Each semester I have students provide comments on how to improve the Web course in their final assignment. Then I create a PowerPoint with all their suggestions and my comments and post it in Discussions for them to see and comment on.
An example of the PowerPoint is here:
http://www.slideshare.net/wiljs/student-suggetions-to-improve-web-course
This allows me to get some feedback from the students. Often I get some comments in Discussions and always find their thoughts useful as I prepare for the coming semester.
Thursday, December 10, 2009
Tuesday, December 8, 2009
How to YouTube Successfully
Check out this University Business article about using YouTube for academics:
http://www.universitybusiness.com/viewarticle.aspx?articleid=1459
http://www.universitybusiness.com/viewarticle.aspx?articleid=1459
Wednesday, November 18, 2009
Using assignments to teach tough topics
In two Web classes I have some assignments that students struggle with each semester. To prolong the learning experience of the assignment I use email or group discussion topics to provide feedback over several days or even weeks.
Traditionally a teacher gives out an assignment and materials, the student does it and turns it in. Then the teacher grades it and provides comments and then all move on. This ends what could be a valuable learning experience for the student.
I have learning modules that explain the assignments in detail and references to help the students out. But today's students like the just in time concept. They want information on something specific and only that. And on their time schedule.
So what I do is invite the students to email me their work. I tell students to get their work to me at least 48 hours before the due date to be sure of getting help. As the due date looms it becomes difficult to respond to everyone.
In the emails, I note errors and send it back and then they work on it again. This happens for some assignments many many times.
I try to keep my replies short and don't try to cover every error I see. I provide short emails pointing out something that is wrong and give some direction on how to fix it.
This process is time intensive and gets frantic as the deadline approaches and more students decide to get started.
But if you are willing to spend the time, there is no surer way of getting the students to understand the material than through this email exchange.
In one class I have groups and many group projects. Here I do the same thing, but limit all communications to the group discussion topics. Email is forbidden for group projects. If a student sends an email to ask about the group assignment I answer it in their group topic. This way all communication is public.
This works for many students, but there are some students who roll in on an assignment at the last minute.
I can't be just in time for them.
Traditionally a teacher gives out an assignment and materials, the student does it and turns it in. Then the teacher grades it and provides comments and then all move on. This ends what could be a valuable learning experience for the student.
I have learning modules that explain the assignments in detail and references to help the students out. But today's students like the just in time concept. They want information on something specific and only that. And on their time schedule.
So what I do is invite the students to email me their work. I tell students to get their work to me at least 48 hours before the due date to be sure of getting help. As the due date looms it becomes difficult to respond to everyone.
In the emails, I note errors and send it back and then they work on it again. This happens for some assignments many many times.
I try to keep my replies short and don't try to cover every error I see. I provide short emails pointing out something that is wrong and give some direction on how to fix it.
This process is time intensive and gets frantic as the deadline approaches and more students decide to get started.
But if you are willing to spend the time, there is no surer way of getting the students to understand the material than through this email exchange.
In one class I have groups and many group projects. Here I do the same thing, but limit all communications to the group discussion topics. Email is forbidden for group projects. If a student sends an email to ask about the group assignment I answer it in their group topic. This way all communication is public.
This works for many students, but there are some students who roll in on an assignment at the last minute.
I can't be just in time for them.
Sunday, November 8, 2009
Using Groups in WebCT? Here's Some Tips and Tricks!
Check out these tips, trick, and tutorials for using groups in WebCT:
http://courses.csusm.edu/resources/webct/webct6/groupstool.htm
http://courses.csusm.edu/resources/webct/webct6/groupstool.htm
Tuesday, October 27, 2009
Turning on all the tools
Consider making many WebCT/BB tools available to your students. They appreciate having them even if you do not use them in your course.
If you don't use:
These should be available whether or not you use them in the course:
For example if Roster is available and if the student edits their entry to include an email address they can then go to Mail and have all WebCT email forwarded to this account. Some find this useful.
