One of the big problems with Moodle is that the student profiles are connected to the central installation, not the course in which the student is enrolled.
This means that if I use the central Messages system to talk to students, I cannot tell which of my six (!) Moodle classes they’re in. They assume I can, since they Message from within the class. I spend too much time looking up which class they’re talking about.
So I tried a cgi form I adapted from somewhere, in text input boxes on the main page. I put the ?subject= code in each so I could tell which class they were coming from (the email would arrive with the course name in the subject line). But many students didn’t use it, and would just email me.
Some students need me a lot, so they email a lot, but I could never remember which class they were in and they could never remember to put the class name and section number in their email. In fact, many did not know what their section number was or what it meant, so I’d have three sections of History 111 and have to look them up even if they put History 111 in their email.
I could use a link with mailto:, but that opens a student’s email program on their hard drive. I don’t use my Apple mail, I use Gmail. They mostly use Gmail too, or at least web-based mail, like Yahoo. Hardly anyone uses a desktop program for Gmail anymore.
So I’m trying two tricks.
1) Gmail me
I surfed around until I figured out the code to get a link to open their Gmail so they can use my Gmail with my subject line. For History 111 #1337:
<a href="https://firstname.lastname@example.org&su=Hist111#1337" target="_blank">Gmail Lisa</a>
2) Google Circles
I turned on People Widget in Settings ->General. When a student emails me the first time, I look them up and put them in a circle corresponding to the class section they’re in (I made a circle for each class section). Then with the People Widget on, I can see which class they’re in right next to their email.
It’s better already.
Moodle has always done something horribly wrong – each student’s information is not attached to the class they are in.
I teach at least five different classes in Moodle each semester.
So let’s say a student sends me a Message. I cannot tell which of the five of my classes they’re in. I don’t know which class to open to answer their question. And a few versions ago, Moodle made this worse in their programming by having student profiles be completely separate from the class anyway.
And yes, I’ve asked them to please put their course and section number in the e-mail. That’s running about 50% despite reminders. And it’s so 1998.
For several years, I’ve used my own cgi form, embedded in an HTML block on the main page. I used the form to automatically put in which course they were sending the form from. Thanks to the vagaries of browsers, I’ve had recent complaints that it sometimes doesn’t work.
I tried Quickmail, a plug-in for Moodle, but it doesn’t let me know which class the email is coming from, since its address for the student is the one in the main system.
How about Gmail? Here’s where the weird-ass workaround is.
I figure I should use Gmail to somehow create Groups from the rosters in the enrollment system. But Gmail doesn’t want you to do that – it wants you to add the names to a Group one at a time. Minimum 200 emails per semester. As if.
However, I can use the “Old Contacts” (rather hard to get to at https://www.google.com/contacts/u/0/?cplus=1#contacts) to add a list I’ve made in Excel as a CSV file, using the info from the enrollment system. So I can get them in a Group using Import.
But then, it doesn’t show me in the in-box which group they’re in. Or in their contact info inside the email.
However, if I turn on the setting to “Show the People Widget”, it will show me some info. Not the Group they’re in. But it shows the Circle they’re in. So long as they’re only in one Circle, that is.
So I’ve created a Circle for each class with the name and section number.
You can’t add a bunch of emails to a Circle – they’d all have to be individually selected from my Contacts. I can go down the list in Old Contacts and add them – one at a time. Might have to.
But at least now when a student emails me, I can look them up once and add them to a Circle. Then when they contact me again, I can see which class they’re in.
I suppose the sign of an educated person is that they can learn from anyone and anything. This week I’ve learned from a publisher’s product, and the design it uses could solve some problems. The question is whether those problems should be solved, and whether this is the best way to do it. I’m tempted. They’re doing some very cool things, these publishers.
The product is an interactive textbook, with videos and little quizzes built into the page. They are taking the idea of proximity to its logical extent – everything that relates to the topic is together. The design is intended to force the student to interact with the material several times while on the page, in an effort to reinforce the reading. The reading itself has been scaled down. Each chapter has five or six sections, each section is about four scroll screens, with a single column, lots of white space, and multimedia as well as text. It is obviously designed to look good on a cell phone.
I confess to being impressed (I’ve seen this product demo’d now with two different textbooks), and tempted to adopt. I’ve asked our tech admin to find out how I can integrate this (and other) products into an LMS.
No, go back, don’t be tempted! But I am struggling with student retention and completion as issues the administration takes seriously, so I begin considering adopting this product. What it lacks in breadth it seems to make up for in depth. At the end of each unit, it has students write a reflection that connects the chapter to contemporary topics, and puts their posts into a discussion board. It’s a well-designed “learning system”. I do not buy all their crap about “engagement”, but it does force interaction with the material.
