Thank you for visiting my Blog Posts this semester!

I would like to thank all of you who stopped by to read my blog posts this semester.
I enjoyed sharing my thoughts and practices with everyone. It was great fun!

Goodbye Everyone and Enjoy Your Summer!
Lorrie

Instructor Online Presence

When speaking with students on the phone, many times I have heard comments on how they are not used to the help they are receiving, or the timely grading of the assignments or my Instructor online presence.
This semester one of my students emailed me about something I wrote in his Lab Feedback. He said that he did not think he could ask me for help since this is an "online course". Despite emails that tell everyone to write or call for help, he still believed that he had to go it alone. After my reply encouraging him to seek assistance, that's just what he did for the remainder of the semester.

I like my students to be aware of my online presence. I tell them in my very first Welcome Email that they will notice me online everyday and often. I always hope they will connect my dedication to them and the course with expectations for student presence and performance.

Lorrie

What if it doesn't work?

Sometimes I have created what I believed was a thought-provoking and insightful discussion topic that would be both interesting and also easy for my students to research, only to have it fall flat on its face.

Either the goals were somehow confusing, the topic not as interesting for students as it was for me, or the hints in my own introductory post directions were not read, in which case science was "misapplied".

What can an instructor do if a topic that was expected to be just "great"...is far from it?

Tweak it or Trash it.

Editing the criteria and/or providing concrete examples of expected outcomes might help.
However, there are just sometimes when what seems like an awesome topic (or slant on a topic) just has to be trashed in favor of one that will produce the expected class participation and enthusiasm.

Lorrie

Maintaining Standards for Discussion Posts

I had composed this post about my standards in the discussion area by the second week of the Spring semester but I never published it. I guess I was concerned that maybe I was being too O.C.
But after seeing the thread of posts in the Faculty Discussion area I thought about my own post once again and decided to publish it after all.

So here goes:

Okay...there's My Space, Face book, Twitter, all sorts of personal blog sites, cell phone text messages and then there are D2L CCCOnline courses.
This is college!

And so, Research Discussions in my classes are expected to be written using proper spelling and grammar. A uniform font style and size is encouraged. A post written in ALL CAPS or all bold type is not allowed. Also not acceptable are posts decorated with brightly colored fonts or fonts which change font family and size frequently within a single message.
Capitals must begin a sentence and a period or other punctuation mark must end a sentence.
The first person "I" must not read as "i".

If a post is difficult to read and follow then an edit is requested.

My insistence on both discussion content and format does not win overwhelming student applause the first 2 weeks of a semester but I stand firm in requiring that discussion posts look more professional than your average "anyone can post here" blog.

By the second unit the majority of student research posts look very professional. Yay! Mission accomplished!

Lorrie

A Compliment? I think so!

What instructor doesn’t like it when a student emails to say that he/she enjoyed the class and that you are a great teacher?

I received an interesting “compliment” and I do take it to be one.

I was told that I was the most legit online instructor that the person ever had but that she thanked me for it.

My personal professional mission statement from the 1970’s to present is:
Never sell anyone’s ability short. Hold the standards high; the majority of people will rise up to meet them.
Those that do not completely meet them will probably still achieve more than they thought was possible.

Lorrie

An Opportunity Not Missed

Students call often for help with Labs. I really like when they do because it’s my time to learn a thing or two as well.

Before ending the conversation I ask one or more general questions about things for which I might make assumptions but about which, without verification, I cannot be certain.
I always make sure students know that I am asking strictly for my own personal knowledge so I can best structure and instruct my course, not to criticize their online or course habits.

Some examples:

1. When you log on to Desire to Learn do you go to a course link such an “You have new Emails” or “You have Dropbox feedback” or do you go to a Course Home Page each time?
2. If you go directly to Discussion or Dropbox areas, do you also visit Home Page News every week? If you do visit News then how often would you say you read News items?
3. How often do you tend to check Email? Do you filter Emails for each of your courses?
4. Did you change any Discussion or Email settings when Tips were provided?
5. If Instructor-made videos were available for Geology concepts such as measuring Interfacial Angles, would you most likely view them? Would you have the time?

Such things are important, need-to-know information that help me to make better decisions how to reach my students with course updates, course changes and new resource materials.
I keep my list of questions next to my computer. I may only ask one question during a single phone conversation but I try not to let the opportunity to do so slip away.

Lorrie

Bending a Little

I am a firm believer in not babying online students. I want them to research and "Google" for themselves and I will provide help and hints on "how" to do so in order to guide them along.

However, sometimes an Instructor needs to know when to bend a bit more for the sake of all involved.

Two situations this semester come to mind.
In one case a person misplaced a map that was needed for a Lab and so the student emailed me to ask if I had any advice.
I suggested a Google Image search because a Physiographic World Map can be found on the Internet.

Then I was asked...do I put "Physiographic World Map" into the Search box?
Knowing that several very different Physiographic World Map images could come up, some of lesser quality than others, I decided it was easier and better if I found the map then emailed the link to the student.

In another situation a student was having a great deal of difficulty understanding exactly what was required for a Unit Research Discussion. The information the student had written was not scientifically sound nor was it enough to qualify for 45 points.
By way of an email, guidance was provided to "fatten up" the research with additional facts but every email reply came back with, "Sorry but I still do not know what is required."
Ultimately I decided on a better way to help this student.
1. I suggested a topic title within the main topic. It was something about which I knew the person could find a lot of information.
2. Then I listed 3 specific areas to touch on within the research in order to cover criteria and qualify for full points.

