I saw this image of a goldfish in a bowl and immediately I thought of myself teaching a OWcourse and working with space, but I said to myself DAMN IT I will CREATE my space. I will not be confined like the gold fish, I will be all kinds of OCEAN and continue to think of OW courses as a place to create SPACE versus limited space.
Anyways here are my thoughts regarding the migrating and thought process from f2f syllabus to OWcourse syllabus.
When the time comes to write a syllabus for a OWcourse, I feel as though Chapter 5 “The Writing Course Syllabus: What’s Different in Online Instruction” NEEDS to be sitting on the table next me as I re-elaborate and re-construct a syllabus for online. In this chapter, Warnock discusses certain sections from the syllabus that I have yet to put thought into when migrating to OWcourses.
For example, accountability, I begin to think how this is outlined in my syllabus for f2f courses, as I inform students on the importance of participation and being prepared. I then think about Tony’s video, as a visual method on how to convert this idea and understanding for “participation” and “preparation” for OW courses and I can think about deadlines for blog submissions, blog assignments that site passages from text (which shows evidence that the student has possession of the book, read the assigned reading, which shows preparation).
I also began to think about the “Disability” portion of my syllabus and the information I provide regarding DSPS on campus. I wonder if this is enough information for our students who identify with a visible or invisible disability. Warnock mentions this in Chapter 5 but I felt shorthanded with the information he provided and I was a little disappointed. So I did a little extra research and found some helpful links below.
A list of 10 things to know about disability and online course from the University of Illinois Website. CHECK IT OUT!!!!
Or check out this website: "Disability Access for Online Students"