Lecture: recorded, zoomed, or what?

The word “lecture” conjures an idealized image of students listening attentively as a professor relays knowledge. Almost all of the lectures I enjoyed at university were in this format, and when I began teaching I lectured this way too.

With this year’s quick and unexpected transition to online teaching, many professors assumed that online lecture meant reproducing what they do in class. Zoom.com was grateful for this assumption, even as they struggled to accommodate the massive numbers holding live lectures. Almost immediately, however, there were complaints and problems.

Professors whined that students weren’t paying attention, or didn’t want to turn on their cameras. They couldn’t see the facial expressions and body language indicating comprehension (or lack thereof). Students complained about boring, wandering lectures, and they felt exposed. You can’t sit at the back in an online classroom, and they didn’t want thirty strangers to see the trailer they lived in. Many decided they would watch the recording instead.

The problem? Zoom provided the platform, but the pedagogy was still based in the classroom. This worked better for some professors than others. At our college, they let us choose before this fall whether we wanted our classes scheduled and in Zoom, or “online only” (meaning asynchronous, with no live meetings), or a mix. Many professors regretted their choice.  Those in Zoom wished they hadn’t, and those who chose asynchronous were sorry they’d done that.

For two decades, I’ve been pushing the idea that the technology should follow the pedagogy. Your preferred teaching method should dominate. In the rush, there had been no connection between a professor’s pedagogy and their choice of format.

So, assuming you lecture, what kind of lecturer are you?

Interactive lecturers count on student participation. They ask questions during lecture, or survey the mood, or set tasks for students during the lecture.

Interactive lecturers should consider live (synchronous) lecturing in Zoom or another webconferencing program. The live approach online, however, works best for the simple lecture, on one topic. Shortening lecture time by about 2/3 is also a good idea for live session lectures, but they can be immediately followed by breakout room activity.

Traditional lecturers are those who lecture to an audience, and don’t expect, need, or want the lecture to be interactive. They relay a lot of information, framed by their own interpretation from their professional experience.

Traditional lecturers should record these lectures, and students can view them in an asynchronous way. Students particularly appreciate recorded lectures when the topic is complex, so they can go back and review without being on the spot.

Online lecturers, long ago, were all using dial-up modems and there wasn’t much bandwidth. A lecture quickly became a typed out version of ones lecture notes. As bandwidth expanded, these written lectures could be enhanced with images, then audio, then video. Written lectures can be more like reading, or they can be multi-media experiences, but they’re based on the web page or blog. They may include recorded mini-lectures. Like traditional lectures, they tend to be asynchronous.

So, planning to offer a 90-minute lecture on the historiography of the fall of ancient Rome? Go ahead, but considering recording it with images or video clips rather than doing it live. Want to lecture on solving a quadratic equation, using a whiteboard and asking students to help as you go? Consider a live lecture. Already wrote a great article that covers everything that would be in this week’s lecture? Record your voice reading it, and add some pictures or video clips.

But we don’t all have a choice. Have you been told you have to fill 75 minutes of scheduled class time? Consider creating interactive lectures and activities that require working together. Or have students view a recorded lecture, then come to the synchronous class to work out problems or just do their homework together. I would consider this a flipped online classroom, a model that understands that absorbing information may be best done on ones own but applying it should be done together.

So as we approach spring, let’s consider.

Behind the scenes?

We’re nearing the end of summer term, so I get two different kinds of emails: one asking for an extension on the final essay, and the other thanking me for the class.

I’m happy to deal with both (yes, you may have an extension — we’re in a plague, dammit). But the emails thanking me are so nice. One of my top students wrote me that even though they unfortunately could not see or meet me, she always knew I was behind the scenes, helping them through it.

Gratifying, certainly. I love that they know I’m there for them. On my student survey, I have a question on the Lickert scale: “I felt that Lisa was really present and visible during this class.” I get extremely high marks on this, which makes me proud. But last spring, they were a little lower. And now, a student feels I was “behind the scenes”.

