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lesson_plans/20240524/20240524_richel.md

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+# Lesson plan
+
+- Date: 2024-05-24
+- Course: Intermediate Bianca
+- Teacher: Richel
+
+I will be teaching at the start and end of the day:
+
+When | Who  | What
+-----|------|-------------------------
+9:00 | R    | Introduction
+9:15 | R    | Transferring files to and from Bianca
+10:00| .    | Break
+10:15| R    | Transferring files to and from Bianca
+10:35| D    | Slurm jobs
+11:00| .    | Break
+11:15| D    | Slurm jobs
+12:00| .    | Lunch
+13:00| B    | Software and packages installation
+13:45| .    | Break
+14:00| BR   | IDEs on Bianca
+14:45| .    | Break
+15:00| L    | NAISS-SENS summary
+15:30| R    | Summary
+15:35| R    | Evaluation
+15:45| All  | Optional Q/A and extra material
+16:00| .    | END
+
+- Who: `B`: Björn, `L`: Lars, `R`: Richèl
+
+Most of my preparation is in the lessons themselves, 
+except I start with the (dull!) 'Who is Richel' lecture.
+
+I searched the literature about how to evaluate online lessons are done well.
+
+Here is a list from [Means, 1993], wording from [Bigatel & Edel-Malizia, 2018]:
+
+- students are engaged in authentic and multidisciplinary tasks
+- assessments are based on students’ performance of real tasks
+- students participate in interactive modes of instruction
+- students work collaboratively
+- students are grouped heterogeneously
+- the teacher is a facilitator in learning
+- students learn through exploration
+
+Here are two assessment tables from [Bigatel & Edel-Malizia, 2018], table 3:
+
+During this class, did you your students engage in the following activities?                                          |No |Yes
+----------------------------------------------------------------------------------------------------------------------|---|---
+Participated in online discussions e.g., via discussion forums, blogs, wikis, etc.                                    |.  |.
+Shared your knowledge and expertise with the learning community                                                       |.  |.
+Interacted with other students in team tasks or projects                                                              |.  |.
+Participated in hands-on practice so that you can apply learned knowledge to the real-world                           |.  |.
+Assessed peers on team-based assignments                                                                              |.  |.
+Assessed peers on individual assignments                                                                              |.  |.
+Used various computer technologies outside of Canvas to communicate with the instructor and class peers               |.  |.
+Used library/Internet resources to complete assignments                                                               |.  |.
+Made a presentation to the class                                                                                      |.  |.
+Participated in setting goals and choosing tasks to meet course requirements                                          |.  |.
+Engaged in meaningful and challenging activities e.g., problem solving, case analysis, that require critical thinking |.  |.
+Explored new ideas/tools and pushed the envelope in ideas and/or research                                             |.  |.
+Worked on assignments or projects that involve using research skills                                                  |.  |.
+
+During this class, did you:                                                                                             |No |Yes
+------------------------------------------------------------------------------------------------------------------------|---|---
+Show respect to students in all communications with them?                                                               |.  |.
+Show enthusiasm when interacting with students in the learning environment?                                             |.  |.
+Explain clearly course goals and expectations?                                                                          |.  |.
+Use examples or illustrations that helped them understand course content better?                                        |.  |.
+Participate in discussions with students around ideas from the readings or class notes?                                 |.  |.
+Relate course content to work experiences or real-world experiences?                                                    |.  |.
+Provide prompt (within 72 h) feedback on activities, assignments, or projects?                                          |.  |.
+Provide meaningful feedback on activities, assignments, or projects?                                                    |.  |.
+Communicate with student about their course progress (i.e., grades, quality of work, ways to improve, etc.)?            |.  |.
+Motivate students to get interested in the course content?                                                              |.  |.
+prompt students to reflect on their learning & think more deeply about the course content                               |.  |.
+assess student learning in a variety of ways                                                                            |.  |.
+create a supportive and safe learning environment that allows for diversity & multiple perspectives                     |.  |.
+teach self-regulating strategies e.g., self-monitoring progress, time management, help-seeking skills, self-instruction |.  |.
+
+
+I want to try out:
+
+* More time for feedback. I met a colleague in the hallways and stated that
+  I had 5 minutes for feedback. She said that was too short. I agreed.
+  In hindsight, I am unsure. So I try it out in this course
+* Fewer Zoom rooms: I want the learners to remain in the main Zoom room
+  and work in silence. Learners can ask questions in the chat or in the shared
+  document and if needed, can go to a Zoom room with a TA
+
+## References
+
+- [Bigatel & Edel-Malizia, 2018] Bigatel, Paula M., and Stephanie Edel-Malizia. "Using the “indicators of engaged learning online” framework to evaluate online course quality." TechTrends 62.1 (2018): 58-70.
+- [Means, 1993] Means, Barbara. "Using technology to support education reform." (1993).