Friday Musing: Premise.. the calm before the storm.


Just because I have a premise does not mean that I am on easy street. There is still a hell of a lot of stuff to do before I am ready to even submit my premise. I am hoping that this will take place next, but that is no guarantee. I am still struggling with the thought that I have no clue what I am doing (I don’t), and that what I am suggesting will be rejected. I think that is my biggest fear that my thought of what I want to write and discussed will be dismissed like yesterday’s newspaper. I really should not feel that way but it is the writer, which resides in me and the fear of being rejected. Which is funny since I have never submitted anything for publication before, but I suppose this would be what it is like. Anyway, I’ll update next week when I have put the finishing touches on my premise.

FM Laster-Curro

“Only the educated are free.” – Epictetus

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Course Update: Completed

Here is the link to the classroom. Here is the code to access the classroom:9m22qr

Let me know what you guys think.  Remember it was my first attempt at making an online class.  Thanks

FM Laster-Curro

“Only the educated are free.” – Epictetus

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Happy Monday

I love starting the week off with one these comics.  It just sets the tone for the rest of week. Let’s get cracking!


FM Laster-Curro

“Only the educated are free.” – Epictetus



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Fake it till you make it

Well, one course down and I’m off to another and my second to last before I begin my dissertation. This course is, of course, the hardest. I am not counting my last course since that course will help become better with whatever research method I select to use for my dissertation. No, now we are working on using the course readings in order to better form arguments; the little things that I am going to use when defending my dissertation. However, I have a few problems.

  1. I am so lost with what the hell to do.
  2. The readings are KILLER.
  3. I am sooooo far behind with my readings.
  4. This course assumes that the students have a premise and is working with their chair on their prospectus.
  5. I have no clue what I want to research, which means I have no premise to turn in let alone a damn prospectus.


Right now I am playing a very, very dangerous game of catch-up in order to do well, pass this course, and move on to the next phase of the game. I have no choice but to come up with a premise, hopefully, I can have on by next week. It’s Spring Break for my schools next week, and I have nothing else to do. Time to pull a Korean University Entrance Exam cram session and get something turned in. I am sad to say that at this point, I just want something to turn it; I don’t have to believe in it, I just need to sell it.


FM Laster-Curro

“Only the educated are free.” – Epictetus


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Module 6 Discussion

Here is the last discussion from my Designing Instruction for eLearning course.   This is what we had to do for that discussion.

Post a fictitious eLearning scenario exploring potential misunderstandings in the design of eLearning courses with potential international audiences. For example, in an eLearning course, requiring course participants to develop lessons that have mixed gender audiences may not be appropriate in some cultures.

Note: Keep descriptions of culture generalized. Do not mention specific countries, race, or cultures. Instead, identify characteristics of a culture to share the parameters.

All in all, I think that I did a great job and I will post my link to my course for next time.

FM Laster-Curro

“Only the educated are free.” – Epictetus

Module 6 Discussion

Consider the following scenario:

A group of middle school students in a Western classroom is working on an online Ancient Culture History project with a class in an Asian country.  Both classes are divided into four teams with an equal number of students from the Western country and the Asian country.  The Western students wanting to impress the Asian students wrote out the Asian students names in their native language, in bold red letters.  The students on the other side were horrified and yelling for their teacher. The teacher saw the problem, became upset and asked the Western teacher to change the color of the letters. The Western teacher did not understand the problem but complied with the Asian teacher’s wishes.  The Asian students and the teacher quickly finished their part of the project and did not request to work with the Western middle school again.

Question: What possibly offended the Asian students? Is there anything that the Western school could have done different in order not to offend the Asian students and their teacher?


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Meme of the Day

I  was coasting along during the last few years, but now, I am entering “that” stage. The stage where I abandon all my joy and push on. This month will now be the most brutal because I’m studying for my Texas teacher certification, need to complete a premise, and then work on my prospects.  Happy Days. Saint Felicia has a nice ring to it as opposed to Ph.D. Student Felicia.

FM Laster-Curro

“Only the educated are free.” – Epictetus


phd memes

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Module 5 Discussion: Part 2

Remember when I stated that I got some “interesting” responses from my colleagues about ability grouping online? Well, here are a couple of the ones I ‘m showing and my response.  Enjoy.

FM Laster

“Only the educated are free.” – Epictetus

Colleague 1:

Hello Felicia,

I am curious about grouping by skill level. How would you determine skill level, and for what skills? Would you pre-assess? In a class such as the one we are currently in, what are the advantages of grouping by skill level? In this instance, I would suggest grouping by interest and personal/professional preference. When it comes to skill level, the only skill set I can think of is technology prowess, and that is a wide range.

Thank you for your post, and I look forward to reading your thoughts,


My response:

Hello Eric;

Thank you for your response. For this class, with adult learners I have no clue how to go about placing students in courses based on ability.  I am only familiar using this approach in K-12 in Korea and Saudi where the approach worked greatly. I taught in private schools in both countries where students took entrance exams I was made aware of their alibies well before the first day of school. The school’s assessments allowed me to place my students appropriately. Now as the school year progressed, I changed groups as needed. Some students improved while some still needed more individual attention.

Colleague 2:

Hi Felicia–

Your prompt is intriguing.  I am interested in hearing what you think about Eric’s question of how to determine skill levels, especially in a three-week course.  My course is aimed at adult learners.  I noticed that much of your cited research is aimed at K-12 classrooms.  Do you think that ability grouping is equally effective when used with adult learners?


My response:

Thank you for your response.  I have used this approach in Korea and Saudi where I taught and I found the approach worked wonders. This was especially helpful since I was not a fluent Korean or Arabic speaker; nor were my students fluent in English.  However the students took entrance exams where I taught so the results were used to place students by ability. Now they didn’t stay in these groups, they were moved based on their ability and how well they worked with their classmates.

I have no experience with adult learners so I have no advice to give on this subject.  For the three-week course I am proposing, this is geared toward a specific school.  I am well aware of the students and their abilities, which is why it is easy to place students by ability.  This can easily be done before students leave for the Winter Break. Again, for an adult course where you do not know who is taking your class; I have no clue as of how to use ability grouping.

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