                                  CC Flickr Osman Kalkavan

I used to work in theatre. A lot. I was a lighting designer, sound board operator, props person, stage manager, and I even directed once. I know “behind the scenes”.

But my online class? I have all of these roles, plus I am the actor on the stage. My lectures are written out, and they are original. They can click a button and hear me reading them. I have video recordings of me talking to them for each unit. The whole production is mine. I’ve even put together the textbook. I am the show. I’m not just behind the scenes.

So why do they think so? Because I’m not doing synchronous. I’m not using Zoom.

Thank you, pandemic, for making people think that the only way to teach, the only way to get to know your professor, is live on camera. It isn’t. Asynchronous education is brilliant. It allows people to learn when they can, from anywhere. For the past 20 years of asynchronous teaching, I’ve developed solid relationships and firm friendships, students who write from wherever they are to keep in touch years later. None of them have ever said it was unfortunate we never “met”, because we meet all the time.

But within the span of a few short months, even students who don’t want to be on camera think that’s how it’s supposed to be. Administrators have cleverly figured out that this is the way to make sure faculty are doing the work. They have always suspected that, even though studies show that teaching online takes more hours than classroom teaching, we’re all here shirking in our summer shorts. Now they can track camera time.

As videoconferencing company shares go through the roof, I’m here to tell you: it’s only one method. It can be used effectively, for getting a group or class together to do something meaningful that requires being together. It can be used badly, for watching students take an exam or for enforcing attendance.

And you’d think the plague would have demonstrated the limitations of synchronous learning. I don’t just mean the frozen frames students have on Zoom so they can do something else. I mean the students who are first responders, whose parents are dying in hospitals while they sit and cry in their car in the parking lot, the ones doing double shifts at the food bank. They want to go to school, and they can’t be online every Tuesday and Thursday from 10-11:50 am. That was the whole idea of online education in the first place: to accommodate those who couldn’t do the butts-in-seats thing.

So I’m thrilled the student knew I was there. I really am. I have spent many hours this summer conversing with individual students through messages and emails, often responding minutes after they write me. It’s real. It is the scene, not just behind the scenes.

 

“Online teaching isn’t working”

Looks like we have a problem with conclusion validity.

The papers are full of how students are getting behind because they can’t go to school during the pandemic.

But the conclusion for many of the articles is the same: online teaching isn’t working.

Hold your horses, boys!

Let’s review what’s happened. Most schools turned to distance education with teachers who were mostly inexperienced teaching online, and many had never had an interest in doing so. And it happened because of a pandemic that has turned the world upside down and caused untold damage to people’s lives.

That is not a controlled study of the effectiveness of online teaching.

Online teaching has been working just fine, thank you, before this March. Here’s a recent review of the literature on efficacy. Distance education didn’t just emerge like a new high tech product to clean your floor. It’s an entire discipline of study and practice. Its affordances and inadequacies have been studied for decades (or over a century if you include correspondence courses).

Concluding that online teaching isn’t working because a bunch of people have been thrown into it, unwilling and unprepared during a global pandemic, is akin to a non-pilot saying that airplanes can’t fly because he’s sitting in an airplane that has three gallons in the tank, pushing levers but just getting strange noises.

Which makes me wonder in whose interest it is to give online teaching in general a bad rap. Is it just the folks who don’t believe in the science of pandemics? The media outlets catering to worn-out parents who want their kids out from underfoot? The makers of chalk and lunchboxes?

It certainly isn’t those of us who’ve been doing it, and studying it, all this time.

 

Perusing pictures

I almost forgot, in all the madness, that I am trying an experiment in my History of Technology class. I detailed the idea in my post from July. But I hadn’t implemented it till this semester.

First a review: in every class I teach online, instead of a traditional discussion board, I assign a set of primary source documents. I put these in Perusall (using the LTI in Canvas), uploaded as a pdf. Students then can select parts of the text, and annotate it. They can respond to each others annotations, and add images or video to help each other read the material.