Even if at first an instructor believes that a student should be able to handle an assignment or accomplish a task from start to finish on their own, sometimes it is easiest and best for an instructor to bend a little and do more to help students accomplish a goal.

Lorrie

More on Early Posting to Discussions

Following up on my Blog Post for Wednesday, April 7, 2010, with the opening of our final Unit Discussion, I informed my students about “Early Posting Bonus Points” in an Email, in News and also within the Discussion area itself, the latter being a third method of informing students that I tried for this final Unit.

The results were still not what I was hoping for but they were better than for the previous Unit.
Approximately 1/3 of all students posted within the first week that Discussions opened and that is up from about 1/4 for all previous units this semester.

Since I am still convinced that students are relying heavily on the 15 Week Course Schedule, rather than on Home Page News and Instructor Emails, a notation on the Course Schedule Syllabus page next semester would no doubt improve the numbers.

Lorrie

A Little Something Special

At the end of a semester I like to do a little something special to recognize a student's achievement.
I create animated text graphics to congratulate students on their passing the course, on their "A" letter grade or whatever else might be appropriate to make them feel "special".

I especially like this website: http://textanim.com/#text
Unfortunately our Blogger would not allow the sample image I have included to animate but D2L does allow animations!

I used to send the graphic in an Email but D2L allows for Final Calculated Grade comments with an image.
I experimented with Jenny and "Wow!" the graphic looks outstanding against the white page as it sits there just waiting to surprise a student who clicks on "Grades" to see their the total points.

Try a white or transparent background. D2L will not put the border around it that you are seeing with Blogger.

Just thought I'd share.
Lorrie

The Withdrawal Email

As the “Last Day to Withdraw from a Course” deadline fast approaches, I prepare the “Withdrawal Reminder Email” that will be sent to my students.
This is an Email that I do not look forward to sending. Despite the course Grading & Evaluation syllabus document, Instructor Emails explaining how the course grading works, and the “Release Final Calculated Grade to Students”, there's often one or more people who have somehow confused the “add up the points to determine your grade” policy. Occasionally and unbeknown to me, people devise their own method of “averaging”…adding up a few grades then dividing by same which resulted in a “C” grade within the first 3 weeks of the course. Lulled by this false sense of security, the withdrawal email comes as quite a shock even if individual progress reports were sent earlier on in a semester.

“Withdrawal’ will not apply to all students but the informational reminder Email is sent to everyone so that no one person feels ‘singled out’ to consider withdrawing although, after reading the contents of the Email, it will become apparent to a student whether or not the message pertains to their current course progress.

- In this Email I include a link to the Course Grading and Evaluation document. (This link also appears in the General Comments area of each student’s Course Grade Link.)

- I include a grade point range where the class generally falls at this moment in time in the semester so that students can evaluate where their grade stands.

- I state the remaining course quizzes and assignments along with the possible point values they can attain.

- Then students are asked to realistically self-assess how many of the remaining assignments and quizzes they will complete. They are also urged not to estimate and assign full points for all remaining work but rather to back off a bit and allow for errors or problems.

- Before closing the Email, the one thing I ask is that students please NOT email me the following question: “Do you think I will pass the course?”
They can ask me questions about anything in the Withdrawal Email or anything about the course requirements but I make it clear that it would be very unfair of me to judge them and assess their ability to rally and complete remaining course requirements if their grade and performance to date have been fair to poor.
“Can pass” is very different than “will pass”.
I believe the best way I can help borderline students to decide whether to remain in the course until the end or to withdraw with a “W”, is to urge them to realistically assess their current standing as well as their ability (time-wise) and their desire (very important!) to successfully complete enough of the remaining course work to satisfactorily reach a passing letter grade and/or the letter grade they are seeking.

Lorrie

Those Early Discussion Posting Bonus Points

The results are in!
As mentioned in my last Blog, I offered additional points to those students who posted early (days before the Unit Discussion closing deadline).
Students were notified of the additional points in News and in an Email.

The results were not what I was hoping for.
Ironically a few people posted early who did not do so for the first 3 Units.
However, the number of people who had completed their Primary Research Post within the “Early Posting Time Frame” was minimal and no larger in number than those that posted early when no bonus was being offered.

I asked myself: Why would people not take advantage of an incentive being offered, especially close to the end of a semester when many people are beginning to focus on their final letter grades?

Here are 3 things I have concluded based on my observation of Student Progress, Content Areas Viewed as well as responses to specific questions that I have been asking when students call me on the phone for assistance.

1. The most accessed Course Content Page for my Course is the 15 week schedule.
In fact, a few people who have spent very little time logged onto the course have only accessed that course page.
2. On the phone many students have told me that they do not access the Course via the Home Page. They go directly to specific areas that are linked whenever they logon on to the system. Those links might be for new “Discussion Posts Available” or new “Lab Feedback Available”.
3. It appears that the majority of students do not explore all the course pages. Most of them don’t “look around”.
Apparently, News is not being viewed by most students and definitely not on a regular basis.

Another conclusion is that a lot of students are not reading their Emails.
Some reason(s) could be that:
1. Students are overwhelmed with the number of new Emails when they go to that area.
2. They don’t bother to check Email or they are too busy and in a hurry to do so.
3. Emails are “hidden” by frames and therefore students are not noticing many of them because they never took advantage of their Instructor’s Email Setting Tips.

