By Lisa, on May 23rd, 2013 Yes, I also write about History (capitalized – meaning the discipline, not the hobby).
And as a historian, I teach my students the difference between primary sources and secondary sources.
A primary source is one created at the time one is studying. A secondary source is created later, about the subject one is studying.
This isn’t as clear-cut as it sounds.
Documents
Take, for example, the Scopes trial of 1925, in which John Scopes, a high school biology teacher, was tried for teaching evolution, which was against the law. The transcripts of the trial are a primary source. The Wikipedia article about the trial is a secondary source. Ray Ginger’s book “Six Days or Forever? Tennessee v. John Thomas Scopes” is a secondary source.
Or is it? It was written in 1958. It is a secondary source if you’re studying the Scopes trial. But if you’re studying the arguments about evolution during the 1950s, then Ginger’s book is a primary source.
This is the problem with using primary sources to teach history. What era or subject are they primary for?
So I’m looking at Net Texts, since I’m always seeking good resources, and went to their section on Revolution and the New Nation, which mentioned primary source documents, and I noticed that some of them weren’t, at least not for the American Revolution – several were images from the 1820s supposedly portraying events from the Revolution. They seemed to get around the issue by putting “1820s” as the end date of the unit, but I felt that was deceptive. I went to the source, which they claim was the National Archives, assuming that the site would be more reliable in this regard.
It wasn’t. Throughout the National Archives teaching resources, primary sources were emphasized but many weren’t primary to the issue being studied. In many places they were fine, but in some they were later interpretations or were presented with no date so that students couldn’t tell whether they were primary or not.
 (From the Archives, a portrayal of Washington General George Washington and a Committee of Congress at Valley Forge. Winter 1777-78. Copy of engraving after W. H. Powell, published 1866 — Powell was born 24 years after Washington died.) The year after Washington’s death, Parson Weems published the first hagiographic account of the general and President, not only introducing the cherry tree story but glorifying Washington’s character in general. In the early years of the U.S., such moral tales were important to establishing an American identity and ideology. William Henry Powell’s mid-19th century work is more part of this traditional than of the actual events of the Revolutionary War.
In other words, Powell’s painting is a primary source for the 19th century, not 1777-78.
Film
This is not an idle point. Consider, for a moment, movies. Movies are frequently used to teach history. I used to show Hollywood film clips to illustrate historical events if I felt they were portrayed accurately. But over time I realized that these were being seen as primary sources for the era being portrayed, rather than the era the film was made, and that I was encouraging bad history by showing them in that context.
In other words, the American movie Reds (1981) says more about our revision of communism in the 1980s than it does the Russian Revolution. Going back further, the film Battleship Potemkin (1925) says more about the 1920s than the 1905 mutiny it portrays, and Birth of a Nation is about attitudes in 1915 rather than during Reconstruction. The Battle of the Bulge (1965) is about our ideas of WWII as seen from the 1960s. Lawrence of Arabia (1962 – set during WWI), Charge of the Light Brigade (1968, set during the Crimean War), Zulu Dawn (1979 – set in 1879 South Africa) are about the British dealing with the history of their Empire in the 60s and 70s, once it was lost. Breaker Morant (1980, set during Boer War) and Gallipoli (1981, set during the Great War) show Australian culture coming of age during the 80s. Same thing with films from every nation.
That’s why there are so many remakes (such as Mutiny on the Bounty in 1935, 1962, 1984). Each generation takes the stories and interprets them in light of current issues and concerns. It’s a signifiant contextual distinction.
The Web
And it’s very tricky now with the web. NPR recently reported on the first web page (Tim Berners-Lee’s demo page from 1990) having been lost. Very few web pages have what we could call provenance (in fact, the term for web purposes seems to refer to accuracy rather than history).
Original web creations will be difficult to date, and thus difficult to use as primary sources. A meme like Selleck Waterfall Sandwich will be difficult to use. One has to rely on secondary sources to date its origin at 2010. But when I search on Google and set dates further back, it pops up in web pages referring to the meme as far back as 2003.
How will we reliably date less popular items? Anyone using Google to check a student paper for plagiarism knows that tons of text has been copied from website to website – it is impossible to tell the origin of many passages of writing. There is often no “date of publication”.
Not that I’m putting Selleck Waterfall Sandwich on a par with a painting of George Washington or a note written by Thomas Jefferson.
But you get the idea.
By Lisa, on May 16th, 2013 As I go through Kubler-Ross’s five stages of using Moodle 2, I offer the following tips as I’m developing my summer clases.