But they can only do it if you also change the setting for the Mail tool (go to Manage Course>>Settings>>Mail to allow this). If you decide to do this, change the attachment size while you are there so that students (and you) don't get error messages when they try to attach a file that exceeds the limit in the setting.
Some teachers don't use the grade book, but students really like the it.
Especially if the teacher takes the time to turn on statistics for each graded event and remove non graded events. It is disorientating for students to review My Grades and see many entries that are not used. Once the grade book is set up and you allow statistics for each graded event it keeps itself. As students takes tests those grades go to the correct column and the same is true for Discussion Questions and Assignments.
Statistics allow students to compare each of their grades with others in the class. When they View Statistics they can see a histrogram with the distribution of grades for this event. They can also see the Count, Average Score, Median, Maximum, Minimum and Standard Deviation.
My Files allows student to save their work to WebCT and wherever they go and log on their work is there with them. When it is ready to submit they can attach the file directly from My Files to the Assignment.
My Progress shows students detailed information about each session they have in WebCT along with information about how long the session lasted and what they did. One of my classes uses this tool to help them report how much time they spend on the course each week. But even if not used in the class, students like to review these statistics about their WebCT sessions.
So consider making WebCT tools available in your courses even if you don't use them. Many students will use them and they will be grateful.
If you don't use:
- Announcements
- Assessments
- Assignments
- Scorm
- Goals
- Learning Modules
- My Grades
- Web Links
- Media Library
These should be available whether or not you use them in the course:
- Calendar
- Chat
- Roster
- Search
- Who's Online
- My Files
- My Progress
- Notes
For example if Roster is available and if the student edits their entry to include an email address they can then go to Mail and have all WebCT email forwarded to this account. Some find this useful.
But they can only do it if you also change the setting for the Mail tool (go to Manage Course>>Settings>>Mail to allow this). If you decide to do this, change the attachment size while you are there so that students (and you) don't get error messages when they try to attach a file that exceeds the limit in the setting.
Some teachers don't use the grade book, but students really like the it.
Especially if the teacher takes the time to turn on statistics for each graded event and remove non graded events. It is disorientating for students to review My Grades and see many entries that are not used. Once the grade book is set up and you allow statistics for each graded event it keeps itself. As students takes tests those grades go to the correct column and the same is true for Discussion Questions and Assignments.
Statistics allow students to compare each of their grades with others in the class. When they View Statistics they can see a histrogram with the distribution of grades for this event. They can also see the Count, Average Score, Median, Maximum, Minimum and Standard Deviation.
My Files allows student to save their work to WebCT and wherever they go and log on their work is there with them. When it is ready to submit they can attach the file directly from My Files to the Assignment.
My Progress shows students detailed information about each session they have in WebCT along with information about how long the session lasted and what they did. One of my classes uses this tool to help them report how much time they spend on the course each week. But even if not used in the class, students like to review these statistics about their WebCT sessions.
So consider making WebCT tools available in your courses even if you don't use them. Many students will use them and they will be grateful.
Wednesday, October 14, 2009
Some Interesting Articles I've Seen Lately
Faculty Focus is a great resource for online instructors. Check out some of the recent articles:
Tips to Reduce Cheating in the College Classroom
Understanding What’s Needed for Online Teaching Success
Reaching Online Students with Learning Disabilities
Assessing Online Learning: Strategies, Challenges and Opportunities (Free Report, but must sign up)
Tips to Reduce Cheating in the College Classroom
Understanding What’s Needed for Online Teaching Success
Reaching Online Students with Learning Disabilities
Assessing Online Learning: Strategies, Challenges and Opportunities (Free Report, but must sign up)
Saturday, October 3, 2009
Using student's self introduction to get best practices
This semester I asked students when they did their self introduction to include a best practice for Web courses that they saw in other courses, had heard about or just what they would like to see me do.
In my 2 Web courses the most often cited item was prompt feedback.
Several students mentioned other courses where they waited up to 2 weeks for an answer to a question.
Several more mentioned that they had to submit a second assignment before the teacher had graded the first one and so were unsure how they would do.
