School of Education
University of Wisconsin-Stout
P.O. Box 790
267 Home Economics

Greg Pratt

Sept. 8, 2008 – Dec. 15, 2008
Course: ECON 631-C03: Is Capitalism Good for the Poor? University of Colorado at Colorado Springs
http://www.fte.org/teachers/programs/online/files/capo_fall08.pdf
http://www.fte.org/teachers/programs/online/capo/index.html


UW Stout Practicum Performance Self-Assessment (Fall 2008)

Note: Self Assessment to be completed twice: 1) Midterm 2) End of practicum.
Formal Instructor Assessment to be completed at the of practicum.

Online “Voice”

1. Intern provided a welcoming, friendly personal introduction
2. Intern provides appropriate, helpful feedback to students.
3. Intern’s communication is polite, supportive and timely.
4. Email communication includes subject and salutation.
5. Intern’s discussion additions expand the learning and stimulate additional research, questions and/or discussion.
6. Words are sincere and open, coming from a place of mutual learning versus a place of authority.
7. Treats students as ‘valued customers.’

1. Intern provided a welcoming, friendly personal introduction

Based upon my work in the 4 course sequence leading up to this practicum I have presented a welcome in 3 formats – e mail, announcements link in the CAPO course site and with a sitepal avatar based upon the model of Susan Manning in Instructional design.~Greg Pratt (Intern)

Greg your work in this area is exceptional. You go above and beyond expectations for best practice by reaching out to your students with a variety of technologies. This is wonderful modeling that demonstrates how to use web 2.0 technologies to bridge to connect iwth the learner. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

1. Copy of message - Welcome to Is Capitalism Good for the Poor?
   
   Congratulations, if you are reading this announcement, you have successfully enrolled in our course site.
   
   I am delighted to welcome you to this fully online class developed and delivered by the FTE. If you are reading this e mail, you have successfully enrolled in our online course site.
   
   As you know by now, there are a number of housekeeping issues you will want to check off your list before proceeding.
   
   1. If you are taking this class for graduate credit, you have completed the paperwork required. Click here for information and directions - http://www.fte.org/teachers/programs/online/capo/capounivcredit.html
   
   2. Please examine your fall schedule to verify your availability. This is important; online learning has a number of benefits including flexibility. That said, it can be easy to find other priorities so you will want to verify that you have between 5-10 hours per week to devote to the class. This class carries 3 semesters graduate credit and has a corresponding work load.
   
   3. Review the links you find in our Blackboard course site, and, of course, e mail me if you have any questions. In particular, you will want to click on syllabus and print this out (also found attached to this e mail), click on lessons and complete the first lesson (introductory - 2 parts called i.1 and 1.2) and then click on quizzes. The class includes a pre test and post test (no stress - these two instruments are designed to see how effective our online class is). You will need to e mail me to request the password for the pre test and then proceed to the pre test and complete.
   
   4. Click over to the discussions link and post a welcome to the class following the directions you find there.
   
   5. I will NOT have access to your passwords there is a link on the Blackboard welcome page for retrieving lost passwords.
   
   I am amazed and impressed how you have all jumped in and started our class. Judging by the introductions and early posting to the discussion topic - Is Capitalism Good for the Poor? we have a very well grounded and diverse group that brings to our class a wealth of knowledge and experience.
   
   Plan to check your e mail account (the one you used when you registered for our class) daily over the first 2 weeks of class and check the announcements link in our Blackboard class 3 - 5 times per week for important announcements.
   
   I am excited that you find the subject of poverty to be of critical importance in our world today. Again, welcome to the class and we are looking forward to our study of Capitalism and the Poor.
   
   A note about communication - early is much better than later. I have already communicated with a number of you about our long term assignments. This is key so if you have any question or concern to not hesitate to e mail (preferred communication). I am also available via phone (see Staff Information in our Blackboard course site.
   
   I live and work in Arizona, as a full time economics faculty I may not pick up your call (I teach from 8am to 2pm Arizona time Monday - Friday) but I will be back at you quickly.
   
