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In creating a course called Intro to Pharmacy Technician, I was privileged to work with the Department Chair who was also the subject matter expert (SME), and the chief instructor. 

 

My SME was doubtful this PHAR course could ever be taught online. Furthermore, she wasn't sure it was even a good idea to try. After all, she was training the people we would eventually count on to accurately fill prescriptions and deliver medicine in hospitals. It really was a matter of life or death. She liked to look students in the eye and might even refuse to move on until she saw the facial expressions and spark of "light" in the eyes that great teachers watch for.

 

Here's How We Did It

The course format was fairly typical, including:

  • An approved medical/pharmacy tech textbook. 
  • Weekly, graded discussions with response rubric.
  • Weekly, graded reflection journal.
  • Supplemental self-paced weekly lesson highlighting textbook chapter details, with additional activities like looking up pharmaceuticals on the FDA website or other professional sites relevant to future work duties. (Articulate Rise)
  • Quizlet Flashcards (Canvas-embedded and printable) for key terms.
  • Weekly quiz on key concepts (low stakes) to prep for Final Exam. 

 

Communication Magic

High impact teaching practices like student reflection and review were leveraged with Canvas tools based on the idea that students communicate differently when they are 1.) writing assignments directly to please the instructor, 2) writing to fellow classmates about assigned topics, and 3.) reflecting on their own learning in a required personal journal. (meta-learning)

 

Each type of communication provides writing practice and encourages critical thinking, yet with a different flavor. 

 

Key Ingredient

A key point of difference in the course was making the SME's professional ethics and priorities tangible within the course. The goal was to make this subtle yet crucial feature un-missable.

 

Challenge: How do we impress on students the seriousness and societal trust required in their future careers without scaring them out of the field entirely?

 

The stories of early drug errors in manufacturing and FDA intervention for Thalidomide were useful. The most moving personal scenario was suggested by the SME. Emily Jerry's story lives in history as a heartbreaking example of the need for accuracy in Pharmacy technology and preventable medical errors. Youtube: Medication Error in the Hospital Kills 2-year-old Emily Jerry. 

 

The Youtube video was presented to students first in a Canvas Discussion with a set of questions to answer and a requirement to respond to other students' posts. 

 

This heartbreaking story and several other examples were referenced in activities and assignments along with multiple other options about which to research. Additional discussions posted followup news articles including legal actions and imprisonment of the supervising licensed Pharmacist who was intended to prevent a lowly tech from making a grave error.  Did the students think this was fair since he didn't commit the error?  What about the technician who had mixed her own IV solution when a pre-mixed option was at hand? 

 

As the course drew to a close, the topic was revisited again with videos detailing the child's heartbroken father, including his anger and crumbling life, then his newfound purpose in driving licensure, training, and other legislation through a foundation honoring his lost child.  What did students think of this? Did they see the story differently by the end of the course?

 

The students' writing throughout the course detailed a complete emotional journey documenting how each individual viewed rising to a position of responsibility and sacred trust in the community. 

Results

The "tough cookie" SME was convinced.  Not only did she feel the course was equal to her in-person teaching attention, in many ways it was better.  She could track the change in students, and they could track it for themselves. 

  • The course was fast-tracked as a General Ed. Sciences exploration course for non-majors as well as a program intro.
  • Key strategies and Canvas tools were implemented as improvements in the remaining program courses, whether lecture, online or hybrid.

 

Added Bonus
After decades as gate-keeper for the program, the SME saw the potential that this course might finally be entrusted to other worthy colleagues because the key components were built-in to the course!  She didn't have to deliver content one-person-at-a-time. She had duplicated what mattered most to her, and the personal-touch of the teaching burden could be shared.

Caution

My comments may sound critical of teachers, so I want to clarify that I am a higher ed instructor and this the community I strive to serve. I am also an instructional designer, user testing professional, and an unusually experienced student spanning decades of schooling. I've seen higher ed education trends from multiple perspectives for decades and I am committed to supporting teachers in using their influence to benefit students. I get that teaching is a huge calling and a tall order. 

