I have always been a big fan of paper calendars. But when it comes to teaching, there are many things I need to put on a calendar that are the same from semester to semester. My solution recently has been creating a spreadsheet calendar, putting in these recurring items (grade primary sources, grade Writing Assignment III, etc), then printing it out and writing in the dates.
After almost three decades working with Microsoft products, I could not figure out how to get the pages to print correctly.
Why do I need such a calendar, when the LMS has its own calendar? For the first time since Blackboard days, I will be teaching in three different systems: MiraCosta’s Canvas (two classes), MiraCosta’s Moodle (four classes), and free Canvas (one class). This is how I will transition from Moodle to Canvas over the next 18 months.
The Canvas and Moodle calendars, plus my own grading calendar, would need to be in the same place to do this electronically. So today I used the URL from the Canvas and Moodle calendars, and put them into Google’s calendar, then added my grading tasks.
Both LMSs, unfortunately, export the full calendar (all classes), not each class – this is a problem because Google imports them all as one calendar, with all tasks in the same color regardless of which class it is. I wanted a separate Google calendar for each class. Luckily, I was able to solve this for Canvas by exporting each course’s calendar from Student View, as recommended by Chris Long in the Canvas Community. There is no way to do this for Moodle, but it didn’t matter, because both sections are of the same class and on the same calendar.
Now I have all tasks in one place, accessible on my phone or on computer.
I’ve never not used a paper calendar of some kind (yes, I know, call me steampunky), so we’ll see how it goes.
I hope to start a series of posts here on things I’m doing in Canvas, but that are cool anyway. Some will be workarounds, some ideas for making things look better, some techniques born out of utter frustration.
My first concerns Announcements. In Moodle (many of my posts will start “In Moodle”, an approach dreaded by many in the Canvas Community) I could just paste Announcements in at the top of the main page, and copy or adapt them into Latest News for instant emailing to all. In Canvas, the Announcements page is decidedly a separate thing. If I don’t want announcements to be the main Home page, they won’t be obvious except by email or other notifications.
But I don’t want to post twice, once in Announcements and once by editing the Home Page. I want the Announcements to dynamically appear on the Home page, where I want them to. So I followed the wonderful instructions posted halfway down this page at the Canvas Community (I’d love to link directly to the post, but you can’t do that there), posted by Sharmaine Regisford with thanks to others.
1. First, post an Announcement in your class (I just did a welcome message).
2. Grab the feed URL for the announcements by going to the Announcements page and right-clicking on the RSS symbol (it won’t be there if you didn’t post a first Announcement).
The URL should end with .atom.
3. Go to FeedWind at http://feed.mikle.com.
4. In the spot, paste in the feed URL.
5. Choose your settings. I like 1 feed height, scrollbar on, autoscroll off, text-only, max length 132 characters.
6. Grab the regular code from the right side, not the iframe code.
7. Start a new text document on your computer and paste the code.
8. Save the file as .html.
9. Go to Canvas and open Files. Upload the .html file you just created to your Canvas course files. Once it’s there, mouse over the name of it to find the document number – write it down somewhere.
10. Go to the page where you want the Announcements to appear. Switch to HTML editor.
11. Paste this in:
<iframe title=”Course Announcements” src=”/courses/#######/files/#########/download” width=”100%” height=”112″></iframe>
In this example the first ####### is your course number and the second ######### is the file number.
The course number is in the URL of your Canvas course:
So for this example, that would be:
<iframe title=”Course Announcements” src=”/courses/6660/files/57294/download” width=”100%” height=”112″></iframe>
The result is an iframe on your page that will always show the most recent announcement (so long as you chose that on the settings at FeedWind).
Update: As of this week, Canvas provides the option to add announcements to the top of your home page. Not as pretty, but it works:
I like using YouTube clips for my classes, but I don’t like the clutter: links to other videos when it’s done playing, the title showing at the top, low quality. So I play with the embed code:
<iframe src=”//www.youtube-nocookie.com/embed/yodnppdZh2M?rel=0&vq=hd720&showinfo=0″ width=”450″ height=”253″ frameborder=”0″ allowfullscreen=”allowfullscreen”></iframe>
See what I’ve added after the video code, ending with the ?
rel=0 > YouTube adds this when you deselect the “show related videos” on the embed code
vq=hd720 > means to show it in maximum resolution or HQ if it has it
showinfo=0 > to get rid of the title showing at the top of the clip
Yes, it’s a pain. Yes, it stifles our creativity. No, it doesn’t make sense to pretend that we can make every online learning artifact accessible to everyone with any type of disability, be it physical, cognitive, emotional, socio-economic, or educational. But we do it anyway. Not because we believe in the dogmatic, administrative, litigation-phobic approaches of universal design, but because it’s cool to do it, when we can.
So I’m taking a closer look at some of my multimedia, to see what can be made more accessible to people with certain types of issues, or, better, to be made more interesting and comprehensible to all students.
The first discovery: YouTube’s captioning is so much better than it used to be! Log in. Upload your video. Wait overnight (or sometimes just a few hours). You can even set the video to private. YouTube will create captions as best it can. Select the cc button, and see the captions in a sidebar. Click edit and edit them. You can set the video to stop running when you type.
Oh, you say you have a transcript? Perfect. Just upload your video and select the option to transcribe instead. Paste in the transcript. YouTube will set up the timings as best it can.
Sliders are now available to move the caption around on the clip. You can even see the audio waveform below to help. You can insert caption bits. Then save.
But wait, it gets better. Don’t like YouTube? Want to serve your video elsewhere. Download the captions using the actions menu (.srt format is pretty standard). Then you can upload it somewhere like Vimeo or Dailymotion, which has better video quality and no ads.