This semester I’ve tried it with images. I put together two sets of images in Microsoft Word, one for images from the Book of Hours of the Duc de Berry (for the Middle Ages), and one for a collection of postcards from the early 20th century imagining the world in 2000 (for the turn of the 20th century). I then saved each collection as a pdf, and uploading them into Perusall.

I’ve just been reviewing the latter. The History of Technology class is always difficult to get talking. The class attracts a wonderful assortment of students, particularly those in computer science or who already work in information technology. They don’t tend to be much for chit-chat, and some of the written articles on technological history don’t interest them. The pictures, however, have created much more participation.

You can see here that not only did they comment on the images, but that they also replied a lot to each other (the bubble with the number is replies to the comment showing).

So I’m calling this one a success, and plan to do more!

A free textbook experiment

For some time, I have been creating free textbooks for students. In my online classes, these take the form of a pdf file, containing edited selections from Wikipedia followed by my own edited selection of primary sources.

In online classes, students rarely print the book, although they are invited to if they wish. In on-site classes, printing is an issue. We reference the book frequently in class, and they read aloud from documents. The continual searching required by an e-book or online version wastes a lot of time compared to “see page 76”.

Few students want to print the textbook on their printer or use the library printer, because it’s about 170 sides of print. Since they do not understand the printer interface on computers, when they do obediently print the book themselves it comes out as 170 single-sided pages on 8.5 x 11 paper (that’s about A4 size). So over the past few years I’ve tried various things. The most successful has been having them bring the file to Staples or Office Depot with syllabus instructions of what to ask for.

When students asked why they must go to all this trouble, I explained. I could have the books printed by the on-campus bookstore. This is actually a corporate conglomerate, Follett, which in addition to enforcing copyright clearance that violates the TEACH Act, insists on marking the book up 26%. When I complained to Follett that I wrote it, they only printed it, and 26% was excessive, I was told that I can ask to receive my own percentage in royalties added into the price. They couldn’t see this made the problem worse, not better. Students nodded appreciatively when they understood I was trying to save them money. Then half got the book printed the first week, a quarter in the first few weeks after being reminded, and a quarter not at all.

Our college has promoted Open Educational Resources for some time. There is even a state-wide grant that faculty can get to adopt them. People like me should get these grants, but can’t for two reasons. First, the grants are for adopting OERs, not creating them. This is despite the fact that it takes over a hundred hours to create a resource, and about six to select one from the very few on offer. Second, the grants are only available to those who can demonstrate a savings over the previous semester, meaning those of us who have been offering free textbooks for years aren’t eligible.

So last term, given all these limitations and the execrable quality of open access textbooks in History, I asked the department for some printing funds. Since I teach so many classes online, I do not use much printing money each term. With this money I was able to have printed enough textbooks for the whole class (much easier in a time of declining enrollments). I did it half size and spiral bound, making a rather attractive if thick booklet.

(The “15th edition” gives you an idea of how long I’ve been creating these.)

I handed them out the second day of class, and told them to feel free to highlight or write in them. I told them what I had done and why, and that essentially these were paid for by taxpayer dollars. When I handed them out, they accepted them in an entirely different way than a handout or assignment. Each student took the booklet from me carefully, placing it on their desk. Some squared the corners with the desk. They turned the pages somewhat gingerly.

This pattern, of treating the book as a gift rather than a task continued through the semester. It was rather as if I’d given them their own chemistry set. After 12 weeks, I noticed that many of the booklets were still in mint condition.

Now we know that students don’t tend to highlight and take notes in their books anymore, unless it’s part of a specific assignment or one makes a point of insisting on it. At the end of the term, only two or three had been marked in. The rest looked perfect. None were grubby or torn. So I asked if anyone might be willing to turn in their book to pass on to the next group of students. Over half did so.