Structured as things are now, this product would replace the textbook. That’s what it’s intended to do. So what is the textbook for? If it’s to provide factual background information to my lectures, this is way bigger than that. It has its own pedagogy and its own interpretation of the material. It requires a different kind of analysis than a new textbook.
My existing course design
First, If I were to assign such a “text”, what would happen to the other elements of my class? These are:
1. My lectures – reported by students every semester as their favorite aspect of the class, my lectures are my interpretation of history and contain embedded primary sources, music, video, and my own voice and video.
2. Primary source research – the second-favorite with students, and my first favorite, I’ve written on using the discussion forum as a lab and I wouldn’t want to lose this.
3. Quizzes – My quizzes now include questions from lecture (including primary sources) and whatever I’m using as a textbook.
4. Writing assignments – I’m down to only five of these per semester, all based on the students’ primary sources in #2.
Since the self-declared reason students drop my class is “the class looked like too much work”, which of these is sacrificed for the more thorough online textual experience? The quizzes might not be an issue, except that they help make sure students are understanding the lecture.
Product location and service
Second, the product is located in a separate web location, in order to make sure everyone is paying for it. I’ve examined several publishers’ products now. Most force you to go outside into what’s becoming their own LMS. Only one lets you bring links in by chapter. I’ve checked out their LMSs, and they won’t work for the primary source forums – forum design is still the weakest area of ed tech, even after 15 years. Most products “link” or “connect” to Blackboard and Moodle, so a student has single sign-on, but the location of the material cannot be put “in” to the LMS in a way that’s seamless. This undermines the whole idea of proximity that is central to the effectiveness of the product. The lack of true integration means that these publishers aren’t yet in the 21st century (I still have to use a phone to call in for their webinars).
Also, because it is not my product, and not a supported LMS, it adds a third layer of possible technological problem and need for support. Publishers are famous for giving you the world until you adopt the product, then not being much help. And everything’s dependent on their servers.
Catering to bad habits
Third, what learning preferences are we catering to with such products? All of the webinars I’ve attended begin with the profs taking turns stating what their greatest challenge is in teaching the x survey class. The answers are totally predictable: underprepared students, getting students to read the text, getting students to use what they read. How do we diagnose these problems? Students aren’t doing the reading, or they’d do better in the class. We want them to do better. We want them to learn. At the same time, we don’t want to lower the standards of the discipline.
The solutions in this product, the depth-over-breadth approach, rely on the “current research” on learning. Well, not on learning, but on student success. Student reading attention span is short, so the solution is to “chunk” information and given them less content. Their reading level is low, so we dumb down the text and put in links to difficult terms. They like video (actually, the publishers claim they learn well with video – I have not seen that to be true in practice), so we add more (short!) videos. Their attention drifts from the text, so we force them to click to see this map, and take a little quiz, and click on the video, and rearrange these items, and do a bit of writing.
So the whole structure of the product is to cater to students who cannot create their own learning pathways, who are accustomed to having everything designed for them, who have difficulty reading and remembering, and who do not know how to study. We support all of these bad habits with this approach, but also use technology to reinforce some depth of understanding.
Weighing the considerations
I’m looking at three ways to go here:
1. Adopt: Foreground the retention concerns and adopt the product, jettisoning at a minimum my quizzes, and making lecture viewing optional. Figure out how to put it into Moodle so I can use the forums for primary sources. Or dump those too.
2. Redesign: Balance the retention concerns with my own pedagogy, by adopting the useful elements of the product using my own technology skills – putting mini-quizzes and pop-up definitions inside of lecture, and dumping the DIY textbooks I’ve been using. This would be, obviously, a huge amount of work.
3. Keep Calm and Carry On: Ignore the retention concerns and continue with my design, which requires extensive reading, weekly 25-question quizzes on lecture and text, weekly primary source posts, and five writing assignments based on these, a workload far less than what I did as a freshman, but which is increasingly becoming anachronistic in a world of weekly log-ins, minimal reading, low-stakes self-checks, and low grading standards.
I confess to being tempted by #1 for the first time in my career. Undertaking #2 is more like a sabbatical project, and could take all my time, but I’d like to explore the options in future posts. #3 is of course the default, encouraging my own bad habits.
The dark side does have cookies. They taste better now, even if they’re not good for you. And we seem to be in a world where everyone just wants dessert, higher grades for less work. Whither the artisanal prof who cares about her field?
Togetherness is a good thing.
