Kristina Lattanzio’s Blog….

I have gotten three very helpful evaluations on my course this week.  I am glad others were able to go through, analyze my course and offer suggestions.  There were some simple errors in the format and issues with consistency that I didn’t realize-even though I reviewed, re-reviewed and looked at it constantly.  In filling out evaluations for others I realized that some of the items in the checklists were lacking in my own course.  Although my course wouldn’t involve writing papers or extensive written assignments, I still feel it’s necessary to include a statement about academic integrity.  Students should know right from the start that copying anything and using it for their own – even musical pieces is not acceptable.  Another important aspect is the use of netiquette in online conversation.  I believe of the three courses I reviewed, only one person included a very resourceful site on netiquette.  For students, especially those who are new to online learning, it’s important to use “internet manners” so as not to offend anyone. 

In looking through my course, I realize that I have not introduced myself enough.  Perhaps including a post for the introductory discussion I have in my first module would help students to know a little more about me.  There are a few finishing touches I need to include to my course. (3)

I feel confident that my course is done…..at least all the major work is complete as I’m sure I’ll continue to find little things that need to be added.  This has been a very challenging process – developing an online version of my course.  Every time I think I’m done, I find something else that needs to be added or altered.  I think it will be much more difficult to teach music theory online than in an actual classroom. 

I have tried to create the sense of social, teaching and cognitive presences as discussed in Garrison’s article.  I think the creation of “open stage” is a strong way to create a social presence where students can learn about one another and share interests.  I am surprised when I think back on all of the development, that the most difficult thing for me was the discussion forums.  I originally thought that creating activities where students could notate music would be the challenge.  I find now that the discussions were the real challenge – finding engaging discussions where students could think about music, analyze works and apply their personal interests while relating it to each module’s content was difficult. 

In general, I think the various parts of my course follow the aspects of social cognitive and teacher presence discussed in the article.  Social interaction is encouraged by using the informal “open stage” area, peer review of creative assignments is used during the final module and many discussions ask students to consider how they would apply elements of music into their music creations.  Each module’s reflective journal allows students to think and reflect on lectures, notes, assignments and discussions.  Reflecting on what was learned and what could be explored more offers the opportunity to self- assesses.  Teaching presence is evident now through the use of detailed materials, expectations and demonstration videos.  Overall I think the activities are structured in a way that will build inquiry throughout the course.

I am very much looking forward to the peer reviews and into getting some feedback into my theory course. (3)