I struggle with textbooks, yet I need a form of context that students understand intuitively. In my rejection of traditional texts, I have been exploring both the new online pathways-though-text offered by publishers like Cengage and Pearson. My experiment with Pearson went badly, and reminded me that the answer is still open resources, free if possible.
Right now all my classes have these elements:
- Textbook or context reading, sometimes with quiz questions (about 15% of student time)
- Lectures I’ve written and recorded, with quiz questions I wrote (about 20% of student time)
- Primary sources inside those lecture, and that used to be in my printed workbook (about 10% if they read them)
- Constructivist primary source collection creation and writing (about 40%)
- Writing on those collected primary sources (about 15%)
The main challenge is how to balance the textbook reading, and any accountability via quizzes, with the rest of the workload, particularly the primary sources inside the lecture.
US History II
Open Education Resources include history textbooks, but there are very few. After much searching, I have discovered one I like for US History II, even though it is left-leaning (a whole chapter on the New Deal? really?) and needs some reorganizing. Unlike most of the OER history texts, it has review questions, is written and peer-reviewed by historians, and comes out of a respected university (Rice). It even looks like a textbook. OpenStax’s system allows a somewhat cumbersome but handy way to reorganized the sections and chapters. I can even rename them. After about 24 hours, it creates a solid PDF version of the book, with a table of contents, repaging and automatic transferring of questions and terms to the appropriate section. While it will take time to extract the questions for quizzes, I think it’s worth it given the quality of the text. I will likely lose the focus on the primary sources inside the lecture – the textbook is too large. But since my US students tend to be at a lower level than my other classes, they likely need both the security of an ordinary-looking textbook and the information it provides. I am testing chapters this semester in all three online sections, even without quiz questions.
But US is it. There are no similar quality resources available for Western Civ, World History, History of England, or History of Technology (my new class!).
History of Technology
So for Western Civ I tried to create a book from Wikpedia articles, using Wikipedia’s Book Creator. This has not gone well. Wikipedia is for the most part fine from a factual perspective for common areas of history, but some sections are written in too much detail by total fanatics of that particular era or subject. I have spend many hours trying to make it work. For History of Technology, however, I might just need a basic Western Civ overview as background – all else would be articles and primary sources, in addition to lectures. I have created a book from a single overview article. I can add my own stuff with PDF using Preview, perhaps, or just have it online.
Frustrated with the Wikipedia book, I began copying Wikipedia text of the sections I liked into a Word document, and editing. For Western Civ I, I have finished. I have a complete textbook of Wikipedia text edited carefully by me, with main terms in bold, the primary source documents from within the lecture included at the end of every chapter, and quiz questions I wrote from the resulting book. I am using it for the first time this semester in both the online and on-site sections of the class.
It will take time, but it looks like I’ll be doing the same for Western Civ II.
History of England
It is the only class with a published item students much purchase. I wrote my own quiz questions out of it. When they stop publishing The Penguin Illustrated History of England and Ireland, I’m in trouble.
I have had to take open resources in hand myself – I have found nothing that can be adopted wholesale, like a traditional texts. But traditional texts have their own problems, of coverage, rigidity, poor supplements, bad quiz questions, etc. And history texts are costing over $100 now, which wouldn’t be so bad except they aren’t good enough for that kind of money. And my own texts I can edit, re-edit – they can evolve over time at no cost to the student except for printing if they’d like to print.
I’d like to share all this. The Wikipedia books aren’t mine – I’ve done the editing but only written some of the text, and adding documents I have been using for years, most of which have passed copyright clearance on more than one occasion when custom published in previous book efforts. If I do construct quiz banks out of the OpenStax chapters, I’d like them to be available for others to use (my created book already is, inside the OpenStax CNX system). OER should be, well, O.
But it looks like it’s not enough to do OER. Looks like you have to create Build-Your-Own OER.
As you know, I’ve been mourning the disappearance of two key technologies: the slidecast function in Slideshare (which could sync an audio file to a slidestack) and the annotation function in Flickr (which enabled mouseover notes on an image).
Then Alan Levine posted that he’d found a slidecast working in an embedded version.
At first I had trouble finding a Slidecast I’d embedded somewhere. Then I looked at some of my slideshows in Slideshare and peered at the truncated URLs of where they’d been embedded. Most were in other people’s LMSs (kind of ironic, actually) but some referred back to sites I control.
lisamlane.blogspot? I have a Blogspot blog? So I typed http://lisamlane.blogspot.com into my browser, and … oh! I didn’t find my slidecast, but I did find my annotated Flickr image of a medieval manor.
Imagine my excitement! No, wait, imagine me up several late nights for hours with Dreamweaver and 33 tabs open trying desperately to figure out how to create hotspots and make an imitation of my annotated Flicker image of a medieval manor, when I didn’t keep a copy of my notes. NOW imagine my excitement!
So I posted and Alan, being his wonderful self, figured out that Mbedr was doing the heavy lifting, and he posted about his found treasures. (Mbedr is a utility I discovered and played with in 2010, thanks to – guess who – Alan – and yes, that image still has its notes too!) And because Alan had talked about View Source in another tweet about Slideshare, I viewed the source and found my notes in the code, so I can recreate the image at 2 in the morning once I figure out the hotspots. I have my text!
Then I remembered that I had embedded a whole class of history lecture slidecasts, one at a time, onto web pages, so I could couple them with their audio transcriptions. Sixteen lectures saved!
So embedding preserved our goodies. When Flickr combined the image and the notes, and when a slidecast got embedded in a blog or page, it created something more permanent. It doesn’t solve all our problems, of course – we still can’t get these artifacts out in their original form. But access to anything we embedded seems to be restored!