It’s pretty clear, even in recent studies, that we want to present information to students in “multiple modalities” (text, graphics, video). But there have been a few studies discussing the placement of “learning objects” (text, video, images) on a webpage, and how that placement relates to learning. The results of a 10-year study at UCSB by Richard Mayer and colleagues focused on how best to use audio, text, video and other media elements (1) . They discovered that how media elements are handled on the screen impacts learning.
Improved learning resulted from adding graphics to text, and from adding text to graphics. But “[t]he trick is to use illustrations that are congruent with the instructional message”, rather than for effect or entertainment.
Interestingly, a conversational tone and the use of an “agent” (a talking head video or animated cartoon), even just the voice, also helped learning.
Explaining graphics with audio improved learning also. But too much was overload. Audio and text explaining a graphic decreased learning, and any gratuitous or dramatic elements added only to get attention caused distraction and also decreased learning.
Putting the issue of relevancy aside for a moment (obviously the text and graphics should both be trying to further the same instructional goal), I think the important issue is proximity. If there is a graph at the top of the page, but the graph is explained with text three paragraphs later, I don’t think it will help.
Proximity is critical, because the relationship between objects that may be obvious to instructors may not be obvious to students.
In my online lectures, I have always put illustrative images next to the appropriate text. I remember in the late 90s repeatedly looking up a cheat sheet my mentor, Kathleen Rippberger, made showing me how to write HTML to wrap text around an image (thank you, HTML). Over time, I came to embed videos, then YouTube videos, also within the lecture page (thank you, embed code). This year, I began embedding the primary sources right into the lecture (thank you, iframe).
The desire to keep things together even caused me to explore putting a lecture and the corresponding discussion together on the same page, which I could do using iframes in Moodle. But the effect is still not seamless, and it looks awkward on mobile devices.
If we extend the principle of proximity to the defaults on a typical Learning Management system, however, we will be disappointed. I despair as I look at Blackboard’s default menu, with everything separated: “course materials” here, discussion forum there, tests way over there. It was this problem that led our instructors to create the main page as an interactive syllabus. But even there, the page is a list of links:
The goal of proximity explains why so many instructors try various forms of “modules” and “units”, which seem to me like online versions of the paper packets we used to use in grade school.
Proximity thinking has come a little late to online education, but it needs a place at the table. The delay has been caused by not only the LMS, but by all the reasons the LMS is popular, including deceptive plug-and-play functionality and ongoing difficulty creating structured learning experiences if you aren’t a web-head. Time to consider proximity as its own design concept, within the LMS if necessary.
(1) Ruth Clark, Six Principles of Effective e-Learning: What Works and Why, Learning Solutions Magazine (2002)
Well, it’s been a long time that we have all been discussing the evils of the Learning Management System. From my own articles back in 2008 and 2009, to Michael Feldstein’s November post with all its responses, those of us who believe we are progressive, non-conformist, future-thinking, out-of-the-box people have been gleefully dissing the LMS. The LMS is a tool that encourages conformity, poor pedagogy, closed silos, commercial exploitation, robo-grading, and the death of the open web. It discourages openness, shared resources, perpetual web portfolios, and the joy of a cloud-based utopia.
I have happily been anti-LMS for many years. And all this time I have been using Moodle.
Some are surprised. I had a colleague come up to me, apologetically, last term. He had an LMS question, but prefaced it with, “I know you don’t use an LMS, but…”
I have been participating in Connected Courses, where naturally we all agree that the LMS hampers connections. Connected Courses is a wonderful idea, with wonderful people. The hub of it is housed on WordPress, a customized installation managed beautifully by the god of WordPress, Alan Levine, and designed by a team fed by a grant. It is not a model that many others could follow without institutional support and/or a maestro like Alan hanging out in the garage. I’ve used WordPress in a similar construct (but by no means as lovely a site) for the Program for Online Teaching Class over several years. I gave up on it in May 2013 – it was just too hard. The plugin that makes it possible, FeedWordpress, is supported by one man on his own time, and requires lots of tweaking.
I don’t have staff, assistants, or a grant. I teach at a community college. I teach 40 students per section, 5-7 sections per semester, usually with five different preps (a prep is a particular course – Western Civ I, US History II). I often teach as many as five of these classes online, with at least three different preps. Many of my colleagues teach at multiple campuses, and teach over 300 students in multiple sections all over the county. In all these years, the suggestions of how to be open and wonderful and non-LMS with this many students (considering the requirements put upon us to track and grade their work) have been very few. Connectivism? After much experience, study and thought, I have determined that the management of large numbers of students’ individual achievement cannot be solved with connectivist models. (The popularity of MOOCs is testament to this. Commercial and university xMOOCs are often robo-graded and/or managed by large numbers of “staff” and graduate students.)