   Finally, see attached the final and revised copy of our syllabus. This revision is also reflected in our Blackboard course site. Can any of you relate to last minute corrects?
   
   I have also attached a summary of the 2 introductory lesson requirements - let me know if you have questions about these. Note the due dates in our syllabus. Please do not be overwhelmed with the amount of material in the introductory lesson. You will have 2 weeks to complete these 2 introductory lessons and, judging by the early participation on our discussion board I suspect you will all do very, very well budgeting your time.
   
   Look for further details on these introductory lessons and assignments later this week.
   
   
   Again, welcome to CAPO.
   
   Greg
2. Sitepal avatar can be viewed in the course site announcements link.
3. I would say that I am pleased with the refinement of the welcome message.

2. Intern provides appropriate, helpful feedback to students and
3. Intern’s communication is polite, supportive and timely.

1. Yes, during the critical week before class and first week of class I was online and prepared to respond to students. In addition to e mail feedback I conducted phone feedback with 2 participants during the first week of classes. All e mails were answered within 24 hours. Examples below:~Greg Pratt (Intern)
2. Greg your communication style as a teacher is also seen in your work as a student. You are a powerful communicator. This is true in your written and verbal communications. I've had the chance to work with you in several classes and can attest to your thoughtful, timely, professional skills in this area. I'm sure your students will appreciate the sense of presence and commitment you bring to the online classroom. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

Note: this first example involves a referral to the excellent online UofWisconsin online graduate economics classes for teachers.

Example 1 – declining a student for enrollment and providing alternatives via phone and e mail.

Sally

My pleasure - great talking to you and best of luck with your continuing professional growth.

Please stay in touch and do not hesitate to e mail if I can be of any help down the road.

Greg

-----Original Message-----
From: Sally Dickson [mailto:skdickson@yahoo.com]
Sent: Fri 9/5/2008 2:45 PM
To: Greg Pratt
Subject: Fw: RE: Seeking admission to Capitalism for the Poor class that starts Sept 8

Greg,

Thank you for your telephone call and prompt response. I was unable to open the .jpg file that was attached to each of the emails, so your telephone call was especially valuable. I will certainly consider the FTE courses that you recommended in the Spring. At this point my plans for the Spring are uncertain.

I appreciate your information regarding the University of Wisconsin. Since this fall is relatively free for me, I may pursue one or two of those options.

Best regards,

Sally




--- On Fri, 9/5/08, Greg Pratt <gpratt@fte.org> wrote:

From: Greg Pratt <gpratt@fte.org>
Subject: RE: Seeking admission to Capitalism for the Poor class that starts Sept 8
To: skdickson@yahoo.com
Date: Friday, September 5, 2008, 3:39 PM

Sally

Another option for your graduate economics work would be:


Online Graduate Courses
Economic Education for Teachers
University of Wisconsin.


Location: Online via the Internet

Times: No specific time of day requirements

Partial Tuition Reimbursement for Wisconsin Teachers!


Todd

Welcome to EDSUO. You will be one busy fellow, two online classes for your first attempt at online learning. This will certainly be a worthwhile challenge.

You will see my colleague John Kessler at your Oct. conference. He is a master teacher for the FTE and will teach EOFT2 in the Spring.

You will certainly have very positive things to share about the FTE - Debbie Henney your EOFT1 instructor is another master teacher.

Your password is test

Again, welcome to the FTE on our online program. We are delighted you have selected these courses for your professional development.

Greg

-----Original Message-----
From: Todd DeVries [mailto:tdevries@westville.k12.in.us]
Sent: Mon 9/8/2008 7:00 AM
To: Greg Pratt
Subject: successfully enrolled

Mr. Pratt,

I have successfully enrolled. I am currently reading about and trying to understand the discussion board. Luckily I work with a lot of people that have good computer skills that will help me if I get stuck on the technical aspects of the course. I am also in EOFT-1. I do need a password from you to take the pretest. I am really excited about taking the course. I am speaking at an Indiana Council on Economic Education conference on October 14 and I hope to have good things to say about my FTE experience. I also use Mankiw materials. I like his book a lot.