Many cited hating a course with multiple graded events spread out through each week. Especially when the teacher only grades once a week or less often. They prefer all graded events due on one day.
Others liked the fact that they could access all the different tools many ways in my courses.
For examples they can get to quizzes and tests by going to Assessments, the course calendar, or through learning modules. Some mentioned courses where the teacher forced students to navigate to certain things certain ways.
Others mentioned they like it when they have access to the whole course immediately. They explained that in some courses they have to wait each week to see what they will do the next week because it is only available one week at a time. They did not know if the teacher was building the course or if the teacher just wanted the student to only see part of it.
So give it a try...force your students to provide a best practice and see what you can learn about making your course better.
John
In my 2 Web courses the most often cited item was prompt feedback.
Several students mentioned other courses where they waited up to 2 weeks for an answer to a question.
Several more mentioned that they had to submit a second assignment before the teacher had graded the first one and so were unsure how they would do.
Many cited hating a course with multiple graded events spread out through each week. Especially when the teacher only grades once a week or less often. They prefer all graded events due on one day.
Others liked the fact that they could access all the different tools many ways in my courses.
For examples they can get to quizzes and tests by going to Assessments, the course calendar, or through learning modules. Some mentioned courses where the teacher forced students to navigate to certain things certain ways.
Others mentioned they like it when they have access to the whole course immediately. They explained that in some courses they have to wait each week to see what they will do the next week because it is only available one week at a time. They did not know if the teacher was building the course or if the teacher just wanted the student to only see part of it.
So give it a try...force your students to provide a best practice and see what you can learn about making your course better.
John
Anonymous Feedback or Suggestion Discussion Topic
Actually all my discussion topics are anonymous except ones where I have to see who is posting what like the self introduction topic.
An anonymous feedback or suggestion topic is one way to get input that you otherwise could not get. Some have told me that they don't want to see feedback from someone who is afraid to post their name along with their comment. But students have many reasons for remaining silent if they know that what they say can be identified with them.
Have you never been in a situation where you would like to say something but don't?
I am grateful for any feedback I get. Even though most of my discussion topics are anonymous, several students don't mind sharing and signing their posts.
During the semester I will ask questions in the suggestion topic like what would be a better way to form groups than the way I did and often I get valuable ideas on how to improve the course that I am not smart enough to think of.
An anonymous feedback or suggestion topic is one way to get input that you otherwise could not get. Some have told me that they don't want to see feedback from someone who is afraid to post their name along with their comment. But students have many reasons for remaining silent if they know that what they say can be identified with them.
Have you never been in a situation where you would like to say something but don't?
I am grateful for any feedback I get. Even though most of my discussion topics are anonymous, several students don't mind sharing and signing their posts.
During the semester I will ask questions in the suggestion topic like what would be a better way to form groups than the way I did and often I get valuable ideas on how to improve the course that I am not smart enough to think of.
Monday, September 21, 2009
Online Learning Initiative - Free
Check out this link to free materials from Carnegie Mellon (in the great city of Pittsburgh):
http://oli.web.cmu.edu/openlearning/forinstructors/teach-oli
Lots of research, some packaged courses, all of which are free!
http://oli.web.cmu.edu/openlearning/forinstructors/teach-oli
Lots of research, some packaged courses, all of which are free!
Monday, August 24, 2009
Not Necessarily a Best Practice, But...
This post really has nothing to do with Best Practices, but you might want to check out this article:
http://bits.blogs.nytimes.com/2009/08/19/study-finds-that-online-education-beats-the-classroom/?em
Bottom line: "The analysis for the Department of Education found that, on average, students doing some or all of the course online would rank in the 59th percentile in tested performance, compared with the average classroom student scoring in the 50th percentile."