Whatever the reasons, it appears that Emails and News, (which are in my opinion the 2 most important Instructor/Student Communication Tools), are not being read to the degree that this Instructor would like.

Since the “15 week schedule” tends to be the most accessed list of stated course deadlines then it makes sense that people are going to the Discussion area on the final due date that appears on the schedule.
A surprise “Early Posting Incentive” is not a consideration or an option because the students who rely only on the 15 week schedule don’t even know about it.

In my ongoing effort to get the majority of students to post early, thereby avoiding the “50 or more” new posts written hours or minutes before the deadline, for the upcoming final Unit Discussion this semester I will also post an alert for the incentive points right at the top of the Discussion area. Let’s see what happens.

Here is another option: For upcoming semesters, in the Discussion Post criteria and in the Discussions Info/Rubric Course Document, there could be stated requirements that for full points, a Primary Post must be done within the first week of a new Unit.
While an option, I’d prefer to figure a way to encourage early posting rather than focus on penalties.
Also a possibility is to mention bonus points in the 15 week schedule however we have always tried to keep this document uncluttered and to-the-point when it comes to due dates.

If you have any ideas, please share. Thank you!
Lorrie

Experiment in Progress

In an attempt to encouraged students to post early rather than the last few minutes before Discussion posts close, I am trying something new.
If a new Primary Research Post is written within 7 days of a Unit's opening and 4 days before the Unit Discussion closing deadline then additional bonus points are being assigned.
Students who read Emails and/or who frequent the News area of the Course will know about the bonus points. Those who only look at the Discussion area itself for due dates will not be aware and so it will be interesting to see if more people end up posting early for the current Unit 4.
If more new posts are not completed within that 7 day period then either more "hype" is necessary to promote the additional points or, "points be darned", the 15 week schedule dates trump incentives and posting early.

Results will follow!
Lorrie

No Late Work

Inspired by posts in the Faculty Discussion area I decided to write down my thoughts and practices concerning late work.
In my courses "Late work is not accepted". That's the stated policy and it is stated often and in a lot of places in the course.

Is it a tough policy to stick to sometimes? You bet!
After a Unit closes the next day there will always beat least 4 (usually more) Emails explaining why Labs could not be submitted by 11:55 PM the night before.

As excuses come my way, these are the facts that I rely on:

1. All Unit assignments allow 3 weeks for completion. Comprehensive assignments like the Field Trip Project allow months.
That's a lot of time. In fact, it even allows for a one week+ trip to Hawaii.
My personal quote, always stated in News, and every assignment-related Email is: "A Due Date does not necessarily mean a Do Date. Early submissions are most welcome!”
To rely on Internet connections never failing 5 minutes before Quizzes, Dropboxes or Discussions close is not a wise choice.
Lab experiments can take several days to a week to perform and write-up. Trying to complete 3 of them on the weekend (or day) they are due is also not a wise choice.
(This information is shared with everyone in First Day Emails and in every Unit Email that I send.)

2. What is done for one person must be done for all.
Opening a Dropbox or Quiz for one person to me means offering the opportunity to all students.
Where does that leave course "deadlines"? Out the window and meaningless. The course might as well not state any deadlines if they will always be extended.

3. It is not fair to other students who completed their work on time.
Also, students are awaiting the release of correct specimen names so that they can proceed with the next Unit's Labs. It is unfair to the rest of the class to hold back this feedback because one person said their Internet connection failed.

Exceptions:

1. Are there exceptions? Documented medical emergencies are a definite exception.
On occasion students have provided a copy of a doctor's note (minus sensitive information of course) and an extension is willingly granted.

2. Also "history speaks for itself". History? During the first few weeks of a semester the Instructor does not have a history with students as far as diligence and submission of assignments on time are concerned.
For the first 3 weeks my response to Internet connection and computer failures will be, "That's why we have the Extra Credit" assignment built into the course. Please take advantage of that opportunity to make up lost points."

However by mid-semester, if a student has been turning in all work on time and, if that work has been up to standards, then an Email with a "family emergency or Internet failure excuse" holds a lot more weight. Sometimes "stuff" happens and puts obstacles in the way of even our best laid plans.
I will request a phone conversation and students with legitimate excuses always seem to call.
If Unit Lab feedback and answers have already been shared with the class then I offer a student an additional Extra Credit assignment to make up points.

"What is done for one person must be done for all" comes into play here. If "history" is a factor in extending a deadline then it will be so consistently and across the board for any other hard-working students who may have experienced and expressed a hardship around a Unit deadline.

3. Another exception: What about "My Financial Aid did not come through so I could not buy the Lab Kit for Unit 1? This can be a legitimate excuse!
I always request a phone conversation and, once again, those with serious Financial Aid issues tend to call.
If the first Unit’s Lab deadline has passed and, if answers were released to the class, then I offer this student another "Extra Credit" opportunity. However, students are told this is a one time concession and that, since they now have their Lab Kit, assignments are expected to be submitted on time.
Students who could not afford their Textbook until Financial Aid came through are also given extensions for the Unit 1 Quiz.

Stopped in their tracks:

1. In all cases of Email excuses I request a phone conversation. In the majority of cases, the contact seems to stop right there. Students who legitimately feel they have a "case" tend to call me to discuss the matter further.
With the occasional student who takes online course because they prefer to avoid 'personal' contact including a phone call, those with legitimate excuses will tend to keep the Email dialogue going.

