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
Sunday, February 28, 2010
Sunday, February 21, 2010
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
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
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
Wednesday, February 17, 2010
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
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
Friday, February 12, 2010
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
Thursday, February 11, 2010
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
Tuesday, February 9, 2010
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
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