The Navigation menu
It doesn’t appear on every page, but it has things you need (reports for activity completion and controls for manual grading, expecially). Turn editing on for the main page first to add the Navigation page where you need it.
I add it to every essay exam page so I can use Manual Grading, which brings up all the answers on one screen (Navigation – Course – Week – Assignment – Results - Manual Grading).
Navigation vs Settings
You now have two administrative menus instead of one. Navigation provides access to all your courses, their activities and reports, in one huge menu. Settings provides contextual settings for whatever page you’re on – an activity, forum, or course for the main page.
Both can be docked in the upper left corner, or shown as a block. In some browsers, docking both makes it hard to select and scroll. I usually leave Settings up there and put Navigation blocks on pages where I need it (again, you need to have editing on for the main page to do that).
Changing an already deployed activity
If you have Activity Completion set, the activity locks as soon as a student does the activity, so you can’t make changes. You need to Unlock. Although it threatens you that unlocking will mess up students who’ve take the activity, it won’t.
Automatic embedding and linking
In many cases, creating a live link will embed the video, and typing in a URL will automatically create a live link. This varies across browsers and systems, but not too much.
If it isn’t happening, go into main course Settings – Filters and enable Convert URLs into links and images.
Turn off the scale ranges in the gradebook
If you use qualitative scales for grading, students get confused by seeing the range of marks in the gradebook. You can now turn this off in Grades Settings (you can also turn off the percentages if you don’t want them to see them).
If the print is small and ugly, try the Arialist theme.
It is cleaner and larger.
To get it to accept your code, use your Profile.
It’s totally bizarre, but if you are trying to enter some embed code and it gets stripped, go to your own Profile (Settings – My Profile Settings) and turn off the editor.
Show more students in the gradebook.
Most of us have classes of 35-40 students. To show them all (instead of the default 25) in the gradebook, change the number of students in Grades – My Preferences.
Override the override on graded items.
If you’ve given a student a grade directly in the gradebook (for example, for a late quiz), and need it to revert to regular grading, check the Edit symbol next to that grade and uncheck the Overridden box.
Change the letter grades.
MiraCosta doesn’t have plus and minus grades, so near the end of the class many of us change the letter grade scale. In 1.9 this was easy, but 2′s programming makes it difficult. If you just change things and save, you’ll get an error. First delete all but the top grade by deleting the letters. Then save and go back to add the B, C, D, F with percentages.
Hope this helps or at least prevents some headaches!
By Lisa, on May 13th, 2013 Every semester I ask my students about my online classes. After doing this for many years, I have come to the following conclusions regarding those negative comments, the ones that may be few but that keep us up at night. So if you are dealing with some negative feedback, and blowing it out of proportion, consider:
If you use text, video and audio to explain the navigation of the class at the beginning, they complain that there is too much to do. If you don’t use media to explain the navigation of the class, they complain because they get lost.
If you use a linear form of navigation throughout the class, they complain because they don’t understand what to do. If you use a non-linear form of navigation, they complain that they’re lost.
If you use nested forums where all posts are visible, they complain because the page is too long to scroll. If you use threaded forums where each post must be clicked, they complain that they can’t follow the conversation.
If you use the default buttons in the LMS, they complain because the course is just as boring as their last class. If you don’t use the default buttons in the LMS, they complain because the class doesn’t look the same as their last class.
If you grade things slowly because you’re putting lots of comments on assignments, they complain because they aren’t getting their work back fast enough. If you grade quickly, they complain because they aren’t getting enough detailed feedback.
If you post instructions in one place, they complain that they didn’t see them and so didn’t know about the assignment. If you post them in many places, they get confused that there was so much material they couldn’t find it all.
If you require quizzes provided by the publisher, they complain because either the publisher’s system didn’t work, or they didn’t want a different password, or the wording of the questions was too difficult. If you provide custom quizzes, they complain that the questions were not asking exactly what was written in the readings.
If you are nice and give a student a break on one assignment, they assume that all assignment deadlines are negotiable. If you don’t give them a break, you’re being cruel because it wasn’t their fault.
If you have them submit all assignments privately, they complain because they weren’t given any examples. If you have them work publicly in a forum, they complain because their work is seen by others.
If you have only a few types of tasks, they complain that they weren’t given enough chances to show their knowledge. If you have many different types of tasks, they complain that there was too much to do.
If you provide a rubric, they complain that they didn’t know about it or that their circumstances don’t apply to it. If you don’t provide a rubric, they claim grading was arbitrary.
If you provide only text-based lectures and assignments, they complain because there is so much reading. If you augment with audio or video, they complain because they couldn’t get the technology to work or didn’t think those parts were assigned.