2. When students call me and, if the excuse is a computer or Internet failure, then I take the opportunity to explain "Facts 1-3" at the beginning of this Blog and honestly...most people will agree that an extension is not warranted.
It is then suggested that the student take advantage of the "Extra Credit" assignment. The person is encouraged to begin assignments earlier and to submit in advance of deadlines to allow for unforeseen 'digital' problems and/or to allow enough time to complete assignments at a library, at work, on a campus or on a friend's computer.

3. In the cases of Email excuses concerning serious medical reasons, when a doctor's note is requested, in some cases all student communication stops. Those students who had medical emergencies will tend to follow up with some form of documentation.

4. “D2L was down!”
My reply will state: “I was online all evening and D2L did not experience connection problems. Also, other students submitted their labs on time and with no problems. Please call so we can talk about this.”
Contact seems to stop right there.

5. In cases of Email excuses stating that uploading of assignments was attempted on the evening that Labs were due but none of the uploads went through. "Something was wrong with D2L and it would not let me upload my Labs".
I always go to the student's "View Progress". There I look to see if the student was online at the time they said they were. I also change to “Dropbox View” to see if any uploading attempts were made around the time in question.
If the excuse appears to be unfounded then an Email reply to the student might go something like this: "I could be wrong so, please correct me if you feel this is in error but, I took a look at your course Progress and I see no logons for you at all on the day your Labs were due".
Student contact usually stops there as well.
When "Progress" shows attempts to upload assignments then a 24 hour extension is granted.


My personal belief is that “life is about deadlines” whether it is an assignment, a doctor's appointment, reporting to work on time or boarding a plane for Hawaii.
Closing out one Unit of the Course and then moving onto the next is a good thing that works well. Students know what is expected of them along with how, where and when.
So, while some excuses will 'tear at my heartstrings', I do my best to stand firm on deadlines and I expect my students to as well.
By the way, on the morning after a Unit closes, how wonderful is that occasional Email in which a student apologizes for missing the deadline, taking full responsibility for not managing time efficiently.
And how wonderful it is to reply to that person with thanks, praise and admiration for their having taken responsibility.

Lorrie...now stepping down from her pedagogical soapbox.

Online Discipline Problems

I enjoyed reading Dan's Blog about "Students Behaving Badly...Online". It made me think.
On occasion in our Webinars the subject of handling online student discipline problems came up, especially relating to incidents in the public Discussion Forums. I recall that in one Webinar specifically devoted to the subject of student discipline we were asked to indicate whether we've had any problems by showing a smiley face.
I thought for a minute and realized that I must have been very fortunate. I couldn't recall any problems and I considered myself extremely lucky while wondering just how bad a "problem" could be.

This semester was different but fortunately only one incident reared its ugly head. Chalk it up perhaps to student frustration adjusting to a new learning environment coupled with the fact that the course was not suited to that person's needs.
Within the first week one student used the Discussion area to derail the course and its requirements along with me and my standards. It was a scathing post to say the least; a veritable "doosie".
However, that's what the Discussion delete button is for...followed by an Email to that student.
Ironically the Email surely went unread since, immediately following the offensive post, the student dropped the course. I guess the post was a departing 'gift'.
I will admit that I came away thinking, "Gosh! I sure hope that never happens again!"

This experience reinforced my own practice of checking new posts daily and checking them often, whenever possible, throughout the day.
Even if I have a specific block of time allotted for reading and grading all posts, I always try to take a quick look-see several times each day just to be sure what is going on in the Discussion Forum.

I thought about why only one problematic incident occurred over many semesters. While I don't have a definitive answer perhaps some of my "standards" that were the target of that derisive discussion post have actually helped to avoid such incidents in the past.
Within the Discussion area the standards are clearly stated; the Forum is for science research and it is not a place to vent frustrations, negatively criticize in a personal way any other member participating in the Forum, or to express personal political or religious views.
Perhaps the tone I set in replying to students is also a factor, that being a professional one rather than too 'personal', discounting of course the occasional Instructor reply in which a bit of humor might be called for though never directed 'at' or 'about' a student or their research.
Also, one of the things that annoyed the student who 'took me down' in the offensive post, might work in my favor; that being my insistence that Research Discussion Posts are well written, well organized and easy to read and follow with respect to grammar, spelling, sentence structure and uniform fonts. After all, this is college.
Yes, it took a lot of people a full Unit to get used to editing their Discussions but, by Unit 3, they were looking very professional and downright attractive.

I can't help but believe that the students also experience pride when they realize they've mastered the art of publicly presenting a well written research message to their classmates, reinforced by an instructor reply that says, "Thank you for your very well written, well organized and informative research!"

Lorrie

Why didn’t I think of this before?

Here’s something I tried today.

In Physical Geology our Discussions are research-based.
There are 2 discussion Deadlines. The first deadline is when the main research post is due.
Then there is a second deadline about a week later. The time between the 2 due dates is for editing research and replying to other students.

In the old Learning Environment we used, there was an option to set Discussion settings to allow student replies only.
Because that option is no longer available, students were posting their main research days after the first deadline had passed. Emails, News and Discussion alerts were going unnoticed.

So today, after our Unit 3 research posting deadline passed, I composed a new message that appears right above the last student Discussion message that was posted on time.