Reference
Lohr, S. Study Finds That Online Education Beats the Classroom. Retrieved August 24, 2009 from The New York Times Bits website: http://bits.blogs.nytimes.com/2009/08/19/study-finds-that-online-education-beats-the-classroom/?em
http://bits.blogs.nytimes.com/2009/08/19/study-finds-that-online-education-beats-the-classroom/?em
Bottom line: "The analysis for the Department of Education found that, on average, students doing some or all of the course online would rank in the 59th percentile in tested performance, compared with the average classroom student scoring in the 50th percentile."
Reference
Lohr, S. Study Finds That Online Education Beats the Classroom. Retrieved August 24, 2009 from The New York Times Bits website: http://bits.blogs.nytimes.com/2009/08/19/study-finds-that-online-education-beats-the-classroom/?em
Thursday, July 30, 2009
Social Learning
In the past couple weeks, I've seen some interesting information about learning styles and social networking. First, the READI (http://www.readi.info/) put out it's report on student readiness for online learning. One item of interest was the data that indicated nearly 30% of learners were identified as "social learners". Then, a great article appeared in Campus Technology magazine about social constructs in learning. You can check out the whole article at:
http://campustechnology.com/articles/2009/07/22/beyond-social-networking-building-toward-learning-communities.aspx
http://campustechnology.com/articles/2009/07/22/beyond-social-networking-building-toward-learning-communities.aspx
Engaging Students in Math Courses Online
Thanks to Liz Rourke, Donna Sperry, and Natalie Cullen for their contributions to this post!
Several of us (see above) had a great chance to talk about best practices in online math classes last week, and I thought I'd share the results of our conversation. Best practices:
-Early feedback (especially to peer postings or peer reviews)
-Provide lecture materials, particularly for items like common student mistakes. These are best provided in some multi-media format such as videos, powerpoints.
-Another great alternative is the "Lesson Session" Donna Sperry invented. Each week she holds a synchronous "Lesson Session" during which she speaks (in the chat room) on a particular topic. She follows this up with opportunities for students to practice and share results, and then ask general questions. She's had great results, by requiring students to attend 3 out of the 14 or 15 available.
-Modeling good discussion posts and requiring students to reply in an acedemic fashion.
-Creating "good" discussion questions. Keys are to ask questions that are authentic, learner-led, reflective or synthesizing. Asking students to complete questions and post answers is definitely NOT effective.
-Provide rubrics for discussion posts.
Specific activities:
Lesson Sessions
WebQuests
Learner-led discussions: Example- Each student must create a word problem that must be solved using a Venn diagram. They must answer at least 2 other students' problems. They also must provide feedback to those who solve their posted problem.
Student Presentations
Group Projects for Authentic Activities (particularly in higher level courses)
Several of us (see above) had a great chance to talk about best practices in online math classes last week, and I thought I'd share the results of our conversation. Best practices:
-Early feedback (especially to peer postings or peer reviews)
-Provide lecture materials, particularly for items like common student mistakes. These are best provided in some multi-media format such as videos, powerpoints.
-Another great alternative is the "Lesson Session" Donna Sperry invented. Each week she holds a synchronous "Lesson Session" during which she speaks (in the chat room) on a particular topic. She follows this up with opportunities for students to practice and share results, and then ask general questions. She's had great results, by requiring students to attend 3 out of the 14 or 15 available.
-Modeling good discussion posts and requiring students to reply in an acedemic fashion.
-Creating "good" discussion questions. Keys are to ask questions that are authentic, learner-led, reflective or synthesizing. Asking students to complete questions and post answers is definitely NOT effective.
-Provide rubrics for discussion posts.
Specific activities:
Lesson Sessions
WebQuests
Learner-led discussions: Example- Each student must create a word problem that must be solved using a Venn diagram. They must answer at least 2 other students' problems. They also must provide feedback to those who solve their posted problem.
Student Presentations
Group Projects for Authentic Activities (particularly in higher level courses)
Wednesday, July 29, 2009
Best Practices in Science Courses Using Online Resources
Question of the Week:
What innovative things do you do to make your online science course better?
Have you web-enhanced your traditional f2f class so you can use online resources? Which ones?
Have you found a great resource online you can share with others?