If you do not require context reading aside from lectures, they complain that the course is subjective and they needed the facts. If you provide context reading from Wikipedia, they complain that Wikipedia shouldn’t be assigned because it’s not a good source.
If you do not allow outside readings as a source for writing, they complain because they were limited to only what was provided. If you allow outside readings, they complain because they didn’t know how to choose them or weren’t allowed to use them instead of the assigned readings.
If you create similar interactive activities for each unit, they complain because they’re doing the same thing every week. If you create varied activities for each unit, they complain that it isn’t consistent so they don’t know what to do.
If you do not ask them to complete an anonymous survey, they complain because they weren’t allowed to give feedback about the class. If you do ask them to complete an anonymous survey, they complain about things they would not mention in front of other students.
No, I won’t stop asking them for feedback, and I’ll bet you can tell it’s that grading / marking / begging / exceptions time of year, and many of my students would consider this list a mischaracterization because they love my class, and how it was constructed, and they tell me so, and they are right. But when it comes to considering that negative feedback….pass the grains of salt, please.
By Lisa, on May 9th, 2013 Back in February 2012, I completed a chapter on a model for open, online course for online faculty professional development for an eBook that never happened. Although some of the material was revised for publication in the The Journal of Educators Online, this chapter originally featured a Wild West analogy I was quite fond of, and I’m sad it was never published.
Consider it published.
An Open, Online Course Model to Prepare Faculty to Teach Online
By Lisa, on May 9th, 2013 These are the settings I think need to be changed by administrators to make Moodle 2 a working LMS for teachers.
ADVANCED
Enable outcomes, stats, RSS, completion…
Advanced settings -
“Enable Outcomes” – check for yes
“Enable RSS feeds” – check for yes
“Enable completion tracking” – check for yes
“Enable conditional access” – check for yes
“Enable plagiarism plugins” – check yes if MCC is using them
“Enable statistics” – decide whether server load is worth it
USERS
Remove emails from gradebook
Users–>Permissions–>User policies -> Show User Identity -> uncheck email
GRADES
Enable recovering of previous grades
Grades – General settings – “Recover grades default” – check box
Enable tab navigation in Grades
Grades – General settings – “Navigation method” – tabs
Enable static colum for student names in gradebook
Grade – Report settings – Grader report – enable “Static students column”
Enable quick feedback
Grade – Report settings – Grader report – Quick feedback – check for Yes
Enable quicker grading via AJAX
Grade – Report settings – Grader report – Enable AJAX – check for Yes
LOCATION
Set clock at Pacific Time (or your local time)
Location – Location settings – timezone UTC-7 (for spring-fall, would be UTC-8 for fall-spring)
PLUGINS
Remove requirement for activity description on pages
Plugins – Activity Modules – Page – uncheck “Require activity description”
Continue manual marking of posts as in 1.9
Plugins – Activity Modules – Forums - Manual message read marking – check the box
Timed posts for instructors
Plugins > Activity modules > Forum
Show emoticons
Plugins – Filters – Manage filters – Display emoticons as images (on)
Make available converting URLs into links and images
Plugins – Filters – Manage filters – Convert URLs into links and images (off but available)
Ensure multimedia works
Plugins – Filters – Manage filters – Multimedia plugins – On – apply to content and headings
Set module display to minimize navigation zone, display in all formats, and make popups bigger
Plugins – activity modules – URL
“Frame height” – change to 100
“Available display options” select all,
“Popup width (in pixels) – change to 800, Advanced
“Popup height (in pixels) – change to 600, Advanced
Customize forums
Plugins – Activity modules – Forum -
“Use email address in reply” – check for No
“Read after days” – change to 160
“Maximum attachment size” – change to 2 MB
“Manual message read marking” – check for yes
“Timed posts” – check for yes
SECURITY
Allow object and embed, post changes
Security – Site policies – Allow EMBED and OBJECT tags check box,
Max time to edit posts change to 60 minutes
Prevent text warnings on instructor forum posts
Security – Site policies – Enable Trusted Content
APPEARANCE
Enable html for labels
Appearance – HTML settings – uncheck box to allow html for labels
Add links to view user posts
Appearance – Navigation – check box to add links
Arialist theme for visible new posts
Appearance – Themes – Arialist – CSS box
.forumpost.unread .content {border:2px solid #D88A00;} /*unread post border*/ — change color to #1e00d8
Arialist theme for column size
Appearance – Themes – Arialist – Column width – 250px
Enable AJAX and Javascript
Appearance – AJAX and Javascript – Enable Ajax
Enable course themes
Appearance – Themes – Enable course themes
In addition, teacher roles need to be changed so that teachers may “login as” students, and see the grade link as part of their Activity Report.