Thank you,

Todd DeVries

4. Email communication includes subject and salutation.

This is affirmative and I have copied my coordinating professor on e mails throughout the course to verify this.~Greg Pratt (Intern)

Once again, your work in this area has been exceptional. You are proactive, you share freely, and you anticipated my needs in a way that made our work together seem almost intuitive. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

5. Intern’s discussion additions expand the learning and stimulate additional research, questions and/or discussion.

6. Words are sincere and open, coming from a place of mutual learning versus a place of authority.

This has always been my goal and I see significant evolution in this area as a result of the modeling of Den O Connor, Susan Manning and Datta Kaur.~Greg Pratt (Intern)

Voice, tone, presence have been objects of study throughout the certificate program. The instructor's ability to project personality, caring, support, and professional connection is an essential ingredient when creating an online classroom built upon constructivist theory. Greg has created a community of practice in his classroom. I've shared in his excitement as the discussions lit up and the learner commitment caught fire in his FTE class. I've also appreciated how his presence in our graduate classes has enriched the learning environment. Greg is a gifted instructor with a passion for online learning. He is a co-learner in the best sense of the word. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

See examples below


This has always been my goal and I see significant evolution in this area as a result of the modeling of Den O Connor, Susan Manning and Datta Kaur.


See examples below

" Microlending and microcredit needs government regulation (oddly enough) in our Capitalist society to ensure that profit motives don’t detract from microlending’s initial goals."

Great opening salvo in our discussion. James, you raise a very important issue. I want to remind you all of the key distinction we make in economics between positive economics and normative economics.

As Kathy reminds us in the introduction to our course, the FTE approach in CAPO is to recognize the dimensions to the debate - and government involvement is a major portion of that debate - and attempt a reasoned review of the evidence.

Parallel to regulation of microlending practices in other countries, the debate over payday loans seems much more focused on normative argumentation, rather than a more civil discourse predicated upon positive analysis.
"Predatory Reporting" on Payday Lending?
Donald Rieck,
July 18, 2008
Note: I am not certain if the organization that housed this analysis is in fact non partisan.
Federal Reserve Bank of NY Working Paper
Payday Holiday: How Households Fare after Payday Credit Bans
Paige Skiba (Vanderbilt Law School) and Jeremy Tobacman (Oxford),
"The Profitability of Payday Loans"
As to the issue of government regulation, the impact of government regulation on entrepreneurship and ultimate development and growth, I recommend: (the title is unfortunate, the subtitle is a much better tip off to the content of these outstanding essays dealing specifically with the issue of entrepreneurship and development.

Entrepreneurship and the Process of Economic Development
Greg
"receive a high quality education"

Interesting hypothesis.

The research is generating some interesting questions about the role of education, particularly in those parts of the world that are suffering extreme poverty.



"An accessible read by a well known economic historian.

A masterful work by two leading economists on some of the biggest issues in economics: economic growth, human capital, and inequality. There are fundamental insights in the book, not just about our past but also our future. Rigorous but not overly technical, this beautifully written book will appeal to educated lay people and economists alike."

--Steven D. Levitt, University of Chicago, co-author of Freakonomics

The book received mixed reviews but should, I think, be on our reading lists.

Tyler Cowen review

Kling comments
Thanks for prompting a key point in our discussion. Truly engaging and important questions or hypothesis have more than one possible response or outcome. The world is complex and the tendency to reduce issues to simplicity, while a goal of theorizing, must be balanced with a willingness to try to look at the data to get a good idea of what exists.
While Wal Mart is a very small piece of the world economy, and Wal Mart inflames opinions, much like the larger question-is capitalism good for the poor.
I thought you might find the following interesting thanks to Cafe Hayek, one of the blogs that I reference in our external links section.
The point is not to argue one way or the other about the Wal Mart effect, it is to reinforce what we are doing in this course - those of you who viewed Kathy Ratte's wonderful video introduction heard her say we are looking as best we can at the evidence. What, as best as we can, does the data say about the impact upon poverty of capitalism?
One academic study - Dean and Sobel (printed in a CATO publication).
The Wal Mart archive over at Cafe Hayek click here
Hot topics from the FTE site on Wal Mart that are provocative.
How Hurricane Katrina Polished Wal-Mart's Image
The “Wal-Mart Bill”– Is it helping low-wage workers?