Given the 265 students I will need to teach this spring, the LMS provides the space I need, given the dearth of good alternatives.
What the LMS is good at, of course, is management:
- automatically graded quizzes provide instant feedback to the student
- grade book feature provides for privacy and quick checks on progress
- customizations enable me to organize the grade book in a way that makes it possible for me to see at a glance where a student is doing well and where s/he is struggling
- easy embedding makes it possible for me to make external sites, presentations, and tools part of the class
- students are automatically added and dropped via connection with the college’s student enrollment system
- security features create a space mostly closed to surveillance
It’s very poor for:
- open learning
- student-created content that lives beyond the semester
- making students feel like individuals
- providing multiple learning paths
BUT I mostly solve what’s bad through my own design and pedagogy:
- having all written work done in forums where students can see everyone else’s work
- encouraging students to draft all their work on their own hard drives
- keeping track of students’ preferred names from their posts and using them publicly in the space
No, I can’t solve it all. Neither can WordPress, Ning, Facebook, Google, Schoology, Drupal, Canvas, or the open web. There’s been nothing radically different out there in years. Startups of great tools have mostly shut down. Progress in online learning technology has slowed to a crawl.
So am I a traitor to the cause? An apologist for the LMS? A closet user who then shows up at 12-step meetings? No, I’m just practical. Do I think that users like me can make the LMS better? Nope, I’m just back to 2012. Only now I don’t feel so guilty.
I just read Audrey Watters’ impassioned post about an old bogey-man of mine, the Learning Management System. And while I started nodding my head as she went through the usual problems with Blackboard and the whole silo idea of LMSs, a subject on which I have opined many times, I ended up shaking my head and thinking about my hard drive and Slideshare slidecasts.
There are some premises here that I’m not so sure about anymore:
The first is that LMSs can’t contain any student-centered learning. I’ve seen, and built, some very good classes in an LMS. No, they weren’t open. But they were still good. I’ve also seen some really bad courses, in the open and in the LMS. I’ve written about how the LMS leads to bad classes, which it can certainly do. But that trend can, and should, be effectively fought with techniques for building good classes anyway, regardless of platform.
Another premise is that open is always better. Closed courses are not just manifestations of bureaucratic and administrative attempts to institute efficiency and focus on outcomes, although they are that too. Closed courses provide a sense of protection for students and professors, just like the closed classroom door does. Even apart from FERPA (which isn’t about what most people think it’s about anyway), there is an argument to be made that academic freedom, student participation, and the use of copyrighted material, is much easier and “freer” in a closed silo.
A third is that open tools are better and, somehow, more reliable. They aren’t. They are as subject to the vagaries of the market as the LMS. And again, my classic example is Slideshare, where I spent many hours synchronizing my lecture audio to my slides, only to have them discontinue the slidecast feature this year, effectively silencing my teaching.
Connected to this is the lament that when the class is over, all the student work disappears. It doesn’t have to, at least not for the individual student. I recommend to everyone, faculty and students alike, that anything they work on, anything they post or build, they should keep a copy of, on their own hard drive. Is it awful that the class disappears, the experience with all the forums and group activity? Sure, but it is ephemeral in the same way as an on-site class. Your work doesn’t have to be.
And if you offer your class in an open system of some kind, what’s to say that system is perpetual and eternal? It could disappear, or become expensive, in a few years. Ask anyone who offered a free class in Ning. And if students lose access to materials, that’s because we’re using materials that can’t be accessed outside the system. Maybe we shouldn’t do that. A simple list on a web page, as I do with my lectures, could be in the open. What can’t be accessed anymore is the navigation and LMS-based pedagogy we’re saying people shouldn’t be using anyway.
So it’s not that the points Audrey makes aren’t valid – she’s great and I love her work. And I love the Domain of Ones Own idea, and WordPress.org, and open courses (I teach some) and the open web and the push to keep it open. It’s just that anyone who’s relying on today’s technology – any of today’s technology – needs to think again. Our work, as Audrey points out, is not secure in the hands of corporations, or, frankly, educational institutions. It needs to be stored, or at least archived, in our own hands. That’s the whole idea behind the e-portfolio market – except that our portfolios should also be on our hard drives.
The ability to download the artifacts we create online, to keep a duplicate, to draft things in a separate program – these may be more important than LMS-or-no-LMS, than open-or-closed, than corporate-or-educational. Use the open web, use whatever works out there, build communities and take your students there and rage against the privacy-invading, data-mining machine. Then print a copy.