The Message Title is: Primary Research Posting is now closed.
The body of the message is:
Thank you for your posts!
No additional posts should appear above this one.

Hopefully this “News” will be noticed. Anyone who uses 2 Discussion deadlines may want to try it too.

Lorrie

Don't Assume

Everyone may already do this but I thought it was worth sharing.
Viewing "as the Student" is a good idea when making changes in a course, especially to "News".
When clicking on "Now" to end a News item sometimes the "AM" will prevail even if the time is "PM". This may go unnoticed when saving.
So I always go back to the Home Page then change to student view just to be sure that the item is inactive.
Also, not often but on occasion, even after double checking for the correct AM or PM entry, I have clicked on "End" for a News item but when I took a peek as a student, the item was still active.
I have come to trust and use viewing "as a student" for all updates and changes I make.

Lorrie

GIMP – An Alternative to PhotoShop

I love to use custom designed images to embellish discussions and I enjoy creating images for the tutorials that I write to help my students.
Sometimes a graphic cannot be found that will be "just perfect" for the information contained in a D2L tip, tutorial or externally linked webpage that we have written to help our students better understand a concept or procedure.

I use Adobe PhotoShop to create graphics that will specifically apply to a concept I am explaining.
I also use it to “Print Screen” to save D2L windows as graphics so that I can provide students with “Tips” on how to perform a task such as using the MS Word copy/paste icon for Discussions and Emails.

But Adobe PhotoShop is pricey! Is there an alternative? The answer is “Yes!”
There is an Open Source program called GIMP. [http://www.gimp.org/]
The program will allow you edit and retouch photos and images as well as create your own images from scratch. (Take care with copyright infringements when using other people's images!)
GIMP is free to download and the main program already includes many “brushes” and “filter effects” that will enhance photos and graphics. See the List here: http://manual.gimp.org/en/filters.html

GIMP downloads are available for Windows and MAC.
No small program…GIMP is loaded with “image effects” and supported with tutorials and online support. I have tried it and I've found it to be an excellent, free alternative to PhotoShop.

GIMP enthusiasts have developed even more plugins that will bring the basic program up to the standards and capabilities of PhotoShop. These plugins are also offered free to the public. See a sample list here: http://en.addons.pl/gimp.php
These additional plugins are available for different operating systems including Windows, MAC and Linux.

GIMP is something to consider trying if you are toying with the idea of creating your own images for use in your courses.

Lorrie

Using Multiple Programs to Simplify Instructor Tasks in D2L

When I am logged onto D2L I have other programs open to speed up and simplify tasks.
They include MS Word, Notepad and Dreamweaver.

Here is an example of how I use either Notepad or Dreamweaver to simplify the sending of the same Email to several classes using HTML.

1. In Dreamweaver or Notepad compose an Email using HTML.
2. Click on the HTML Tab at the bottom of the Compose Message Window and then copy/paste the HTML code into the Email.
3. Type a Title into the Subject line.
4. Either "Save as Draft" or Send.
Sending more of the same:
5. Then to send additional Emails, when the first word of the title is typed the entire Subject Title will appear as a choice. (The Title is now simplified for all additional similar Emails written.)
The HTML code is still on the computer's clipboard so copy/pasting of the HTML code is easy for each new Email that is composed and then 'Saved as a Draft' or Sent.

As an alternative to writing HTML code, this copy/pasting will also work well if copying from an MS Word document by using the Advanced Tab Word Icon in the Compose Email Window.

By the way, I always save copies of Emails written in Notepad, MS Word and Dreamweaver to a folder on my computer. This speeds up the task of writing and sending the same Emails to classes in upcoming semesters. Generally all that is needed is to change due dates.

Using Notepad or MS Word to simplify Grade comments:

This is how I use either Notepad or MS Word to simplify grade comments when grading Discussions or Lab Reports.

For Discussions:
1. Under "Grades", similar comments are often left for many students. In advance I write and save some brief, standard comments in either Notepad or MS Word.
Notepad will allow for comments without any fancy markup but, if Discussion comments need bold type or italics for example, then MS Word is used. (Again, MS Word comments require using the Word Icon under the Advanced Tab.)
Those who favor using HTML only can always use Dreamweaver or type HTML into Notepad but I find that simple grade comments generally need only a Notepad or Word copy/paste.
2. When a grade is entered for a Discussion then a simple copy/paste from my already prepared list of comments into the Comment box under 'Grades' significantly speeds up the grading process for me.

For Lab Reports: These documents often require more succinct feedback for students. To separate and call attention to specific areas in Labs, such as a 'Data Table' or a 'Question Response', bold type is occasionally used. Therefore, I generally use MS Word copy/pastes to accomplish this task in the Dropbox, which then also reflects under "Grades".
1. In advance I prepare a set of feedback comments for each Unit Lab. Each 'set' of comments targets specific areas of concern that normally present themselves for that lab experiment.
2. When grading a Lab Report I select the best set of comments for a student's Lab and then copy/paste them into a saved document titled "Comments Lorrie Immoor". (Lorrie's Lab comments are saved for the entire semester so that I have an ongoing record of whether the student is repeating the same concerns from one Lab Report to another. Every student has their own "comments document" saved in a folder which also contains copies of their Lab Reports.)
3. After copy/pasting a standard Lab comment into the "Lorrie's Comment Document", adjustments are made as necessary, deleting those comments which do not apply and adding any additional ones that do. This generally requires the deletion or addition of only one or 2 comments from the initial 'set' that was used.
4. From Lorrie's comment document, feedback is then copy/pasted into the Dropbox feedback area using the Advanced Tab, MS Word Icon.
5. Even more! If a Unit Lab Report is lacking in format and content, then I upload an already prepared Adobe Acrobat .Pdf file in the Dropbox. This document explains Lab feedback in greater detail. The Dropbox comments that I leave will alert the student that the file has been uploaded and that it should be read. The .Pdf is used and uploaded throughout the semester as needed.