 

Online, Oh My...

The recent rush to put courses online has caused a lot of confusion between calculated online courses by design and the emergency rush jobs of "how can we keep students busy..." when we haven't front-loaded technology access, set up devices for Canvas, user experience UX tested course navigation traps, fixed confusing file names, or aligned assessments, not to mention the hourly email questions. "Oh, I thought I told you that."

 

Art and Science

The art and science of online course creation has revealed some uncomfortable truths about traditional lecture/lab classroom courses too. 

  • We, teachers, love to believe we are scintillating and students grasp our every word because we are looking at them.  They don't.  
  • For every communication input we lose in online courses, we gain others--if we know how to use them and maximize the tools.
    • Example: You cannot see body language online, but you can read discussions and observe how well students grasp concepts when they speak to each other, not you. This requires well-crafted discussion question prompts, front-loaded netiquette and expectations (rubrics), and an engaged teacher who is reading for subtlety without controlling the conversation. 
  • We, teachers, have failed to learn what airline pilots know: The more times you repeat a process the more you need to commit to a checklist (lesson plan).
    • Example: You may have taught the course 100 times and could write a textbook. This is the exact reason you will forget to tell this group the key point that makes it all fall into place. That is why you will have a question on the quiz that your best students swear you didn't cover at all!
    • Solution: Modules really are your lesson plan whether you teach online, hybrid or classroom. 
  • You are hired to teach because of information that lives in your head.  Getting it into students' heads is not an automatic process. Some strategies work. Some fail.
    • Online design creatively unpacks the teacher's head before the class starts. It requires every bit as much creativity, and even more commitment and clarity, combined with an accurate anticipation of student needs and opportunities.
  • Being in the classroom may give the teacher a greater feeling of control, but it also encourages "winging it," assumptions, and defensiveness.
  • There is a strong temptation to confuse "academic freedom" with failing to teach content that meets the stated learning objectives. 
    • In a course that meets QM Quality Matters rubric standards for online courses, the objectives determine what is in the course. Every exam question and activity is traced to a clear purpose stated up front in the Syllabus.  No surprises. No bait-and-switch tactics.  

 

In online courses, creativity is built-in, not absent!  Furthermore, teachers are not absent from well-designed online courses.  In addition to continual creative interaction with online students through feedback and discussion, the teacher's vision and ethics can be infused into online content, multiplying their influence. (example below)

 

Teachers can be artists, and every artist is tormented by the flawless works that live in their heads. However, the artist can only display what they've committed to Canvas, so to speak. Even if an artist manages to "sell" an idea, a patron will lose patience unless something tangible arrives.  Then, the viewer or critic can evaluate what is committed to the physical world--which is what makes it hard to commit in the first place--but we can do it. We do it all the time. Yeah, yeah.

________________________________________________________________

See:  Design Challenge: Capturing the Essence and Ethics of Critical Topics 

For a view of my favorite online course design success story and how we did it!

      Before the pandemic took over, I was fortunate to speak at a conference where I discussed providing feedback to students through technology. In sum, I spoke about how technology can be a win/win for both teacher and student. Students require feedback to learn and teachers are required to provide feedback to students. It is obvious, but is worth stating, that feedback is only effective if it is read and understood by the students. I have been using technology to provide feedback for over ten years and already understood the benefits of not worrying about losing a hard copy of a paper or having a student who could not understand my handwriting. What was even more helpful for me and for my students, however, was when my institution adopted Canvas and I adopted SpeedGrader

      I had heard that Speedgrader was a game-changer so I went in with high expectations and I was not disappointed. In fact, the function exceeded all of my hopes. There are tons of videos by people much more proficient in using Speedgrader than I am, but that is precisely why I want to share this post. I was not proficient in its use and I was slightly intimidated at the thought of using it, yet my experience was a positive one.