Kevin

Great point, we will discuss this issue going forward and look at data. Does the US have a great number of poor people.

In our course we will review various measures of poverty, look at poverty around the world, identify areas in which poverty (by the definitions we develop) is decreasing and the one area of the world that is experiencing increasing poverty.

I tell my students that, compared to the rest of the world now and over time, that . . . well, I'll wait till you all see the data and then you all can complete the thought.


Outstanding point.

Greg

7. Treats students as ‘valued customers.’

First, I take issue with the term customers. I attempt to treat all my colleagues as just that, valued colleagues and members of a learning community committed to the mutual engagement of a community of learning. Examples of this can be found above in my responses to 1 – 6.~Greg Pratt (Intern)

When an economics teacher takes issue with the phrase 'valued customers' I have to pay attention. It is my intent to convey the need for professional, attentive, and responsive service to the learners needs. Since we charge tuition, the learner is paying for a service. By thinking in terms of quality service and valued customers, we acknowledge that students have a choice about where they learn. This is especially true in online education. I see what you mean here Greg. You look for the collegial bond of teacher and student that transcends the 'customer relationship'. I applaud your commitment to the learner. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)
Discussion interaction

1. Intern promotes student understanding of the connection between course work and professional work outside of the online classroom.

2. Intern encouraged reciprocity, teamwork and collaboration

3. Intern observes student posts and adds personal additions during the most appropriate time period.

Affirmative and my supervising instructor, with access to the course site verified the level of observation and moderation.~Greg Pratt (Intern)

Interaction is one of Greg's great talents. He is truly exceptional in his passion for communication and connection. He can reach across the Internet right into your awareness with a variety of methods and technologies. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate) ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

4. Intern’s discussion additions expand the learning and stimulate additional research, questions and/or discussion.

Affirmative and my supervising instructor, with access to the course site verified the level of observation and moderation. During the first week of discussion made use of youtube videos embedded in the discussion to advance and extend the conversation.~Greg Pratt (Intern)

I've found that the first week of instruction is vital to student retention. An online student who feels 'visible' to the instructor, and welcomed to the environment, will more quickly experience a bond with colleagues that helps them commit to the learning experience. Greg goes the extra mile to make this happen. He's very aware of the need to connect with voice, tone, and presence. It was a pleasure to watch him work (and learn from his methods.) ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

Attached is a draft prepared by David Colander and KimMarie McGoldrick. This 31 page overview of the current state of our profession is worth a read. A number of you are actively involved at the college level and all of you send some of your students to higher education.~Greg Pratt (Intern)

Greg has demonstrated the ability to apply research and e-learning pedagogy at both the individual classroom and larger system level. He's got a hungry mind and I've seen the wheels constantly turning as he thinks beyond the individual class, to how an entire online learning enterprise can be administered. He's got the vision to take on program management as well as be an extraordinary online teacher. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

This project was underwritten by a grant from the Teagle Foundation to the Committee on Economic Education. The goal was to produce a white paper on the economics major as part of a liberal education.

The attached document touches on:

What is the appropriate training for a person who will be teaching in a liberal arts school?

What incentives would motivate the creation of institutional value through teaching?

What is the best way to teach introductory economics, and are we training anyone to do it?

Is the disciplinary nature of undergraduate education squeezing out asking the big-think questions, and replacing them with little-think questions?

This report will be presented in a condensed version at the ASSA meetings this January, and the authors have contracted with Elgar Press to produce a volume which is anchored by this lengthier version of the report.

I learned of this document through eco-teach - an outstanding listserv dealing with the teaching of economics.

The link is available within our course site.

-----Original Message-----
From: Adams, Sabine [mailto:adamss1@northwood.edu]
Sent: Wed 9/10/2008 12:30 PM
To: Greg Pratt
Subject: RE: CAPOfte: The Economics Major and a Liberal Education

Hello,
My email truncated when you wrote I learned of this document through .

