Next, Marcela Hebbard explored the role linguistic backgrounds play in shaping student expectations.
For instance, while many students reported positive contributions to their perceptions of themselves as writers (167 reported earning As and Bs in high school English and 155 reported receiving positive feedback on their writing, for instance), 70% labeled themselves as “OK” writers while only 18% labeled themselves as “strong.” Mitchum concluded her portion of the presentation by emphasizing the need for instructors to ask students about their writing experiences and expectations in order to build community, align students’ expectations with course expectations, and ensure the course is inclusive and accessible. Students’ self-report of their past writing experiences and their perceptions of themselves as writers also contained some interesting tensions. While students identified attributes like time management, technology skills, and self-motivation as necessary for success, there were few concrete examples to indicate how these attributes would manifest as behaviors. Interestingly, while 67% of the students surveyed had taken an online class before, respondents were vague when asked to identify the skills they’d learned that would enable them to be successful in their current course. The first presenter, Catrina Mitchum, focused on students’ prior experiences with and assumptions about online writing courses, as well as their perceptions of themselves as writers. The panelists presented the results of a survey of 305 students enrolled in an online writing course, using three principles from CCCC’s Position Statement of Principles and Example Effective Practices for Online Writing Instruction to demonstrate how an understanding of students’ backgrounds can reveal the need to revise even the most accepted OWI best practices. While this undoubtedly has several interrelated causes, the presenters suggest learning about students’ backgrounds, expectations, and beliefs about writing to build online courses that celebrate their strengths, support them in developing their weak points, and set them up for success. The presenters began by noting that, despite many institutions offering an increasing number of online courses and the growing body of research on online writing instruction (OWI), student success rates in online courses continue to be lower than in face-to-face classes. Make a padlet yours by choosing custom backgrounds, themes, and building your profile.Presenters: Marcela Hebbard (The University of Texas Rio Grande Valley), Catrina Mitchum (University of Arizona), Janine Morris (Nova Southeastern University) Oh, and maybe write a travel journal as you go.ģ. An example: upload your train tickets to the same padlet that has an article about the city you’ll be visiting. Once you have collected your links, you can add text notes, upload files to the same padlet. So, instead of collecting links about your next vacation alone, you can collect it together with your better half. THERE ARE 20,000 WEB BOOKMARKING PLUGINS OUT THERE. That’s what makes Padlet special: you can build, collect, and create stuff together. Used by teachers, students, professionals, and individuals of all ages, all around the world, padlets can be selectively shared and edited among multiple contributors.
Create a grocery list, a Venn diagram, a discussion board, a group greeting card, a portfolio, or a business plan, all in one app. Padlet is different from other blogging tools and inspiration boards because it’s flexible. Drag in a video, record an interview, snap a selfie, write text posts or upload some documents, and voilà! We give you an empty page and you can put whatever you like on it. Padlet Mini allows you to collect the best of web very very easily. Like a website design? Let's save it for *ahem* inspiration later. Planning a vacation? Let's open a million tabs and read everything imaginable about our destination.
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