Although it may have been just a very considerate class of students, I’d like to think there’s something else at work here. I had been concerned about doing this because I thought the book would be devalued, since they hadn’t paid for it. But the opposite happened. Giving them the book seemed to tap into the affective domain. They cared that I gave it to them. They seemed to see it as a sign of me caring about them. And they cared for the object. The attitude was such that if there was no department money, I might well pay for doing it myself. I’m certainly going to do it again this term.

 

 

Use these words in a paragraph

I remember this exercise from grade school. We were given a list of terms, and told to use them in a paragraph. Not define them, but use them.

If I’d done the reading, this could go several ways. If I’d understood the overall point of what I had read, the first sentence of the paragraph was easy, and then I could assemble the terms, sort of, even if I didn’t know what they all meant. It was like a deductive method. If I knew what they all meant but not how they went together, I could still write something, and if the sentences followed each other logically, I was good. Let’s call this the inductive method.

If I hadn’t done the reading, of course, I was f***ed.

Necessity being the mother of invention, I had a hole in my syllabus when I dropped my History of England textbook. Well, textbook is a bit of a misnomer. It was a brilliant atlas, deeply loved (by me, anyway) but hard to obtain. With the book gone, what remains are only my lectures and the primary sources for readings. Of course, that’s quite a bit. My lectures are fairly complete. More importantly, the sources are items like Magna Carta and More’s Utopia. I want them understood, so I’ve put them in Perusall for annotation. But group annotations are a bit deceptive — it’s entirely possible for the individual student to have misunderstood an entire document.

So since I have no intention of writing multiple-choice quizzes (ick), I instead have created Document Paragraphs. The instructions say:

While I haven’t actually said “use these terms in a paragraph”, that’s what they do. And I can very quickly tell what they understood and what they didn’t. It also helps align the Persuall annotations (which I call Read and Discuss) with something they must produce. It scores an automatic 2 points, but for the first several weeks I’m very careful about giving them feedback to improve, if needed.

So just a note to thank all those teachers I had for “use these terms in a paragraph”.

 

 

Honor in defeat

In all my years of online teaching (and it’s over 20, mind) I have never had a worse start to the semester. My inbox is receiving student messages at the rate of about 3 per hour, and has done the entire first week. These messages are, as I’ve mentioned before, mostly related to not being able to find things. Many indicate that they haven’t read my announcements, so all have required individual responses.

This is heart-breaking for me, and not because of the time suck. My navigation in my courses has always been my pride. Students frequently mention on evaluations the ease of getting around the course, the knowledge of knowing what is due and when, the way the class hangs together. One Canvas feature, the To-Do list on the app, has put an end to all of that.

When the LMS undermines the integrity of my courses, it puts me in a bind. The disaggregation of content creates larger problems, as I’ve noted. I am being defeated by Canvas. The question is whether I can snatch honor from defeat.

The solutions I articulated last time, the new rules, are proving to be difficult to implement in Canvas.

For example, it is clear that proximity of content to task is crucial when students engage class material through disparate tasks. Reading must be together with a quiz or writing on that reading. Self-reported items must have the self-reported task alongside the submission. So what’s the problem?

The To-Do Lists

Canvas makes this much more difficult than it has to be, because the To-Do list itself is a fickle beast. Over the last 48 hours, I have learned a lot about it. There are, it turns out, several To-Do lists. One appears when you open the Home page of the course itself (let’s call this List A):

It includes Calendar events, so it would tell students everything they need. Unfortunately, it is useless, since the problem is that students no longer go to the course Home page in the first place.

Another To-Do list is on the new, improved Student Dashboard (List B). For some reason, it prefaces everything with the words, “Turn in”:

This is on the right side of what is basically a home page for the entire Canvas system for the college, and the Canvas folks don’t seem to understand that students don’t go there either. One reason is that it’s utterly cluttered with college announcements. It also does not include Calendar events.