Could you forward me the remainder of the email and I'll combine the two (or resend if that's easier).
Thanks,
Sabine Adams

5. Posts at least 3 times per week.

During the first week of class, my postings took place on 6 of the 7 days.

6. Models professional presence (logs in 5 of 7 days).

See data from first week of class:


Administrative/Teaching tasks
Pre-course

1. Reviews all links and course readings and links to be sure all are updated and available.
2. Reviews all course materials closely for needed text edits.
3. Provides feedback on course design, technical tools and dynamics.
4. Participates in a weekly phone/ Skype conference with cooperating teacher.

Weekly tasks

1. An active discussion participant, posting at least 3 times per week.

Yes, see above.

2. Provides weekly announcement that include consolidated discussion highlights.

Yes, the coordinating instructor was able to verify.

3. Answers’ student technical questions with patience, confidence and resourcefulness.

Always a challenge, but I try. See below for an example:~Greg Pratt (Intern)

We've outlined weekly tasks as part of this self-assessment as a way of stating best practices. Greg demonstrates those best practices every week. His use of wikis supplements the standard CMS (In this case, Greg was teaching with Blackboard). His students are emailed wiki updates that summarize weekly events. The technology reaches out to the student, so that even if they haven't logged into the online classroom, they've been notified of changes via email. This adds a proactive dimension to his work. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate).


Hi Sabine

Wonderful participation in CAPO! We have a tremendous group and it is a delight to watch your interaction with this group.

You are good to go with the intro and CAPO discussions (be certain you return to read both before the 18th). If you feel compelled to participate with later posts in either discussion thread that would be great but not required.

So, yep, you are ahead. Just looking for the i.1 assignment via e mail - an elaboration of your post and the i.2 assignment on Douglass North - both of which are not due till the 21st.

Looking forward to our semester together, this group has moved quickly into some very deep and important areas.

Greg


-----Original Message-----
From: Adams, Sabine [mailto:adamss1@northwood.edu]
Sent: Thu 9/11/2008 2:30 PM
To: Greg Pratt
Subject: RE: Deadline for introduction/Is Capitalism Good for the Poor? original postings Thursday, Sept. 18: CAPOfte

Hello,
I wasn't sure if I was ahead or behind when I logged on to the discussion board because the Thursday and Sunday deadlines might have been due by 9/8. I do see that my pre-test and introduction posted in "check grades". I hope that my initial comment "Is Capitalism Good for the Poor" was posted satisfactorily and timely since tonight is the deadline. I had posted a response to Ruth right after that, but since it was last Sunday rather than this Sunday, does it not qualify in the required time frame? Should I post two more responses rather than one more?

Thanks,
Sabine Adams

________________________________
From: Greg Pratt [mailto:gpratt@fte.org]
Sent: Thursday, September 11, 2008 9:27 AM
Subject: Deadline for introduction/Is Capitalism Good for the Poor? original postings Thursday, Sept. 18: CAPOfte

Good morning:

Welcome to those of you who have recently enrolled in our Blackboard course site. To ease you mind you are not behind at all. You have just joined a learning community that is filled with acute type As who engage early and often. I am certain you will be in the flow this weekend.

Deadline for Introduction one is Sept 21. Please note the process for discussion postings - the original response is due the Thursday prior to the due date - Sept. 18. So /Is Capitalism Good for the Poor? original postings are due Thursday, Sept. 18. See item 5 below. So, many of you type As completed the introduction postings one week early. This is a good thing. If you just joined class you are not behind. This is the "flow" of the class. Original postings are due the Thursday before the unit due date (check your syllabus) Please e mail if you are confused about this flow or due date process. Then, you will post replies between Thursday to Sunday. What does this mean? Well, you early posters will need to remember to return to Is Capitalism Good for the Poor next week between Thursday and Sunday to continue the discussion. I suspect that this comment is unnecessary - as a group you clearly are stimulated by online discussion - keep it up!

WOW! In looking back over our first 3 days together I am certain you are as amazed as I am. This learning community has come together and as I "listen" to our discussions it is as if I am with you all in a seminar room engaged in a thoughtful, civil and critical debate.

