wevideo<\/em><\/a> (an online, cloud-based video editor) to create video narratives with existentialist content. schoenfield had used wevideo himself in years past, as part of digital storytelling projects. this fall, he helped his students use the tool through a series of five production workshops throughout the semester done via zoom. the outcome was empowering. \u201cwhile we could not watch the videos together with the spontaneous applause and celebratory popcorn i would have liked,\u201d said schoenfield, \u201cbut with the brief comments spoken from the little zoom boxes during the discussion afterwards and the applause coming from colleagues via chat and silent clapping, i think the students felt the affirmation from their fellow students for what they accomplished.\u201d<\/p>\nthe less robust interpersonal communication is a downside of online teaching schoenfield didn\u2019t think he overcame. schoenfield would agree with teachers who say that discussion board posts cannot replace the lively discussions in the classrooms, although he was very impressed by the performance of his students in their discussion posts. however, he learned a new method for text-based class discussions through the cft that he will keep using in his future in-person courses: the social annotation tool perusall. <\/em>\u201ci was very suspicious of it [at first],\u201d said schoenfield. still, he assigned students to use it to read and annotate a text as a group, leave comments, and respond to others\u2019 comments. \u201cthey get little boxes for their comments,\u201d said schoenfield, \u201cso the comments are shorter than the discussion board and focused at specific moments in the text. and it worked, in creating back-and-forth discussion among the students. and that did not seem overwhelming, provided the text was short enough. so i wouldn\u2019t use it for a whole novel, but a chapter or two, early in the reading.\u201d<\/p>\nbeyond his refinement of learning objectives and adoption of new technologies, schoenfield said that the move online had an impact on the social side of his teaching, too. he believes that online courses have opened many educators\u2019 eyes to aspects of the issue of diversity, especially coming at this moment of confluence with covid-19 policy and conflict-filled politics. that some students had difficulties finding reliable internet connections or digital devices speaks to the importance of social and economic equity. such issues, schoenfield remarked, translate into the privileges (and lack thereof) that instructors need to consider in their classrooms, such as the privilege to speak one\u2019s mind confidently\u2014on zoom or in the classroom.<\/p>\n
this period of sudden transition into online teaching, despite its difficulties and anxieties, has created a set of pedagogical assets for schoenfield on various levels: from a reliable set of educational videos to insights into social aspects of teaching. \u201cone thing that i liked about the online teaching in this time of crisis,\u201d he said, \u201cwas that the so-called natural hierarchy of teaching was completely disrupted. you had people coming just out of grad school, or even still in it, way more ready to go.\u201d schoenfield is a senior faculty member, but he found himself learning along with junior colleagues in ways that will continue to influence his teaching for years to come.<\/p>\n
.<\/span><\/p>\n.<\/span><\/p>\n.<\/span><\/p>\n.<\/span><\/p>\n.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"by mohammad meerzaei a pedagogic asset created: dr. mark schoenfield, professor of english dr. mark schoenfield is a professor of english and a recipient of the jeffrey nordhaus award for excellence in undergraduate teaching in humanities. his transition to online teaching meant rethinking his method of course design, building new creative assignments, and engaging more…<\/p>\n","protected":false},"author":2169,"featured_media":35403,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","_links_to":"","_links_to_target":""},"categories":[8,207],"tags":[405,424,470,409],"acf":[],"jetpack_featured_media_url":"https:\/\/cdn.vanderbilt.edu\/vu-sub\/wp-content\/uploads\/sites\/59\/2020\/06\/19134117\/schoenfield-1.jpg","_links":{"self":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/37700"}],"collection":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/users\/2169"}],"replies":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/comments?post=37700"}],"version-history":[{"count":13,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/37700\/revisions"}],"predecessor-version":[{"id":37712,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/37700\/revisions\/37712"}],"wp:featuredmedia":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media\/35403"}],"wp:attachment":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media?parent=37700"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/categories?post=37700"},{"taxonomy":"post_tag","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/tags?post=37700"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}