Okay, so as it turns out, I'm not all about torturing my students. I kind of knew that, but then it became true when the assignment fairy sprinkled me with fairy dust this morning when I thought, "Yeah, I don't want to create a quiz." Instead, the assignment fairy's (man, I have to find a Flickr image for him/her, don't I?) powder - not to be confused with the powder Dave Chappelle jokes about, mind you - magically revised that thought into, "You know, I won't quiz them; I'll give them some way to show their genius. They all read what I asked them to *cough cough cough* so this will allow for their creativity and knowledge to shine." A quiz would almost be too easy for them and for me. I mean, sure, I could "allow" them to fail and "allow" me to pass of the quizzes to my work study to assess. This way, they have to re-read the material *cough cough cough* and learn something. Quizzes don't always cause learning; I think that option has a 15% rating of knowledge-induced activity. Anyhow, if you weren't in class, you missed the lil' half page sheet detailing what to do with P4 Doc Sharing readings for Wednesday. Too bad, Chad. If you're nice, I may give you one pre-Wednesday classes. Stop by my office or just ask a classmate what the options were.

Speaking of Wednesday, in all its middle-of-the-week glory, we'll hand in those P4 options (students were asked to complete 2 of the 4 on the halfsie handout) and start the P4 Presentations. Friday concludes the P4 Presentations. On both days, I hope I'm able to announce what we'll be doing with David Sedaris' book next week (starting Monday). P5, the happy PPT MusicVideo of FUN, begins next week. Oh, and for those waiting patiently - because patience is a key virtue - I should have P3 wrapped up/assessed/yadda yadda by tomorrow evening. Yep.

Today, in preparation for P4.5 research, students should write on the Cool Points discussion board under the P4 tab. THEN we'll talk about P3 a bit? From there, we'll take a look at The New, Well-Tempered Sentence; they were supposed to tackle it for today.
Introduce P4 and P4.5. Check out handout.
Get into P4 groups & decide topics. Start researching. Group work day Friday and Monday; presentations next Wednesday and Friday.

Please note: On Friday, there may be a video/prezi shown and a small in-class activity before Group Work begins. Same goes for all the class times next week. Heck, there may be a quiz (half bonus, half not) on Monday over the P4 readings in Doc Sharing.

I'm out sick today, students. Check your email for directions/instructions/stuff.

So, today, students handed in their food carton poems. Then we looked at some of the poems, from the booklet I put together, interpreted by YouTubers. From there, I showed off some possible, but not required products to consider for P3 such as wikis (similar to Google Docs), blogs, and Prezi. P3 can be done on good ol' paper (with images and a link to a sound clip), but there are options there for those who like to be uber creative. Creativity is the name of the game, right? Intelligence is wonderful, but I think even Einstein cherished his creativity over his intellect. There's a quote of his out there somewhere about that. Anyhow, after showing off possible products, we talked about what to do Friday while I was gone (and therefore, class would be "held" online). What would really make Peer Review function well is if everyone uploaded their drafts to the "Crazy PR" tab under the P3 unit in eCompanion (if you forgot your login/password, contact Cindy at Distance Ed: 3-2347) by Thursday at midnight. This part is not required, but highly recommended. Yep. Okay, then once your draft is there, you'll come back to find a classmate's draft and follow the instructions in that tab. Your draft and your feedback will be placed in that tab, okay? Okay. Crazy PR, then, is due Saturday at midnight; hopefully, you'll complete it Friday and not have to worry about it on Saturday. The other assignment due Saturday is My Words; this is also found under the P3 unit of eCompanion. It's even above the "Crazy PR" tab! My Words can be completely like usual, 5 words w/6 pieces of research (copy and paste text right into the Response box) found wherever OR you could choose poetry terms from the handouts in Doc Sharing (under the P3: Analysis folder). The poetry terms are just there in case you don't want to find other words.

So, recommended deadline for P3 drafts = Thursday at midnight.
Absolute deadline for Crazy Peer Review and My Words = Saturday at midnight.
P3 final draft due = Monday at midnight.