In looking at our class (see attachment) we have a diverse group of professionals that are highly engaged in teaching, the community and family. The FTE realizes that your opportunity cost for participating in this course is very high. Your integration into our learning community not only confirms Hayek's spontaneous order but shows that the busiest people accomplish the most. I am inspired to see what you accomplish, given your individual trade offs.

That said, a couple of items to include in your procedure:

1. Check your e mail regularly (*daily?). If you have another preferred e mail go to profile in our course site and change the e mail preference.

2. Check the course site regularly (*daily?). For example, I have posted the link to The Economics Major and Liberal Education - I apologize for the failure of the link to attach to yesterday's class email.

3. Discussion board netiquette. WOW! Our community is so engaged and thoughtful. One "suggestion" (this "suggestion" applies to all future discussion threads) when you return to the discussion thread to read posting/replies and reply to your colleagues, select a colleague posting for reply that has no replies or only one or two replies. Also, if someone posts a direct reply or comment to your posting, post a response. And, as the rubric indicates, read all postings and replies to each thread.

4. Unit 1 discussion. I know that many of you are chomping at the bit to move ahead. And, in unit 1 we will address most, if not all, the excellent issues you are raising in the Is Capitalism Good for the Poor? discussion. That lesson and set of discussion topics will be made available on Sept. 15.

5. Due dates for discussions - as you read the rubric, you will see that the due date for original postings will be Thursday evening before the unit closes. Replies will need to be posted as directed. You have modeled exemplary discussion so far. For those of you who just enrolled, you will want to post to the Introduce yourself and Is Capitalism Good for the Poor.

6. How do I know if I am done with the Introductory Unit which is due on Sept. 21?

You have e mailed me for the pre test password.
You have taken the pre test.
You have read and printed out the syllabus.
You have read the staff information.
You have read and printed out the grading rubrics.
You have clicked on Lessons, clicked on Introduction and completed lessons i.1 and i.2.
Lesson i.1 - Read The History of World Economic Growth, Posted an introduction to the discussion board by Thursday (tonight). Posted a comment to Is Capitalism Good for the Poor by Thursday (tonight). Elaborate on your discussion forum posting by submitting, to your instructor, a 3-5 paragraph position paper on the question: Is Capitalism Good for the Poor? You will sent this to my via e mail by the end of our unit on Sept. 21. Completed the pre test. As of today - two of you have completed lesson i.1
Lesson i.2 - Read both Gary Walton and Douglass North. Only one activity for you in lesson i.2 beyond the reading of Walton and North. These two readings are foundational, so be certain you have reviewed them carefully. Write, in your own words, a 2-sentence summary/generalization of the main point of each section (I-VII) of the Nobel acceptance speech. List at least 3 implications of North's work for government policies and NGO programs designed to help the poor. Submit the answers to question #1 in the text (no attached files, please) of an email with the subject "Lesson I.2 Assignment" No one has completed lesson i.2 yet - the due date is Sept. 21.
I have clicked on the long term assignments and reviewed those essential summative activities and begun to think of them both.

Yep, this is a great deal of information and the introductory unit is representative of the work load in the remaining 6 units. Each unit lasts 2 weeks and I open each unit one week early. Therefore, you will have 3 weeks to accomplish the work load in each unit. It is clear that you are all highly motivated and it is amazing how much you have accomplished in such a short period of time given the intensity of your individual schedules. That said, if an issue arises e mail me immediately. I am here to assist you and we will make certain that your experience in CAPO is a valuable one.

Have a great weekend and I wonder - can any of you correctly identify all your classmates? (see attached).


Greg

4. Agrees upon week’s tasks with instructor and provides the service within the agreed upon time frame.

Yes and Den O Connor was a pleasure to work with.

Greg has been great at energetically connecting the class he's been teaching to the thinking and sharing we do in the practicum. If anything, he's been ahead of schedule when it comes to the timeline. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)
Course development
1) Intern discussion facilitation -
During the course weeks, the intern will facilitate one required discussion forum. The intern will review student participation of this forum and supply the instructor with student points and feedback.