By Lisa, on April 23rd, 2013  This semester I did a bad thing – I took something that was working perfectly well (ok, maybe it had one little weakness) and tried to improve it.
By “improve”, I mean I changed it to make it more detailed instead of leaving it broad.
It’s that Contrbution Assessment, the one I’ve been so happy with. I revised it because there were one or two things being misconstrued. The criteria all seemed roughly equivalent, so some thought they could not do any context readings, or not help others. I thought I could fix that.
So I changed it to make the assignment more specific, by asking the students to comment on each of the 12 criteria in the new rubric I made:
————————
Forum Posts, Essays and Final Exams
- Use of class materials and activities is expected.
Essays have made full use (A), good use (B), some use (C), little use (D), or no use (F) of class materials and activities.
- Essay theses must be interpretive.
Essay theses are highly interpretive (A), solidly interpretive (B), primarily factual with some interpretation (C), factual (D) or not a thesis (F).
- Essays must use the required number of primary sources from the forums.
The required number of sources used in the essay are all primary (A or B), mostly primary (C), mostly secondary (D), all secondary or not used(F).
- Sources must be fully cited.
Sources in the essay are fully cited (B), almost all fully cited (B), mostly cited (C), not all cited (D) or not cited (F).
- Writing must be at the college level.
Writing in the essay is at the college level or higher (A), at the college freshman English 100 level (B), at the high school level (C), below the high school level (D or F).
Contribution to the Class
- Students should log in at least three times a week.
Logs in more than three times a week (A), 2-3 times a week (B), once a week (C), less than weekly (D or F).
- Students should post/reply at least three times a week in the forums.
Posts in forums three times a week (A), 2-3 times a week (B or C), once a week (C or D), less than weekly (F).
- Students should respond to guidance from instructor, learn from group (rather than individual) feedback, and get help from the FAQ and college resources as needed.
Responds to instructor guidance as provided through examples, replies, and messages – always (A), almost always (B), mostly (C), occasionally (D), never (F).
- Students should be helpful to others through commenting, suggesting, or providing good examples in the forums.
Is helpful to other students weekly (A), regularly (B), occasionally (C), rarely (D), not at all (F)
- Work in the forum should be connected to class lectures and readings.
Work in the forum is clearly connected to class lectures and readings in every post (A), in many posts (B), in some posts (C), in few posts (D), in no posts (F).Lectures and readings should be completed weekly.
- Lectures and readings have been completed every week on schedule (A), weekly (B), most weeks (C), few weeks (D), rarely (F).
- Student work should reflect the student’s own interests.
Writing for theses and essays has been obviously related to the student’s own interests every week (A), most of the time (B), occasionally (C), rarely (D), never (F).
————————
A couple of things happened, and I noticed it first on the mid-term assessment. Some students copied the whole criteria list, and I couldn’t tell which level they were indicating as the one they achieved (text formatting got lost, I suspect, between their writing program and Moodle). Some just listed them (1,2,3) and just put a grade for each (1.A, 2.B, 3. B+) and I kept having to reference the list to tell what they were assessing. Some ignored it completely and just told me what their grade should be.
Now typically, the grades they tell me are really close to what they’ve contributed in terms of their writing and forum posts, and helping each other. Their evaluations of their own contribution have been honest, and the assignment interesting to grade. I’ve been able to check what they say against a downloaded list of their total posts, and their activity as tracked by the LMS.
But I noticed on the mid-term assessment that the grades were a little more off. More students (not a lot) were saying they should get a higher grade than was indicated. They would even discuss all 12 items, tell me they were earning C’s in three or four of them, then say they should get an A anyway.
And now I’m seeing it again, only more marked, on the end-of-term assessments. Some students didn’t read the comments on the first assessment, so didn’t improve, but listed the same grades and said they should get the same as last time. Many more are asking for higher grades than indicated by the criteria. I’m feeling like a meanie, instead of affirming their view. Ugh.
A couple of possibilities:
The 12 points were overwhelming rather than encouraging of reflection.
The 12 points made it appear overly formulaic, so they felt they didn’t have as much flexibility in determing their grade. It came off like a game to trap them, rather than an iterative process designed to engender self-analysis. People respond to games by deciding not to play – or, if the game seems deceptive, they cheat.
Either way, I constructed this and now need to deconstruct it for the summer, or certainly for the fall, and go back to the way I had it before – reference the rubric, then say what you’ve earned and why, and that’s it. In this case, flexibility was better than precision.
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