      Allow me to explain. All of my students' submissions were waiting for me, in order, in Speedgrader. A simple click brought up my rubric. I had created my own rubric to use for my specific assignment. It was there for me as I read through the paper. As I began my first paper, with the rubric sitting beside the document I was grading, I saw that there were various opportunities to comment on the paper itself. These comments had nothing to do with the rubric so in addition to providing a detailed rubric with comments, I was able to make specific comments throughout the paper itself. I was awestruck. The commenting was easy. It required no training, just a little trial and error that is natural when I use any new electronic tool.There is a way to highlight (and in a variety of interchangeable colors), there is a way to drop a point to suggest something is missing, there is a way to cross out, the way I would do by hand with a red pen and there is a way to box out an entire section if there is something I need to state about a large portion of the work. Every comment is saved directly onto the document and is available when I am ready to return the marked-up version to the student.The students receive these marked-up papers through Canvas once the grading is complete.

      As for the additional rubric that was sitting in a split screen right next to the document, it was delightful to use. I used my rubric to provide additional, more general comments to students. I was able to allocate points to each section of the rubric and Speedgrader automatically added everything up for me. One of the best parts was that within the rubric, I had the option to save my comments so that I could reuse them for future student comments on the same assignment. This is incredibly useful.

      The last benefit that is worth noting is that Speedgrader keeps track of all of your assignments and the grades allocated to each student. Thus, at any time, a teacher can enter the gradebook through Canvas and see each student's overall grades. They are calculated and at the end of the semester, the points are waiting for me to convert into a letter grade.

      Any reason you are letting stop you from using Speedgrader needs to be dropped and you need to give it a try. I think you will be pleasantly surprised by its user-friendly feel and I think your feedback will not only remain as strong as before, but it may even get better. If you try it, please let me know your thoughts on its use. Happy grading and stay safe!

In response to disease epidemics (Covid-19 Coronavirus) many schools are transitioning to online courses, ready or not.  

 

Ideally, online courses are thoughtfully produced using multimedia, Universal Design (UDL), backward design, and flipped-classroom approaches, with quality assurance tools like QM Quality Matters Rubric ensuring a student-centered result before launch. 

*
The Show Must Go On
Quick! What do you do when you have one week—or one day—to transition your course to online.
 
  1. Orientation module template.  Template all of your courses with a consistent Preparation Module to fix issues before they start, including helping students set up their computers properly for Canvas and Webinars. View an example list of contents here: Start Here: Course Materials and Introduction (Includes: How to set up your computer for Canvas; How to get tech help; Introduce yourself Discussion; and practice Assignment with 4 parts--email your instructor, set your Canvas notifications, add a profile pic, and practice submitting online in Canvas.)
  2. Canvas Discussions.  Use them each week (or day) and make them meaningful. Even in face-to-face classroom courses, discussions add instant value. Well written question prompts = meaningful student-to-student learning.  
  3. Powerpoint *done right.  Make the old “groan” lesson-plan sedatives come to life with simplified tools and approaches. (Focus on narration, images, low text density, video format)
  4. Live Webinars.  Time-constrained synchronous online courses are the least common format for good reasons, but tools like Big Blue Button/Conferences, Webex, Adobe Connect, and Google Hangouts provide instant contact for instructor-led learning remotely.
  5. Organize, organize, organize.  Review any area where your course expectations are not clear. Unpack any information that lives in your head until you can see it in the course. 
*
Online Lesson Idea
Experiment with these tips to make your online lesson fast.
  1. Use an existing or new PowerPoint. 
  2. Allow 10 slides maximum. 
  3. Use slide title lines for your lesson outline. Plan the trajectory visually. Begin and end in 10 slides!
    If this is difficult, save the last  3 slides for 1.)  What do I want students to take away from this lesson and remember a week from now?, 2.) Summary, and 3.) Reference list and/or suggested readings and videos for further exploration. 
  4. Use as little text as possible on slides. 30 point font or larger. One word is great. No words--even better. 
  5. Include links to videos you’ve curated.
  6. Provide context above and below the video.
    (Video embeds make for large files; capture a screenshot image of the Video’s opening slide and turn that into a hyperlinked button instead.)
    Tell students what they should watch for and provide a list of questions in advance that they will be asked after the video. 
  7. Include lots of pictures! Creative Commons search through Pixabay, Wikimedia Commons, and Canvas media. 
  8. Speak! 
  9. Powerpoint allows you to record your Voiceover slide-by-slide. You can practice, rehearse timings, and re-do your bloopers.
  10. Video! Export your PowerPoint with audio and slide forwarding/timings as an MP4 or .wav video, host,  and embed in Canvas. Voila'! 

