Perils of the OEI Rubric

As you may know, our campus is going over to Canvas from a two-LMS system (Blackboard in house, Moodle outsourced). I have, of course, deep concerns about Canvas as an LMS. But it isn’t just Canvas. It is Canvas sponsored by the state of California through their Online Education Initiative. Back in April, I commented on that arrangement. While I have discussed at my college how it’s being implemented, I haven’t posted on it yet.

Although not required at this time for the colleges adopting the free state-sponsored Canvas, there is a rubric and a review team for any course that will be offered on the “exchange”. The ultimate goal is to have any California community college online class count for credit at any other, a goal I have supported since, oh, 1998.

The 2015 rubric is hereoeichunked, and has been implemented fiercely. I have already spoken with faculty who have been told that the materials they set up for sound pedagogical reasons will not do — they must be changed to provide students simpler, clearer pathways and simple downloadable materials. The intent is clearly to reduce the complexity of all online classes in order for them to be seen as “excellent” by OEI.

Complexity, of course, may be a pedagogical goal in itself. Pathways to learning are not always in straight lines, either in education or in the working world. Exploration may need to be encouraged. Perhaps the instructor doesn’t want to provide too much guidance, in order to force discovery.

In some cases cognitive dissonance is being confused with cognitive overload. If a student has to click around to find something, this may cause some frustration but it may also created learning. Learning is not clean – it is messy.

Having gotten some pushback, OEI is now revising that rubric. But it isn’t really any better. Here is my annotation of that rubric (my comments are in the right-hand column). At this point, they seem to be only taking internal feedback, so all I can really do is post it here.

Some faculty are going ahead and doing whatever they want, and their dedication to offering their course on the exchange is admirable. Enforced pedagogy, however, is not my style.

Bad tech – no donut

I normally offer students the chance to do revisions of assignments, but I won’t be able to do it anymore because Canvas makes it too difficult to grade individual items in a forum.

And really, the reason I have to grade so many revisions is that students don’t read the instructions carefully.

So I figure, hey, we spend so much time on how to display content online. How about concentrating on teaching them how to do process, how to demonstrate the skills in our student learning outcomes?

I do this some. I have several videos and tutorials on how to create historical themes. But that’s for the last few weeks of the class, as they head toward the final essay. I don’t have tutorials for how to create the writing assignments or post a source. Instead, I have instructions. And checklists. Lots of writing. They don’t read them. They just do the work they think they’re supposed to do, post it, get it graded by me, then re-do it.

So I’m thinking, interactive trails through the skills. Like a Moodle branched lessons, only for Canvas. Canvas’ advantage (there is one! this may be the only one!) is that you can block something (like an assignment) until they’ve done something else first (like a tutorial). Adaptive release. So let’s use that. I’ll make tutorials they have to do first, before they post.

I started with hp5, because I want something that’s on my server, not someone else’s. (Those who got burned painstakingly making interactive videos on Zaption know what I’m taking about.) I also didn’t want to make a bunch of Canvas-dependent page-quiz-page modules that won’t move from semester to semester. But hp5 only works in Drupal, Moodle (sniff), or WordPress.

I create a new WordPress blog, with the five minute setup. Set up my database and frantically search around for my db username. Install the hp5 plugin. Try to install the libraries for all the cool things h5p can do, but it told me I exceeded the max upload size. Oh, gosh, php.ini. Where did I put that thing? Doesn’t it go in wp-content? No…wp-admin. How many php.ini’s does it take to screw in a lightbulb? OK, got it. Uploaded libraries.

I open Interactive Video. I find the YouTube video I made for the start of class, and put that in. I create some little interactive things. OK so far.

So now it’s in a WordPress post. How to get it into Canvas? Try embed code on a page. Nope, it strips the Javascript, of course (according to h5p, I’d need to put it in the global javascript, but of course I don’t have that kind of access to the Canvas install).

Try as a link inside a module. It opens the thing really huge and you can’t resize it (that Javascript was for resizing, of course) or find the button because it’s below the screen space. Embed it in my own webpage with a set iframe size, then link to the page inside Canvas. Ugly. Makes you go all external.

Try making my own webpage SSL to make it stay inside the Canvas shell. No go. Shows a blank page no matter what. Even without the Javascript.

So after five hours, I’m at a dead end, because hp5, WordPress, SSL and Canvas won’t play nicely together.

Fun with YouTube: the pure embed

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&amp;vq=hd720&amp;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

That’s better.

Grade work, not students

It seems like a technology thing, but it isn’t. Of Moodle, Blackboard, and Canvas, only Moodle lets you grade posts, not students.

Bb and Canvas both let you use rubrics/ratings to grade discussions, but both want to grade by student rather than post. Canvas even forces you into one grade per student, regardless of how often they posted.