Again, in designated folders on my computer I save copies of "Discussion and Lab Comments" so that they can be used each semester.

In short, D2L is never alone or lonely. Keeping it company on my computer are one or more open programs that save time and redundant typing of the same Emails and Grade comments.

Lorrie

MS Word Copy/Pastes - A Discussion Tip

I maintain a personal website and within my domain is a folder called Physical Geology in which I have uploaded many webpages with illustrated tutorials and tips for my students.
This external site allows me to supply my students with additional help that does not require lots of space in D2L News or Discussion areas because all I need to do is provide a document name and a link.

Here is something I did today. It makes use of both my new D2L Discussion "Alerts!" Forum and my personal website.

I posted another Tip. It concerns the Word Copy/Paste Icon under the Discussion Compose Message Advanced Tab.

A lot of students were copy/pasting discussions they had created in Ms Word and they were doing so "directly", without using the Copy/Paste feature.
Unfortunately the integrity of their original Word document was not maintained and so fonts and spacing were askew. Those students meticulous about the appearance of their post were spending a lot of time trying to correct the appearance, often to no avail.

I am hoping this tip will save them time and a lot of trouble when copying their posts from Word.

This is the lead-in that I wrote in the Discussion Alerts Forum:

Tip: Do you copy/paste your Discussion Posts from MS Word? To maintain the fonts, spacing and the overall integrity of your document, try this! See: Word Copy/Pastes for Discussions (opens in a new window) [http://www.geolor.com/PhysicalGeology/Copy-Paste_from_Word_Tip.htm]

Lorrie

Documenting Phone Conversations

This is something I am doing this semester.
If a science Lab was submitted on time but it was poorly done, here is one technique I use when allowing extra time to revise and re-submit work.
I request a phone conversation with the student in order to discuss why the Lab did not meet the course standards and criteria and what needs improving in order to attain a better grade.
As we are speaking (not from memory hours later) and, based on my conversation with the student, I jot down some notes that contain: any important questions that I asked, the student’s reply and/or comments to my questions as well as the criteria that must be met to receive additional points on a revised Lab submission.
(I always inform the students at the beginning of the phone call that I am compiling notes and that they will be sent via Email “for their records” when we have finished talking.)

Before ending the conversation, I ask if the student understands the criteria for improving an assignment and if he/she agrees to it. The student’s response is also noted.

After the phone call ends, I copy/paste these notes into an Email message which I send to the student and to myself. In this Email I put the date and time of our phone conversation.

I do this for all important phone conversations relating to student requests to submit late or revised work.
This way the student and I both have a record of what was covered in the phone call as well as what agreements were reached that will allow the student to improve a grade.

Lorrie

Alerts in the Discussion Area

As a follow-up to my last Blog post in which I considered and questioned using the Discussion area to reach my students with important Course Reminders...I have tried something!

This morning I created a new Forum called "Alerts! I placed it at the top of the Discussion area.
Then, under "Alerts!" I created a New Topic called "Current Reminders".
In that message area I put very short and succinct reminders just in case they are not visiting News or reading Emails.

One of these reminders encourages students to visit Home Page "News" with each course log on.
Another provides the link to D2L Setting Tips I wrote for Emails and Discussions.

I have not allowed for replies. I am keeping this area at the top for reminders only.
I will be creating a Q and A Forum which I will place toward the bottom.

This new forum did push my current Unit Discussion Topic down just a tad but I can live with it because the Alerts are brief.
I hope this will work well and help my students.

Lorrie

Students learn and so do I!

I like when students call me on the phone for help. Not only do they get the opportunity to receive additional assistance with assignments and requirements but sometimes I also learn some enlightening information.
I mentioned in my last Blog that I provided some Setting Tips for the Email and Discussion areas of the course. I posted this information along with links to a webpage with the same tips on course Links, News and I also sent them in an Email.

I knew that redundancy was important for these Tips because, if Emails were hidden behind "panes", then people might not be seeing all of their important messages.
However, after speaking with a student just a few days ago I was made aware of a "habit" that could significantly alter how many of my students are reading News and maybe even accessing any Links.

When students log on, D2L kindly alerts them if they have new unread Discussion Posts or Dropbox Feedback. During our phone conversation, the lady mentioned that she clicks on those "link alerts" to go specifically and directly to that area of the course. That sure makes sense! But in doing so, the Home Page is bypassed along with the "News items" on the Home Page.
This one phone conversation really gave me something to consider. It made me wonder how many students are bypassing the Home Page in favor of going directly to specific course locations.

Other Instructors have shared how they sometimes put important alerts/news in the Discussion area, which makes perfect sense since students have to go there to complete assignments.
I have held off doing this simply because I wanted to reserve the Discussion area for science research posts only and not "clutter" it up with course information, alerts or tips.
However, since students absolutely have to go there to complete assignments, the Discussion area may very well be an important, significant and effective way of reaching those students who do not read Emails, who bypass the Home Page and who never click on Links from the Course Top Navigation Bar.

