for all assignments of the course so that students are aware of how they are being evaluated and also so that it is more easier for me to evaluate students work more objectively.

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Christine. I agree with with you. I plan to start using rubrics even for smaller assignments. This makes grading more efficient and good quality.

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Christine. I agree with with you. I plan to start using rubrics even for smaller assignments.