This is a perfect example of bad pedagogy embedded in the technology. It’s based on the idea of grading students, because students get the grades.

But I don’t grade students — I grade work. In forums for posting primary sources, I rate each source, using qualitative scales — primary source fulfilled, live link needed, full citation needed, etc. These correspond to number grades that go to the Gradebook, but what the student sees is the comment, indicating which corrections they need to make.

And in Moodle I can grade them all with drop downs, because a single, simple forum is all on one page. Super quick.

Bb and Canvas’ insistence on grading per student means several clicks per student, per class, every week, for every source posted. Bad pedagogy, bad workflow.

Perhaps if these LMSs considered that we were grading work rather than students, it wouldn’t be designed like this. When a student asks “did you grade me down?” or “when you grade me, remember I have four classes”, I always point out that I never grade them, only their work.

How did we get to a place where the default is to grade students? Is it our educational culture, associating a person’s work with who they are? Surely that’s a bad idea. When we conflate a person with their work, we imply that their work is not only a product of themselves, it is their self. Every critique become a critique of the self.

We mustn’t embed bad ideas into immutable systems. Really.

 

First road test of Hypothes.is

It’s all about annotation, and I’ve been comparing Kami and Hypothes.is. Last semester, I used Kami  ($50 for no ads) for students to annotate text with my History of Technology class. I had some success, but I was not happy with its limitations, so this summer I tried Hypothes.is instead.

The students were offered a video tutorial on how to use it. I made a group just for them. The assignment was extra credit — for each of the three classes I uploaded an article for them to read and annotate, replying to each other. Sample instructions:

Extra credit for up to 3% of the grade:
1) Get your own account at Hypothes.is at https://hypothes.is/register. Please use your name as enrolled for the username.
2) Join the test group at https://hypothes.is/groups/n3an6ndm/test-group.
3) Go to https://via.hypothes.is/fand.lunarservers.com/~lisahi2/hist104/AnAggravatingAbsence.pdf
4) Annotate the article with your own responses and answer those of others. Annotations are graded on academic quality, connections to coursework, acknowledgement’s of others’ ideas, and evidence of understanding of the article.

I had been concerned that they would automatically post in Public instead of in the Test Group, because I could find no way to limit that or point them directly to the group page – the choice is made only via a drop-down menu in the upper right corner. Sure enough, several students posted in Public and missed the discussion going on in the group. I will have to add this to the instructions as well as in the tutorial.

I had thought that analysis and counting their contributions would be made easier by the brilliantly conceived Hypothesis Collector, created by John Stewart. It worked great last night. Unfortunately, when I tried it this morning, it only gave me the posts that had been made as of last night. I simply couldn’t get it to work and had to manually count annotations to assign points. I have been contacted by Jeremy Dean of Hypothes.is for ways to integrate with Canvas – this might be a huge help next year.

I am considering providing my next class textbook, The American Yawp, with my own annotations. The book, an open textbook, has a number of faults and omissions that would make for great learning opportunities for students. My own annotations would be like mini-lecture commentary, glossing on the text. But for some of the summer articles (one out of three of mine) in Hypothes.is, the section one highlights is quoted in the annotation without spaces, which is ugly. Also, there is little color or design in the annotation box to alert the student to the presence or unique character of an annotation.

Samplehypothesis

I think Kami looks better for this, and then I will export my pages as PDF for the students.

Kamisample

I had originally thought I could use The American Yawp’s own affordances as an updated online text, but just got an announcement that, ironically, their current update will be integrating Hypothes.is. Each page served by them will then come up with an invitation to annotate publicly. While this might or might not help students with the text, it provides an additional way for students to go wrong beside the Public or Group problem, so I don’t think I’ll be working off the Yawp html pages regardless.

Don’t get me wrong – the business model of Hypothes.is is wonderful. They make a real effort to reach out, adapt and update. In fact, that’s one of the reasons for this post – to provide input that I hope will continue its improvement as an open source product made by people who really understand the value of text annotation.

The Pedagogy of Canvas

Having worked in Canvas for just a little while, its insidious pedagogy is beginning to reveal itself.

Above all, Canvas’ appearance is designed to evoke simplicity, like Google’s Search page. The fonts are large, friendly, sans serif. There is plenty of white space, implying rest, with no need for cognitive agitation or disturbance.

PCcleandesign

The language for instructions and content regions uses short words at the second-grade level, which is more reassuring than complex instructions. This implies that this will be easy, no need to fear the system.