Here is what students see in the tool they’ve suddenly started to use now that all their MiraCosta classes are in Canvas, the aggregated To-Do list on their phone in the app (List C). It also uses “Turn in”:

No Calendar events, no ungraded assignments. Here are the other things they can see on their phone:

The Inbox (Messages) Notifications (the default is Announcements and Message) Events (which shows only those manually added to the calendar) Dashboard with tiles

My student account is set as a student in five of my classes, so imagine all these from different classes, in different colors.

As far as I can tell, almost all of the students now only use the To-Do list in the app, List C. The questions I’ve received indicate that few use the Notifications, which is where all my Announcements would appear. These don’t appear on the To-Do list, implying that reading them is not something one needs To Do.

The Attempt to Solve This

Since they cannot see either the week’s readings or my lectures in the To-Do list, surely the trick was to get these to appear.

Option 1: Add everything to the Calendar as an event on a date

This would be easiest, but it didn’t work, because the app To-Do list does not show Calendar events.

Option 2: Make a page for each reading and lecture and check the box “Add to student to-do list”

I thought I could make a page for each reading and each lecture, then click the “Add to student to-do list” box, and they would be visible!

But it turns out this is not the case. Things added using the “Add to student to-do list” box only appear on the Course home page list (List A) or the Student Dashboard (List B), not the app To-Do list.

Option 3: Make readings into 0-point assignments or ungraded quizzes or surveys

No dice. It turns out nothing will appear on the To-Do list in the app unless it is a graded discussion, assignment, or quiz.

So that leaves me with only one option: make everything graded.

Grading and ungrading

No way am I grading every time they do a reading or view a lecture. Out of the question.

So the other possibility: ungrading.

I have never been a true believer in ungrading, or in the honor system. I allow it for some items, but not for others, and for those self-reported items I not infrequently discover plagiarism, dishonesty, or inferior work. The point of the system is to give feedback on this work, which I can do only up to a point.

The way to force ungraded tasks to appear on the app To-Do list is to adapt Laura Gibbs’ brilliant self-reporting quizzes and embed the material or link it in the instructions to that quiz.

So each lecture link would go to something like this:

For readings, I could adapt the trick I’ve been using to bring proximity to readings and homework assignments: use iframes to embed the reading in the instructions of the quiz. Then each reading link will go to something like this:

For six classes, needless to say, this will take a huge amount of time.

Now some people may say, “But Lisa, what happens when Canvas changes everything? It worries me that you might have to do all this work again!” As the Scottish policeman said in Casino Royale (1967), when it worried James Bond that he was a French police officer but had a Scots accent, “Aye, it worras me too.”

The Justification

As Jeff Goldblum’s character noted in The Big Chill (1983), it is impossible to go through the day without a juicy justification — it’s more important than sex.

So here I will defend a system in which I don’t believe: the honor system. Clearly, if everything that is assigned becomes a self-graded or auto-graded quiz, we’re on the honor system automatically.

I return to Stephen Downes’ idea of education: that it is the role of professors to model and demonstrate, and the role of students to practice and reflect. I think, frankly, that reflection is dead when the content and tasks are disaggregated. So what’s left is practice. The doing of history is what’s important, and I will grade it when they do it: writing assignments will always be graded by me. The rest will be (ungraded) practice, for points.

This will create an environment of trust (um….ok) and responsibility for learning (yes indeedy). [Suppressing cynicism will become my new watchword. Whiskey may become important.]

But wait, there’s more!

Possible further changes, then, after the zillions of hours making quizzes for the unquizzable, would include:

1) changing from weighted categories to points accumulation, because there’s no point in weighting anything

2) returning to Modules (which I just happily jettisoned) to force task completion

3) using Modules as the ugly home page to eliminate beautifying a Home page no one uses

4) eliminating the weekly pages I decided to keep instead of using Modules, which would entail losing all my introductory videos because it’s stupid to put a 2-minute Voki on a quiz

5) eliminating all multiple-choice quizzes because (a) I get too many student questions about them, (b) it isn’t really practicing to do them, and (c) Canvas can’t properly handle test banks anyway and I’m always having to fix them

6) vigorous use of James Jones’ brilliant due dates spreadsheet to make sure everything is dated properly

7) sorting out the remaining problems: getting students to the Information page (which is a FAQ they need), and forcing them to return to a Discussion that they think is completed after only one post

Thomas Jones Barker, Death of Captain Nolan (1855)

Class annotation of images

This is another post where I share how I did something, solely so I don’t forget how to do it.