And so this Blog is not about "what I have done" but rather it is about "what I am thinking of doing".
I am still mulling over in my head exactly how touching base with students in the Discussion area can be accomplished in a way so as not to detract from the neat, well-organized research topics contained therein.
A "Tip" at the very top will grab their attention but it will also move the current, Main Unit Discussion down to second place.
What about at the bottom? "Discussion Posting Directions" appear towards the bottom and I am certain that only a few people have looked way down there to read the instructions. Instead of being a case of "Out of sight; out of mind", it is more like "At the bottom; not as important".
I am leaning towards at the top, as a brief message in a Forum Header, no student posts allowed, so as not to expand the short, to-the-point tip into a long, half-screen topic. The wheels are still turning in my head! Ah yes, flexibility!

In our Community Discussions, I'll query the community by posting a question about using the Discussion area effectively and succinctly for non-discussion related information.
In another Blog, I will follow-up with what I tried. If you post any alerts, tips or news in the Discussion area, please feel free to comment and share how you do this without taking away from the appearance of that area of your course.

Lorrie

D2L Email and Discussion Settings

In line with my previous Blog Entry, today I did something that will hopefully remove some student frustrations with "appearance" in the Email and Discussion areas.
By removing the check mark from Show the message preview pane under Email Settings and also by unchecking Show the preview pane in the Discussion Settings, the appearance of these areas changes to one more similar to what many were used to in Blackboard Vista.

Too many students were not seeing all their important Emails because they were hidden behind the preview pane and they did not realize the pane needed to be brought down a bit.

In order to reach all of the students I knew it would be necessary to provide the directions for changing settings in more than one course location.
Of course I sent an Email but, if the problem is with hidden Emails in the first place, then that might not be the best way to reach all students.
I also wrote the directions down on an HTML webpage which I posted on my own website. Then the new webpage was entered as a new link under the course Links (Category: Additional Resources).
I created a News item that alerts everyone to the Email directions I sent and which also provides them with the HTML link for all directions.
And so, I have tried to reach everyone in 3 ways.

Students who have already changed these settings have been delighted with the new appearance of Email and Discussions.
Hopefully this will alleviate some of the discomfort with "appearance" that students have expressed in their Emails.

Lorrie

Done and Not Done - A Bit of Self-Evaluation

Self-evaluation is a good thing. Without it one cannot be flexible or open to change. As each semester ends a bit of reflection on one's own performance can be beneficial.

What have I done to provide additional resources for my Physical Geology students?

I maintain my own external website on which I have provided many tutorials, often illustrated with graphics I have designed myself.
I send important links to these additional resources in Emails and I also link them from the Course Links Tab.

What do I really want to do more of in upcoming semesters?

I want to provide Audio Recordings and Multimedia Slideshows or Videos I have created to help my students with some really difficult tasks they must perform in their Lab activities.

No matter how many Tutorials I have written, not very many students go to the links to take advantage of these resources.
Of course this has been disappointing however I am beginning to think that perhaps there is just too much “TEXT” between all the course documents and my own webpage documents.
Maybe what is needed is a breath of fresh air in the form of “voice” and “multimedia presentations”. These would be especially effective when it comes to lab experiments. Since students are working alone, often struggling with equipment, visuals would provide an opportunity for them to see the Instructor manipulate materials for Lab experiments.

I have asked students who call me for Lab help if they would watch an instructor-made lab video and if they honestly believe they'd have the time to do so.
Every person said "Yes".

And so I intend to get one of those "Round Tuits" and then begin to create and incorporate some Audio/Visual Lab resources in my courses.

Lorrie

Validation

Several Instructors who used the D2L learning environment prior to Spring 2010 shared that students found the experience to be intuitive and that there weren't lots of complaints or problems.
During the first 2 weeks I did receive several Emails from frustrated students who were having a tough time getting used to D2L. Primarily, these were students had been familiar with Blackboard Vista.

What I am sharing is a little thing but it's something I always try to remember to do.
Before encouraging the student to take some time just to explore the course links and documents or even perhaps to call me, I try to validate what they are saying.
The first lines of my reply Email will always restate and confirm what the student has shared in his or her email.

If the student says something like, "I am totally lost and overwhelmed by this new system. I don't know where anything is!"
Then I will reply with, "Yes, our new D2L learning environment is different than Blackboard Vista and I totally understand how a new layout could at first overwhelm and frustrate you. I can understand how you feel and I am sorry you are experiencing any difficulties."

Than I follow with some suggestions that will lead to a better understanding concerning where everything is located in the course along with some words of encouragement about how we all will be comfortable and familiar with our new changes; it just takes a bit of time.
I include myself in the "we" to impart the feeling that I totally understand how difficult change can be but that time is on our side. After all, I was there and experiencing "newbie" feelings and not that long ago.

I have found that, after my replying with an Email that validates, provides suggestions and encourages, then the follow-up Emails from the same students are very positive.
In fact, they all have agreed that they are sure they'll get used to the course and any changes in a short time.

Come to think about it...don't we all like when our feelings are validated rather than dismissed?

Lorrie

Play the Role of the Student!

This semester I tried a new discussion technique and it worked.