 

  • Tips: To avoid sounding wooden or recording long pauses filled with “Ummm,” (since you aren’t a voice artist) make a short outline of bullet points you want to be sure to mention. Speak as if you are standing in front of your class. Speak quickly and enunciate clearly. Spend as much time as you need and forward each slide manually to record again. 

    Caution: Students can listen at about 200-500 words per minute, and you can speak at about 125 wmp, so you are inherently boring. Be yourself, but keep up the pace!
*
More Favorite Tools
Keep your teacher voice present and personal by providing personalized instructions and multimedia options.
Mobile Phones
  • Enable students to submit video/media assignments. Mix it up from text typing. 
    • Example: Allow students to video themselves solving their math homework. Submit images or scans of work and a video of their process.
  • Link Canvas guides for new users in your instructions. Ensure students know about their Canvas user account Files storage, conversion tools for videos, and any other troubleshooting links. 
Quizlet Flashcards
  • Embeds beautifully in Canvas, directly or using LTI.
  • Works as a gamified, self-test tool via mobile.
  • Printable.
  • Free and inexpensive versions with pictures and audio.
VokiAvatar
  • If you are tired of your own talking head giving directions, try Vokiavatars. Cartoon people, animals, and fantasy characters can deliver directions to your students. 
  • See VokiAvatars on this Example Online Lesson support page created for K-12 teachers-in-training in the course EDPS 5442/6442 Teaching Sciences Online. 
GoAnimate
YouTube Videos
  • Great and terrible content exists on every topic imaginable.
  • Select videos shorter than 15 minutes, preferably 1-3 minutes long. Chunk topics and surround it with context. 
  • Embed on a Canvas page with context. Tell students what to watch for. Create meaningful questions for students to answer on each video to make sure they got the point. 
________________________________________________________________________________________________
*Guy Kawasaki’s brilliantly appropriate 10-20-30 Rule for Powerpoint applies to learning as well as idea pitches. 

When I first began teaching online, I considered using a social media hashtag for class activities and related content. To make it simple and a cohesive conversation, I thought to use the course prefix and number, ie #THE4400. When discussing with a colleague, it was suggested this could potentially violate FERPA. Unsure about this, I researched further.

 

Often students use social media- different platforms for diverse purposes and at different stages in their life. They share information about themselves publicly. Instructors are seeking to engage with students where they already digitally reside, plus social media a “free” tool to use. Therefore, many are interested in using social media for educational purposes. However, privacy concerns are often raised.

 

Is social media specifically covered by FERPA? No. Although, if using social media for your classroom activities, should you think about FERPA implications? Of course. Let’s discuss what some of those considerations might be.

FERPA, Protecting Student Records

Universities are required to keep records on students. Directory information is some data that can be released publicly. This includes student names, email addresses, participation in officially recognized activities, and photographs. Most all other student data is educational records, protected by FERPA.

What is FERPA? The Family Educational Rights and Privacy Act (FERPA) was instituted in 1974 to provide four rights to students, pertaining to the privacy of their educational records. Students:

  • can see information being kept about themselves
  • can seek amendment to those records, and in some cases, may append a statement to a record
  • can consent to disclose records to others, and 
  • can file complaints with the FERPA office if they feel their rights have been violated.