Perusall is a wonderful program for annotating documents with a whole class, and I’m currently using it for all my online classes, which are located in the horror of an LMS they call Canvas. I upload a PDF, and students and I can highlight the document, with a panel popping up for discussion. When anyone clicks on the question mark, it indicates a request for responses. When anyone uses @Someone, it notifies them someone has responded. I have used it to solve the “what if they don’t do the reading?” problem, since we all kind of do the reading together.

All this is great. The system “auto-grades” (though I have to set it then check it very carefully), and pushes the grades to Canvas gradebook on my command, so I can focus on the discussion itself instead of evaluating it.

But you can’t do this with images — just upload and everyone talk about it.

Except…you can. Perusall won’t upload images natively, nor link to images directly on the web. So I downloaded an image, and saved it as a pdf in Preview, then uploaded it. Then I clicked on a section of the picture. Instead of highlighting text, Perusall put a pin. I can then ask a question or make a comment about just that portion of the image. Click the pin, and the conversation panel opens.

But the interface itself takes up a lot of the screen, which we don’t want for images. So I’m going to show students what to do about that:

If they do it, then it will look like this:

More room for the image, less clutter. I’m thinking it would be possible to put several images on a page to be discussed for that week.

What it’s doing is similar to ThingLink, which I learned about from our wonderful art historians over a decade ago. But ThingLink and similar programs, although they can be embedded into Canvas with iframes, cannot track a student’s comments, nor auto-grade them. Perusall can, which shortens my workflow so I can focus on the discussion, just as I do with annotated text.

So, annotations for images when I teach a European history course that focuses on the Humanities, and a History of Technology class that can get bogged down in text? I’m in!

 

Prepping adventures: the big questions

To the dismay of some of my colleagues, and the delight of others (and the total incomprehension of most), I am continually preparing the next class. So, even though it’s June and I’m teaching three classes that started last week, I am thinking seriously about Fall.

Fall for us begins in August, so it’s not that quirky. And next term, for the first time, I will have an intern. The SDICCA program in San Diego County, in association with San Diego State University, matches Masters students with community college professors*. The intern will work closely with me the entire year, attending my classes and campus meetings, and learning from me as his mentor.

This requires a certain meta approach from me as I design and teach my classes, particularly the on-site classes. This opportunity was one of the reasons I wanted to be a mentor. While my ego does not require a minion to learn things “my way” (on the contrary), I do require that things change up a bit to keep me on my toes. The necessity to explain why I do what I do, and to change things in response to someone else’s thinking, is a boon. Although I do change things in response to students all the time, the power relationship there is quite different than that between mentor/intern, particularly as I intend to make clear I hope to learn as much from him as he does from me.

But one thing I must “teach” is class discussion, my bugaboo. I have only one class where I really do it, my early American history online. At the beginning of the week, I post a 5-minute video from a series that considers “both sides” of an issue, and ends with a question (for example, “Was the Constitution a democratic document?”). The first few days of the week, I allow students to respond with their ill-informed opinions, vent, argue, etc. Then mid-week I summarize their contributions and reframe them, asking new questions based on their input that nevertheless point them toward deeper, thematic issues that connect to the assigned documents. It works well for them, but requires a lot of work from me: it is very much instructor-guided.