On a separate note, the Biggest Loser Challenge (Fall '10 8-Week Sequence) started today. Let's just say I gained a bit since last spring. I'm starting out five pounds heavier than I started out last time. Dang it. And yet I knew I didn't eat super well this summer. I can blame it on the house crap or whatever, but I lost the "Bethenny edge" I had during the spring BLC. So, oh well. My clothes still fit, and I'm ready to get back "on board." I also threw the "food journal" out the window at some point. Eeek. Not cool. With that said, I'll throw together a F.J. post for today. )

English 110: We're conducting Peer Review of P2 today; students need to be in class with a draft in order to earn points points points. After that, I'll explain what we're doing with the rest of George Carlin's book for Monday (hint: it has something to do with the ABCs) as well as see if anyone wants to present their P2 by showing their Animoto and answering the questions from the handout.

Other Items on my own Agenda:
--- Wellness Team Meeting at Noon.
--- FYE Faculty Meeting at 4pm.
--- Dig Pink Volleyball Match this evening around 6:30.

Today's Line-Up May Include, but is not Limited To: George Carlin activity or pop quiz + George Carlin video about expressions (from the 90s) + P2 Presentations (bonus given for presenting today?) + P2 Rough draft work for Wednesday + WC/Mid-Term quiz.
On Wednesday: P2 Presentations + P2 Peer Review (Speed Dating style?) + finish George Carlin's book for Monday (assignment attached to that?).
On Friday: P2 Presentations + Bonus Test? + P2 Due Saturday by midnight + finish George Carlin's book for Monday (assignment attached to that?).

My conferences like to tag-team; this hurts my brain, but I'm like 85% okay with that.
About two seconds ago, I was on the first floor of the newly remodeled Fargo Public Library wrapping up the "unconference" part of the annual GPACW conference (the Great Plains Alliance in Computers and Writing). Yes, an UNconference. It was happily semi-unorganized, but chuck full of ideas.
So... just like with TYCA last week, I have many things to jot down before they disappear forever. Forever.

Random Bits from the Sheets in my Folder:
9am Session Yesterday: "Students want to get to know their online prof." /// Put in feedback on quizzes; there are spots for it - use 'em! /// Survey students about online classes? /// New thing: Students are embarassed by taking online courses? /// Tips for Students: Tell 'em which browser to use and that they shouldn't be using WiFi for quiz work. ///

10am Session Yesterday: This was the session I presenting during. I got these ideas from the questions that were asked - I should use more "How are you doing?" emails in my online classes, Watch cultural euphemisms international students may not get.

2pm Session Yesterday: Google Scholar? What is that & let's look it up! /// Flickr Archives - NDSU has some & we should do that with our images! /// Library of Congress has a Flickr Archive? /// NDSU Digital Repository (interesting).

3pm Session Yesterday: Helvetica (is a movie and font) - The font "caused the Vietnam War"?

4pm Session Yesterday: Kevin had a great idea for online portfolios using WordPress and Scribd. Yay! Super useful handout! (Slideshare.net)

Today's UNconference: I had a lot of questions in our first unsession... Is my class structure/format "ancient" because it's mainly asynchronous? Should I attempt synchronous chat room times at like 7-8pm Wed and 7-8am Thurs? What is the point or goal of either kind (asynchronous vs. synchronous) in regards to flexibility and helpfulness and accessiblity? Some teachers have students on webcams; do mine have access and should that be required? Do I want them to love ME or love the COURSE? Popularity versus Knowledge, right?

Potential Tools and Ideas: there's a Flickr Set on how to create dry erase walls and boards, use icons in schedule to show what'll be used that week (TECH, TEXT, VIDEO, ART, etc.), more podcast usage in all classes?, text to speech software (Speakonia?), have a Dork Page that I can link 'em to when they ask silly questions (idea from Cindy! Love her!), foxit.com, Vue (similar to Prezi), Lulu (dot com?), Link to Library Database from eCollege, ... Revise the "What makes me controversial" CB in online 120 into a more formal topic sentence + back-up sentences product with color-coding! Oooh...

Second unsession: Peer Review = screenshot + Paint program + color code parts of rubric, etc. + Save As images and put into PPT before handing back to student writer; make it and other activities into games? (who wants to be Mayor of Revisionville?), another peer review idea was to incorporate Speed Dating-like format = have students bring up their papers on their computer screens in the lab + each student goes from computer to computer trying to find a particular item (time this) + at the end, the student returns to their marked-up paper! Cool beans!; the Speed-Dating format could work for many things like post-reading or brainstorming or even with P3 about a song (students could ask about their song and students would give their interpretation + the writer could then use the students as sources); ELI program - useful for Assessment, definitely, texter (uses text clips which are attached to acronyms for easy feedback), EMMA @Georgia?, "Lightening Lectures" = I like that title.

