So long, farewell…

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And now that you’ve got the song stuck in your head for the rest of the day, here’s a summary of the module creation process.

Below is a link to my course profile. I’d paste it all here, but it ended up being around five pages, so I’ll save you the scrolling. Here it is.

As well, here are the links to the creation process of the Hamlet unit:

And goes and goes

You get what you pay for

I admit it. I’m biased.

Creating “Hamlet”

Full Tilt

And so it went.

Each of the blog posts details different aspects of the creation process that I went through to get to the final product. I go more in depth about what decisions I had to make as well as the rationale behind the choices I made in my summary of learning (coming soon!)

Onto the feedback.

As a whole, the feedback was positive. I received comments about how engaging the content could potentially be, as well as positive feedback on the structure/shell of the course.

One comment about splitting the video into “episodes” was really smart and I don’t know why I didn’t think of it sooner.

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It would solve a few accessibility issues: watching shorter videos means that it won’t take as long to load on slower internet, students could watch only what they needed without having to rewind and fast forward constantly, and it would give more time to digest the information by allowing students to break in between episodes. While I don’t have time to do this currently, I will be re-recording the video in the future to make it shorter.

As well, there were a couple questions about feedback and assessment and I totally get where they’re coming from. I guess, as a teacher, sometimes I think that people can read my mind because I have everything set out in my head exactly as I want it to be. Sometimes it doesn’t translate exactly from my head to paper when trying to explain what I want to accomplish with a unit or a task. In the future, when reviewing this module, I’ll definitely be adding more information about assessment.

One thing that seemed to get rave reviews was my Hamlet Bingo. It’s also one of my favourite assignments to give because it creates a sense of collaboration and competition. I usually give out a small reward to the person who comes to me by the end of Act 5 with a complete, properly noted bingo sheet.

Onto my soapbox.

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One further aspect of the feedback I’d like to address is the part of my video where I mention Hamlet dies. The reviewer mentioned that it may spoil the play for students. My rationales for indicating Hamlet dies are plenty. First and foremost, Hamlet,as a play, is over 400 years old and an integral part of English language. Hamlet’s death is a part of our shared cultural knowledge. As well, letting students know what to read for helps them empathize with the characters and their decisions. I find it heightens the sense of dramatic irony. Finally, students have been exposed to potentially two other Shakespearean tragedies (Romeo and Juliet and Macbeth). In order to teach Shakespearean tragedies, the student must understand that Shakespeare has created a society that is disordered and imperiled. For the society to become whole again, a sacrifice must be made and the tragic hero makes it.

And off my soapbox.

The feedback was appreciated, though I wish the reviewers had somehow maintained their anonymity. It is kind of awkward to be getting the code for the class and see classmates’ names.

I enjoyed the process of examining classmates’ hard work and their modules and I appreciated the feedback I received because it really informs my teaching for the future of my blended classrooms!