Although I have done this also in a classroom setting (using video clips from controversial issues in the news), I feel that these days some larger, philosophical issues should be considered. I do not want to simply increase polarized views by encouraging evidence-based arguments. My goal for teaching has always been to train a person see the news of the day and connect it to similar “news” from the past, to put today’s events into perspective. That’s what history is — context. THE context. It’s the way we know what the present might mean.

When I didn’t know that my modern European History class would be cancelled last spring, I prepared a list of such questions, one per week. I wasn’t exactly sure what I would do with them, and I never got to find out. (Don’t get me started on how students are being told by equity-minded individuals to avoid European history, and how they are avoiding classes that require deep thought so they can more easily achieve “academic success”.)

I tied each question to that week’s area of coverage:

  • 1 Story So Far
  • 2 17th c Politics and Culture
    Should only people who own homes vote? -or-
    At what point should society’s leaders no longer be allowed to lead?
  • 3 Science and Enlightenment
    How important is reason as opposed to emotion?
  • 4 Enlightenment Economy and Society
    How should a country’s economy be regulated, if at all?
  • 5 Political Revolution
    Is there a point where the people can get too much power?
  • 6 Industrial Revolution
    Should we help workers who don’t make enough to live on? how?
  • 7 Socialist and Romantic Response
    How do ethics come into politics?
  • 8 19th century society
    How important is it that people have definite roles in society?
  • 9 Nationalism and Imperialism
    Does nationalism necessarily lead to treating others poorly?
  • 10 Great War and Russian Revolution
    Does war settle disputes?
  • 11 The Interwar Years
    How can fiction help us understand the present?
  • 12 World War II
    Why do people become followers?
  • 13 The Cold War
    How does one find ones place in society?
  • 14 Social Revolution
    How can literature guide people’s views?
  • 15 The Contemporary West
    What issues or values should transcend politics?

So now, keeping in mind the need to connect their own opinions to the topic, I’m starting here for modern American history:

  • 1 US to 1865
    Why study American history?
  • 2 Reconstruction
    What might have been a better plan for Reconstruction, and what would have made it difficult?
  • 3 The West
    What happens when we see people from the past as victims as opposed to people with agency?
  • 4 Incorporation and Immigration
    How do immigrants become part of the American story?
  • 5 Empire
    Does America still have an empire?
  • 6 Progressivism
    What should be the government’s role when capitalism causes problems?
  • 7 The Great War
    How should Americans who oppose war be treated?
  • 8 The 1920s
    In what sense is progressive thinking countered by traditional thinking?
  • 9 The Depression
    What is the government’s role in alleviating suffering?
  • 10 WWII
    How should the U.S. respond to authoritarianism around the world?
  • 11 Post-war and Cold War Politics
    In what sense do fear and restrictions of civil liberties go together?
  • 12 The Fifties (culture)
    Why is celebrity culture so influential?
  • 13 War and Activism
    When a college tries to make its curriculum “relevant”, what does that mean?
  • 14 Inclusion and Exclusion
    Which is more important to social justice, the laws or the courts?
  • 15 New Millenium
    What have been the impacts of the internet?
  • 16 Contemporary US
    What is the role of the idea of “privilege” in contemporary discourse?

I am not sure that these are the exact questions, or how I want to use them in class, but it’s a start to think bigger.

 


*It’s interesting. We are called “professors” in the press and in the commencement program, but when I asked for this designation on my college business card, I was told no. We don’t even get “instructor” anymore, only “faculty”.

Honors Contracts in Canvas

Yes, it’s another how-to-so-I-don’t-forget post! (Sorry, I would much rather being doing England travelogues.)

Background

So… I have a stand-alone Honors section this semester, with 25 students of varied abilities, some Honors students and others not, some just desperate to grab a seat in an online US History because we never offer enough. This stand-alone section is online and in Canvas. I have created weekly research tasks for this class, each in a forum so all can share their work as their project progresses. You can see these tasks together here on this Google Doc.

Honors Contracts, however, are the mechanism by which individual students in non-Honors (regular) classes can take the class officially for Honors. This is typically done by working on research individually with the instructor.

