Again this semester I have polled my students.
What’s your favorite part of the class so far?
– not answered 9
– the lectures 63
– the textbook (for two classes of US only) 2
– the primary source readings linked from the lecture 34
– posting my own primary sources 66
– the writing assignments 1
– the discussion forums 4
– connection with other students outside class 1
Every other time I’ve done this, Lecture had the highest points. For the first time, primary source posts have pulled ahead.
Why does this matter? Because their primary source posts are based on them going out on the web and finding cool stuff, then posting it and telling us about the source with a full citation. It’s a skill, and discovery, and DIY history. Then we use those sources for our writing assignments.
I’m hoping this is a turning point, although I’m OK with 50% instructivism and 50% constructivism if that’s what works!
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://email@example.com&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.
Today I attended Jim Sullivan’s workshop “Blogging Across the Disciplines“. Although I’m always thrilled to listen to and learn from Jim, there were a few ideas I picked out that I’m going to work on.
The first was the way Jim’s class blogs with students emphasize the public nature of the blog. His class blogs make clear that the assignments are public writing, and he also posts to an audience rather than just to the students. When I blogged with students, I made the mistake of not emphasizing the public nature of the blog. Rather I was just using WordPress like an LMS. What I missed was the opportunity for students to change their writing in response to an audience (even if that audience doesn’t comment – I didn’t track the visitor stats either).
The second idea was the way Jim makes students read each others’ work. Not only does he refer to student posts in his own comments, but he has quizzes where the student must match the post author with an idea from that author’s post.
His prompts are also expert. Just one example: “pick a scene from The Devil Wears Prada and explain what it says about work in America”. Instead of assigning the movie (which students would have to either watch or view scenes from), that exercise is embedded in the prompt. The legwork is theirs. And he creates a theme for each class (this one is work).
Some of the participants at the workshop had great ideas. One requires that student posts have “novelty” as a rubric item. Another considered assessing based on “connections”. Clarity about the goal of each post is crucial.
There was discussion about using the methods of ones discipline to design and assess student blogging. The scientific method was mentioned, and some faculty like to have students directly apply knowledge in their posts (rather than just “write about x”). I could do that with the historical method – review it with students, then ask them to apply it to the secondary source articles I assign. In fact, I could do that now, just in forum discussion.
Almost everything I heard in the workshop would also be useful in LMS-bound forums, in fact.
The alst idea occurred to me during the workshop. A blog would be a great site for a Learning Community. I’ve worked at MiraCosta for over 25 years, and during that time there have been various experiments with team-teaching, cluster classes, cohorts, and learning communities. At present it looks like the process is pretty bound up in an administrative sense. But there’s no need for that. Take two classes that work well together, plan it with the other instructor, and have both classes post to a common blog. Instant learning community.
So thanks to Jim Sullivan for another fab workshop!
It’s only taken me 17 years of teaching online to develop a student survey that is both broad enough to cover all my classes and narrow enough to give me good feedback.
Just sharing a few things here. Total students responding was 131. Most students responding were passing the class.
They still like my lectures the most, and textbook readings the least. They still like posting their own primary sources.
Hours and hours of work on that Help Page and – no surprise given what they email me about – they don’t use it. They do like seeing the whole course on one page (so I won’t switch to showing only the current week, an option in Moodle) and they like my comments and the audio of my lectures (I’ll read it for you!). The None category is a little depressing….
The engagement results are clear, too. They like the lectures and posting their own source. They don’t like reading much. But they really liked what I added this year – the completion checkboxes on the Moodle page. I will be sad to lose that. But note: they like seeing each other’s work, but don’t require contact with other students. I’ve been saying that for awhile – collaboration and teamwork is online classes is not always needed. For my class, engagement with the work and posting what you find may be taking the place of “interaction” among students. They can learn from each other without necessarily engaging in forums in response to each others’ posts.
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 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.