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
Thursday, April 29, 2010
Tuesday, April 27, 2010
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
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
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
Tuesday, April 20, 2010
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
Wednesday, April 14, 2010
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
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
Wednesday, April 7, 2010
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
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
Thursday, April 1, 2010
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
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
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