I have strived to create community among my Honors Contract students, but with little success. One of the issues is numbers: I am only allowed to teach 5 contracts per term. Since Honors Contracts are fairly new, I usually only get 4-5 requests anyway, but they are from different classes. Excluding 8-week classes for European History and U.S., this leaves my History of England and History of Technology classes for Honors Contracts.

I have struggled with student self-direction with the Contracts, and many of my Contract students don’t complete, for various reasons (mostly personal rather than academic). The problem is that when they get into trouble, the system does not allow them back into the “regular” course – they do the Honors work or they fail.

So last year I had this great idea to combine the Honors Contracts students from these two classes, and have them work on this blog, with set readings and curriculum. The two students that finished did great. But there were problems with the technology (or rather, problems with me and the technology – if I hadn’t insisted the college connect WordPress to the enrollment system, they would not have happened).

The Plan

Since community is not working (for me or for the students),  I will be returning to the original intention of Contracts: individual research projects.

This does not mean I think my set course in “Victorian Science and Science Fiction” wasn’t wonderful (it was effing brilliant) or that everyone shouldn’t study Frankenstein, watch The League of Extraordinary Gentlemen or read Arabella of Mars (they should). It just isn’t sustainable at this time.

Since I have already created weekly research forums for my stand-alone US History class, I will simply import these into my History of England and History of Technology Canvas shells. But they will only be assigned to one group, which I’ll name Honors Contracts (I supposed I could amuse myself by calling it Unicorns or something, but I might get confused.)*

The way it works at my college, Contract students are “in class” with the regular section, but just do some different, more advanced work. In order to provide time for their research, I have my Contract students stop taking quizzes and stop uploading lecture notes after the first two weeks of class, so long as their grades are OK. But I don’t want to keep a separate grade tally (you know, on a piece of paper, God forbid). I just found out that it’s easy to Excuse students from taking particular assignments, right in the gradebook, as shown here:

I got this from this Canvas help page. So I’ll do that for all their quizzes and lecture notes.

Since the research forums are forums, if I have more than one Contract student in a class, they can work together, but I’ll change the instructions to remove required interaction. I’ll be their buddy in the forum, just like an individual tutor (I would like to furnish my online office like an Oxford don, but that might be too much — oh, wait, I could Voki!**).  If I want to get Contract students together, we can use social media (Facebook group) and/or real-life meetings at Peet’s Coffee.

Ideally, it would be nice to have a separate Canvas course that would integrate all the Contract students from my various classes, but Canvas cannot do that and keep it connected to the regular class site. (I’ll be lucky if it does this properly.***)

And yes, it will take awhile to set up, particularly since Canvas will want to do stupid things, like put all forums on the Calendar so all students can see, or include it in the Syllabus Assignments list even when they aren’t assigned to everyone.

But I think it’s more likely that students will stick with their Contract if it’s easier, and if their Honors work is integrated with their regular coursework, at the same online site as their regular work.

Or at least, that’s what I’m telling myself as I continue down this road, paved with good intentions, of bowing to our Canvas overlords.

 

*Update: importing the research forums into the regular courses brought to light another problem — how will I know when an Honors Contract student posts in a research forum? I want to be able to respond to these immediately. But Canvas notifications are “all or nothing”: you either get notifications for all discussion forums in all classes or for none. For everything, you choose how to be notified of “Discussion” (every post) or “Discussion post”.  That would be a nightmare of email notifications. I’m going to try to solve this by adding myself as lisa-student (my test student account) to the course and to the Honors Contract group, and then subscribe to all 13 research forums. 

**After writing this, I renewed my Voki account. First week in the research forums will start something like this:

*** It didn’t. I have also discovered that checking it as a “Group Discussion” is not helpful, because Canvas assumes you want the same discussion assigned to all students, just in different groups. It’s better to assign each Honors forum or quiz to individual students and avoid Groups.