The default left-hand menu, which cannot be moved or removed, makes it clear that certain elements are expected and that they are meant to be organized by type:

CanvaMenuAnnotated

This type-centered pedagogy is enforced by design that does not permit any of the menu items to be changed, only disabled. Once on the DL, they never disappear. But neither can they be edited to prevent a long list of disabled mistakes.PCdisabledpages

You can create new pages or even external URLs as menu items, using the Redirect App, but it takes multiple clicks and multiple saves and is quite tricky (thus my long DL). The implication of so many steps is that doing this should not be standard operating procedure.

Notice that some pages cannot be disabled, only hidden (Discussions, People). This implies it is wrong not to want those items, that you should reconsider.

Getting back to the navigation: if you don’t like the content organized by type, and would prefer an interactive syllabus (like Moodle’s weekly design), you’d use Modules. The Modules page lets you organize all the class items within subheadings. These headings and all the links are bold text, with no provision for adding images (though you can apparently substitute icons if you know what you’re doing). The list of links is in forest green text and is spectacularly ugly, suggesting one wouldn’t want it to be a landing page – wouldn’t it be better to go back and do everything by type instead?

uglymodules

The Quizzes use test banks for creating variety (i.e. 50 questions in the test bank, using 10 randomly on each quiz), but items changed in the banks don’t change in any quizzes that have already been created. Created quizzes are thus intended to be static.

Each question in a quiz must be worth at least one point, and increase in whole numbers only. You cannot take a batch of questions and combine them into a single quiz of, say, 10 points, which might make each question worth .35 points, for example. This implies that quiz questions should be simple, each worth numbers that are easy to add up.

There are few areas where students can take control, and most of these are outside the actual LMS (like in Google Docs). Crocodoc is available for the instructor to annotate student work, but not for students to annotate together. This implies that the instructor is supposed to control all class elements that are inside the system.

Of interactive elements, only Discussions are actually inside the system. The posts are somewhat nested. This implies there should be replies to posts, but the large font size and huge amounts of white space, and the fact that the Discussions page itself is a long list of links, imply that there should be multiple discussions, on different topics or for different times, rather than one large discussion area.

Going outside the system to collaborate and meet synchronously implies these are unusual things to do. They require additional log-ins to places people might not be comfortable with, like Google. There are many “Apps” that can be linked into the class in such a way. Many require not only additional log-ins but additional payments. This implies that such places are special, unusual, perhaps dangerous.

Adding media to a post offers few options. To add media to a post, you may either record a video or audio file right then, or upload a media file. This implies that you should be using some talking head video, or have your video in computer-based files, rather than on the open web.

Confused? Assistance is available. On the top of the first page when you go into your new course is an offer of help setting up. This leads you to a list of steps:

PCcoursesetup

The list implies that you should import content if you can, then add assignments, students, and files. Then decide which items on the menu you want to use. Customize your home page, set up a calendar, add TAs (how lucky are you to have these?), then publish. There is no discussion of  your objectives or your pedagogy on these helpful steps. Really, you aren’t meant to think about all that, just put all your stuff in the right place so students can find it.

In the 2013 article The Predatory Pedagogy of On-Line Education , anthropologist Brian McKenna uses an investor conference for Instructure (makers of Canvas) to highlight problems with LMSs and online education. This caught my eye:

The stakes are incredibly high. But most faculties across the country seem in the dark. “Pedagogy as an intellectual, moral and political practice is now based on measurements of value derived from market Competition,” argues educational theorist Henry Giroux, “Mathematical utility has now replaced critical dialogue, debate, risk-taking, the power of imaginative leaps and learning for the sake of learning. A crude instrumental rationality now governs the form and content of curricula, and where content has the potential to open up the possibility of critical thinking, it is quickly shut down. This is a pedagogy that has led to the abandonment of democratic impulses, analytic thinking, and social responsibility.

It is not the case the one cannot create constructivist or connectivist pedagogies, or design explorations or learning adventures, in Canvas. I intend to spend much of the next year doing exactly that. But the design of the system does not encourage it. The system strips code entered into its pages, won’t display elements it doesn’t like from outside URLs, and makes embedding tricky and difficult. In the Canvas Community, there are hundreds of requests from faculty and instructional designers to add features that have long existed in other systems. While many of these features are managerial, at least as many concern aspects of opening up the system to greater customization, faculty control, and student leadership.

As I noted years ago in Insidious Pedagogy, LMSs each have their own internal pedagogy, based on the principles of their designers. The teachers who are most likely to be led by the default designs of these systems are instructors who are new to online teaching, or teaching with a pre-made course, or using few online technologies in their own lives outside their classes. More online teachers than ever fall into these categories. Like their students, they will prefer things simple and standardized so they can work more quickly rather than learn more. Thus will the critical pedagogy of faculty, which is so necessary for creating critical thinking in our students, be suppressed.