As Student Success Week continues, Stephanie Lewin-Hardy joined us for her webcast, "Organic Feedback: Growing through Consistent Adjustments." It was an interesting exploration into ways to integrate assessment into lesson plans and to utilize feedback effectively.
During the session, we had so many great questions that we couldn't get to, so Stephanie was kind enough to address them below.Q: Do you have any ideas for how to apply principles of emotional intelligence to online learners—anticipate their emotional state?
Yes! The method for gauging will be slightly different but the same principles for applying the overall concept of Organic Feedback will remain the same. Unfortunately, we can't hear intonation or see facial expressions in some of the online environments utilized by today's learner. However, you can use components such a "polls" to stop the lesson and see where people are more or less comfortable. The good thing about a poll is that it relatively is anonymous and because of that anonymity, students will be more likely to express their naturally occurring thoughts and feelings about the subject matter. Also, some online formats allow for students to make audio or audio-visual recordings which will capture their immediate reaction to the lesson. These tools can work as ways to "feel out" the audience and identify how they are doing concerning your presentation/subject.
Q: Can you offer guidance for obtaining and applying feedback for those of us who do Writing Center or academic misconduct issues, rather than classroom experience?
Sure. The concept can still be applied, but it will be more focused for you. As you are working on an assignment for a one-on-one or with a small group (2 or 3 students), you don't need to stop as frequently just because the distractions of a larger class aren't the same. Example: 25 students will likely mean that you may have to keep repeating yourself and in doing so some people still didn't hear what you've said, etc. With small groups (or one-on-one), you don't have to spend as much time on repetition due to distractions or because you're waiting for all students to write what you've said or are showing on a slide/board. It will be easier for you to perceive an emotion so that you can stop or say something differently. Also, because the session is dealing directly with 1 or 3 students, then questioning how the student feels about what you've said is a direct question. Therefore, the line of questioning places the burden to answer directly on your pupil. In terms of misconduct issues, you can certainly use Emotional Intelligence to identify what is "really" going on and how to make better choices or address the issue. Certainly, if the issue you are addressing is more-so conversational but one that is influenced by one being cognizant of thoughts, words, and deeds, then the attitude or lesson you are trying to convey can still be gauged by the subject's naturally developing thoughts and feelings about said misconduct or writing or any other task.