Upcoming IPOD Session on campus (got asked to consider doing one in November on pre-reading activities before I came to conference; it was fresh in my head, so I brainstormed): make flashcards = F/P Image Creation, Pre-Reading Self-Exam and Questions to Consider plus T/F?, Passport, Tweet from your Seat, Text Type Up (students re-type a piece of text) and then mark it up with highlighting and colors, etc., Animoto Video Trailer, Prezi, Visual Definition, Create A Quiz, Speed Dating CompLab or handout (ask a question per handout/computer and they move around to each one and answer it differently than the student before them), Screenshot of something related to the reading (then Insert into a Word doc and bring to class as a Passport), write up a "How To" or "Sybil Priebe on ..." that is related to the reading, Q&Q (quotes and questions: have X amount of each before discussion), ...

WRITE ON!

VideoTrailer*P2: Using Animoto.com, students will create a 30 second video that introduces the class to their P2 topic. It’s like a movie preview to the actual movie, okay? First, search and save images that connect to your P2 Topic. Brainstorm some text to use as well. Then sign up for a free Animoto account. From there, input your text and images, pick music from their music library, and they’ll email you the video when it’s complete. You can revise it after that if you wish. Once they email the link to you, and you are satisfied with the product, place the link in eCompanion so the class can view the video easily during P2 Presentation Week. Good luck and have fun! [These are due Monday; please copy and paste the link into the correct tab under P2 in eCompanion.]
Also, you need to read some more George Carlin for Monday; I'll be presenting/attending a conference Friday.
*Idea for the Video Trailer came from Laura Gabrion's presentation at TYCA last week.

---English 110 students have another batch of My Words* due and they should've found a book + something else at the library while I was gone. So... I'll create a form for them to fill out (similar to the attendance sheet) to record their book + other thing. While that's being sent around, I'll use my new little toy to ("Discussion Ball") see where they are in the research process.
---Then, I'll have them create a Visual Definition of one of their My Words. I think.
---For Wednesday, they'll have to make a F/P Image** thingie of the next batch of George Carlin pages. Yeah, maybe.
---On Wednesday, I'll explain Animoto and have them work on their Video Trailers for P2 that'll be shown next week; I should probably have a sign-up sheet for presentations? OR they could post the link to the Video Trailer to a spot in eCompanion? That'll be easiest, I suppose.

*Students find/pick five (5) word they do not know the meanings to (or words they want to know more about). Then they research 'em; there are six (6) items of research to find. 1-The word in it's original context. 2-Definition. 3-Part of Speech. 4-Root word or prefix/suffix? 5-Etymology of the word. 6-An original sentence using the word.

**Find a Creative Commons image on Flickr.com (using Search > Advanced Search > click Creative Commons image > pick a search term > find an image that's not too large or too small > Save As Image to desktop) THEN head to Pixlr.com > Open image from desktop > place text on the image > Save Image again to desktop THEN log into eCollege (ndscsonline.org) and attach the image to the correct spot so the instructor can easily open them up in class for all to view.

a) Any P1.5 questions? I can look at specific things after class; remember that P1.5. is due to the Dropbox by midnight tonight!
b) Intro to P2 w/handout. Become an expert!
c) Video of Sir Ken Robinson. Talks about passion and organic learning and nonconformist education. Perfect connection to P2.
d) Sign Up Topic Sheet.
e) What's due for Monday, Oct. 4? My Words and some Library-based stuff.

Dear Syllabus: How can I get students to READ you? Hmph. I wish the students could download you to their brains, as if we all had USBs that connected  behind our ears. Or something like that. In fact, I think I told Bill (a.k.a. Dr. Shay) today that I need extra memory to remember EVERYONE's names. It's not balanced. Students have 1-7 professors' names to recall; I have 100+ students each semester.
Beyond all that, I had a good student ask me if I'd have the profiles (due tonight) graded by Wednesday. This is covered in the syllabus (give me two weeks, everybody!). And, another good student questioned the need for a doc's note. The doc's note thing is there, in the syllabus, for a reason; if I didn't ask for a note, everyone and their grandma's dog would just claim to be sick. On a Friday. I know I would.