Post your ideas here using the "comments" link.
Here are a few online resources I use in my online Physics classes:
What innovative things do you do to make your online science course better?
Have you web-enhanced your traditional f2f class so you can use online resources? Which ones?
Have you found a great resource online you can share with others?
Post your ideas here using the "comments" link.
Here are a few online resources I use in my online Physics classes:
- Physlets: What a great name for these Physics Applets! Available at: http://webphysics.davidson.edu/Applets/Applets.html
- Videos from Intelecom: Check out the link to CSM's Resources at: http://www.intelecomonline.net) Contact the DLF (joelk@csmd.edu) for user id and password.
Saturday, July 11, 2009
Question of the Week: Best Online Teaching Tips Resource
I'd like to start a thread here with links to the best Internet sites with online teaching tips. So, what sites do you use? My favorite (this week) is Faculty Focus: http://www.facultyfocus.com/.
Of course, this is always subject to change - there are so many great sites out there. Use the comments button below to share your favorite site!
Of course, this is always subject to change - there are so many great sites out there. Use the comments button below to share your favorite site!
Thursday, July 9, 2009
Online Gradebooks
We are looking at some options for online gradebooks. One option is Express Services. Another is WebCT. Send us your best practices for WebCT gradebooks here (use the "Comments" button below). Interested in the Express Services tool and how it might work? Check out these links:
Introduction to Gradebook and Preparing to Set Up a Gradebookhttp://breeze.datatel.com/p58872757/
Set Up a Gradebook in Colleague http://breeze.datatel.com/p55449550/
Using Gradebook for Daily Activitieshttp://breeze.datatel.com/p74082414/
Reporting with Gradebookhttp://breeze.datatel.com/p40738079/
Introduction to Gradebook and Preparing to Set Up a Gradebookhttp://breeze.datatel.com/p58872757/
Set Up a Gradebook in Colleague http://breeze.datatel.com/p55449550/
Using Gradebook for Daily Activitieshttp://breeze.datatel.com/p74082414/
Reporting with Gradebookhttp://breeze.datatel.com/p40738079/
Great Student Feedback Tip
From Daphne Morris:
I suggest that faculty could add a discussion topic on the home page, that allows students to post comments on typos, questions etc. This way I can track all comments for assessment purposes, and have documentation for changes to improve the course.
Wednesday, July 8, 2009
Blackboard Learn at CSM????
Looking for updates on the status of the Blackboard/WebCT upgrade process? Click on the comments button below to see all of the updates that have been sent to the DL Liaisons to date!
Wednesday, June 24, 2009
More on Quality Matters
Ronda, Paul and I attended the Quality Matters Conference a couple weeks ago. For the first conference of the group, it was pretty impressive. A neat idea was the use of panels. I actually ended up chairing one of the panels, and our team consisted of people from around the entire country. It was interesting to try to put together a cohesive presentation with a group of five people who had never met one another, but all had some expertise in a particular topic.
Ronda did a great job of collecting handouts and taking notes. You can see them at:
http://www.dlf.csmd.edu/resources/qmconferencehandouts.pdf (Handouts) and
http://www.dlf.csmd.edu/resources/qm.doc (Ronda's Notes)
Please feel free to contact either me or Ronda (rondaj@csmd.edu) if you have any questions about anything in the links!
Ronda did a great job of collecting handouts and taking notes. You can see them at:
http://www.dlf.csmd.edu/resources/qmconferencehandouts.pdf (Handouts) and
http://www.dlf.csmd.edu/resources/qm.doc (Ronda's Notes)
Please feel free to contact either me or Ronda (rondaj@csmd.edu) if you have any questions about anything in the links!
Friday, May 22, 2009
Quality Matters Applying the QM Rubric
The QM training this week was awesome. What a great group - and the ideas were incredible. There were TOO many ideas, in fact. So, now we have a place to share all the neat things we talked about. You can post by clicking "__ Comments" below OR if you want to be a regular contributor here, let me know via e-mail (ssubocz@csmd.edu).
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