The Scenario.
My Physical Geology classes have 3 Unit 1 Discussions: Student Introductions, Plagiarism and the big 40 out of 50 points Main Research Discussion (Geologic Wonders) in which they must come up with 4 distinct ways that Geology affects their lives and then provide some good science and supporting references for each ‘wonder’.

The Student Introductions and Plagiarism topics presented no problems and everyone posted right away.
However, this was not the case with the 40 point Main Research Discussion about their “Geologic Wonders”.
After several days only a few students out of 3 classes had posted.
What was going on? What could be done to help students better understand the requirements so that the Main Unit Discussion would start moving along?

Possible solutions that came to mind:
1. Expand on the directions.
Expand by how much? Do we want directions for one discussion to be so long and involved that one has to scroll twice just to read all of them, not to mention that the students will cringe when they see them all? The directions were already concise and long enough to explain requirements.
2. Send Emails with more detail.
Emails are one possible way of handling the problem. However, students receive lots of Emails and sometimes Emails go ignored for awhile. Also, taking the solution to the Email location of the course would mean separating the solution from the problem which existed in the Discussion area. That did not seem like the best way to motivate students to post either.
3. Upload audio or video recordings.
Recording multimedia tools in which I explained the post directions in detail seemed like a viable option but I wanted something that could reach all students and not allow for excuses such as my audio or video is not working on my computer. An immediate solution was needed. There was no time to work on recording or video edits for a few days.

My Method of Choice:
4. Play the Role of the Student! (Role Modeling)
An idea came to me! What if I could show them exactly what was expected for that Main Research Discussion? What if I took the time to write a research discussion post for the topic just as if I were as student in the class? The idea intrigued me; I was excited to try it and so I began writing my own research post. My post would be well organized, embellished with images, scientifically factual and based on research from good supporting (and well cited) websites. I did not write from my own expertise and knowledge because the students would not have prior knowledge of the subject when they began writing and so I researched as if I were new to Geology.

When finished, I converted the Word document to an Adobe Acrobat .Pdf file, uploaded it to the Course Files and then linked it right below the Main Discussion directions with the following lead in:

“Are you stuck or confused? Here is a .Pdf document that will show you an example of what we are seeking for this Discussion topic. Please take a look.”

This lead in was followed by a Course Link to my discussion document.
For those of you who are reading this blog and who are interested in seeing the sample discussion, I have uploaded the document to my website. Here is the link: Instructor Sample Unit 1 40 point Discussion Post - Geological Wonders

As backups to this new method, I also sent the link for my new discussion post in an Email and posted it in News too.

The Result:
Within one day people began posting and the majority of posts were very well done, well organized, chock full of good science and supported with well cited references from the get-go.

Who knows? Perhaps they enjoyed seeing the Instructor write the same post they had to tackle.
Or, maybe all they needed way to see how to approach the research post.

Did this “Playing the Role of the Student” work with everyone in all 3 classes? Absolutely not!
Some students may not have opened the link to read the sample post. This is not unexpected since students vary in the ways that they learn best and in the course resources that they will choose to explore. Helping all of my students to understand directions and concepts requires reaching out to them in more than one way. Redundancy is essential, but that is a topic for a future blog.

And so the old adage, “Teach by example” became another effective discussion tool in my online classroom.

If you have used a similar or other effective approach then please tell us about it!

Thank you!
Lorrie

Hello! Thank you for stopping by.

“Hello” Everyone! My name is Lorrie and I am a Physical Geology Instructor for CCCOnline.

I am delighted to have been invited to share some of my online teaching experiences and problem solving techniques with you.

I was a classroom teacher for over 20 years on both the High School and University levels. I love both science and teaching and so being in education allows me to enjoy and blend both interests simultaneously.

What single factors stand out as important in my teaching career? Ingenuity and Flexibility

Experience has taught me that no 2 semesters or years are the same; no 2 classes in a single semester are the same and of course, no 2 students are the same. Teaching styles and techniques that always seemed to work in the past may need tweaking in order to successfully reach a new class or even one individual learner in a class.

I began my career as a Permanent Substitute in a Public school District. It was my “foot in the door” which gave me an advantage for being hired as a full time faculty member the very next year. Substituting was like “paying ones dues to reach an ultimate goal”.
A substitute’s job is not an easy one. He or she walks into another teacher’s class cold. Students don’t know the teacher and the teacher does not know the students. Discipline problems are to be expected. The subject is usually not within the substitute’s area of expertise and often there are no lesson plans to be found.
It is an uncomfortable place to be in, so how does a substitute survive? Ingenuity and Flexibility

From that single, difficult year, learning to be flexible was something that stayed with me throughout my entire teaching career.

I am always trying to come up with (and learn from others) some new and different ways to reach a student or an entire class when the “old” methods just do not seem to work. Flexibility is critical in the face-to-face classroom and I honestly believe it is even more essential in the online classroom.

Within the online setting the option of verbally explaining course requirements and directions in depth and detail is almost nonexistent, unless one considers audio recordings which still don’t allow for a back and forth teacher/student exchange. “Reaching them all” in the virtual classroom is an exciting challenge!

And so, for my next blog entry I will share with you a “flexibility experience” that turned out to be a winning new discussion tool for me in our Physical Geology Research Discussion Posts. The Title of the blog will be: “Play the Role of the Student!”. If the title peaks your interest then I hope to see you here again soon.

I welcome your feedback and questions.

Thank you for stopping by my area of our Community Blog!
Lorrie