I facilitated all discussion in the course and made the discussions available to the coordinating professor to monitor.~Greg Pratt (Intern)

There are two tracks in the practicum class. I place novice online instructors in a graduate class at UW-Stout where they team teach with a veteran. For experienced instructors, such as Greg, I have the pleasure of monitoring their work and discussing the dynamics of their online interactions. He's made my job a pleasure. Greg knows what he's doing! ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)


Course development continued…
2) Intern discussion initiation and facilitation -
The intern will initiate one ‘optional’ discussion topic based on student input and interests. The intern will present, setup and facilitate this discussion with students.

I facilitated all the six discussion topics in the course and made the discussions available to the coordinating professor for examination and review. I am very appreciative of the imput that Den provided, in addition to specific suggestions on discussion topic 1 in CAPO, he modeled exemplary mentoring and facilitation in our online discussions in the practicum, a very valuable experience.~Greg Pratt (Intern)

Done.
3) Intern technology tool initiation and support -
The intern will offer students a description with support for one unique technology tool that is seemingly new to most students. ( Alternate: Introduce a new tool to a class you are already taking.)

Hum, this was a challenge – I did model the use of YouTube as an extension for replying to discussion board postings in the first unit posting – Is Capitalism Good for the Poor?~Greg Pratt (Intern)

Greg already does much more with the technology (Wikis, podcasting, animated avitars) than most instructors. It was great to see the use of YouTube in his class. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)


4) Intern technology tool initiation and support -
The intern will setup and facilitate one ‘optional’ synchronous conference for students. The intern will summarize the highlights of this conference and provide these highlights to all students. (This is often waived by the Cooperating Teacher. Up for negotiation to say the least!)

Waived – the participants in the class would rebel and kill me.

Sometimes synchronous tools are not the right choice. Given the high degree of asynchronous interaction Greg offers in his classes, and his availability via Skype or landline, there isn't any need for a synchronous conference for students. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)



*This list may be revised by the Cooperating Teacher to better fit the circumstances of the class.
*Not all criteria need be applied.
*Cooperating Teacher and Intern will share this document.
*Intern to use this document for self-evaluation at several points during the internship.


Instructor assessment of intern skills and characteristics

Intern skills and characteristics	Exemplary	Proficient	Developing
Cooperation	X
Timeliness	X
Effectiveness	X
Attention to detail		X
Professionalism	X
Dependability	X
Enthusiasm	X
Attentiveness	X
Online instructor skills	X

Additional comments by instructor.

It should be clear from my comments that I think very highly of Greg as an online instructor. He has true passion for both learning and teaching. I see in him a desire for continual improvement. The more he teaches online, the better he will get. This is because he thinks deeply about his professional practice and then energetically applies his new ideas to his courses. He's a lifetime co-learner. No doubt about it, Greg's in the right place at the right time! ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

Intern self-assessment

Intern skills and characteristics	Exemplary	Proficient	Developing
Cooperation		X
Timeliness	X
Effectiveness		X
Attention to detail		X
Professionalism		X
Dependability	X
Enthusiasm	X
Attentiveness		X
Online instructor skills			X

Additional comments by intern.

Greg Pratt, Intern

This is an extremely valuable experience. The courses leading up to this practicum have significantly improved my tool kit and my skill set and have motivated an evolution in my instruction – both online and in person. The practicum allowed me to apply the combination of instructional tools and pedagogy in an individualized manner. This was extremely useful for me as I was able to determine areas that I need to devote attention to in my future evolution as a teacher. In addition to my own individual evolution, another very valuable element of my work in this practicum was my access to a master teacher and a network of like minded colleagues. The instructional design of this course maximized my exposure to alternative approaches to online teaching and learning.~Greg Pratt (Intern)

Intern assessment of instructor skills and characteristics

Intern skills and characteristics	Exemplary	Proficient	Developing
Cooperation X
Timeliness X
Effectiveness X
Attention to detail X
Professionalism X
Dependability X
Enthusiasm X
Attentiveness X

Signed by instructor Date Dennis O'Connor, 11/24/08



Signed by intern Greg Pratt Date Nov. 25, 2008