One of the key points regarding educational records is that it is data that is maintained by the university. Think of examples like social security numbers, grades, class schedules, and medical information. My colleague’s FERPA concern was related to student’s engagement with a course hashtag, thus revealing they were enrolled in my course at that particular time (similar to a class schedule, but less relevant for a fully online class). Canvas messages and university account emails can be considered educational records. However, a WordPress blog or a text message might not because it is not maintained by the university. A safe bet is to always check with your institution regarding FERPA guidelines before using social media for your classes.

5 Tips for Using Social Media in Higher Education

  1. Inform students social media will be used in class and how it will be used. Include a FERPA statement on the course syllabus.

  2. Do not require students to release personal information publicly. Directly let them know that their material may be viewed  by others. Students under the age of 18 should get their parent’s consent to post work publicly. 

  3. For those who need or prefer to do so, allow students to use an alias. Provide this opportunity in advance to your students. When possible, offer an alternative assignment.

  4. Include a module or lesson on digital citizenship, digital footprints and internet privacy.

  5. As the instructor, do not discuss student’s grades using social media; instead use a password protected and FERPA compliant tool, like the Canvas gradebook or Canvas Inbox messages.

 
Read more about FERPA and using social media for education.

 

Disclaimer: FERPA is public law. All information in this article/post is for general informational purposes and is not a substitute for individualized advice from a qualified legal practitioner.

 

What best practices do you use or recommend when leveraging social networking platforms in your courses?

 

This post is part of the "Teaching with FERPA" blogging challenge; have you entered yet?

 

Keep learning,
Sky V. King

List View shows To Do information plus extras

How students work and what they see

As an instructor, sometimes it’s hard to know what students can do to view their current status in Canvas.  Because we do admin type stuff most of the time, even academic techs can be surprised.

 

Students live and breathe in the To Do list.  Instructors have discovered that items without due dates won’t show up in the To Do list, and that those items tend to get overlooked by students.  So, the trend is to add dates.  

 

However, most students have not discovered “List View” which is essentially the To Do list on steroids.

How to see the List View

 

Canvas by default shows you the very clean and simple “card view” on the dashboard.  Off to the side you see the “To Do” tool. Most people think that’s it. However, if you click the vertical [1] ellipsis (three dots) and select [2] “list view” a whole next level To Do list appears. 

How to get to List View

What can students see?

Here’s a really great document created by the Canvas Doc Team that highlights every single feature:  How do I use the to-do list for all my courses in the List View Dashboard as a student?.  (snapshots are borrowed from that page)  Here are the highlights.  

 

List View things they can see and do:

  • "To Do" things included
    • Classes
    • Points
    • Dates
  • Extra things on List View
    • If their submissions are missing or late [2] & [3]
    • If submissions are graded, replies, or if there’s feedback [5], [6] & [7]
    • Students can manually mark items complete
    • Students can add their own “To Dos”
  • Extra Bonus on List View (Hidden Gem alert)
    • They can see all of their current grades from all of their  courses on one page! [1]

 

Snapshot highlights

status indicators

This image shows you communication and submission status indicators

 

 

My Grades tool

This image shows “My Grades,” a place where students can see current grades for all of their courses.

 

 

There are several more items that may excite those that like to have advanced functionality. As for this blog entry, I’m just promoting that this tool is here, and it’s hidden just under the surface.  It is a hidden gem. I hope you and your students find it useful. 

 

For a deeper dive into each component check out:  How do I use the to-do list for all my courses in the List View Dashboard as a student?

The problem: a focus on faculty

I run a successful twice-weekly faculty engagement program called Active Teaching Labs that gets instructors sharing how they use (want to use, fail to use, figure out how to be successful in using, etc.) technology in their teaching. Since we're a Canvas campus, just about everything we talk about we try to tie back to its implementation in Canvas.

 

This is all well and good. We've developed an environment where people feel comfortable sharing successes and frustrations. Often, they ask about students — what do students think about [x,y,z]? I've been trying for years to investigate this question, but I'm in the "Faculty Engagement" service here, not in Student Engagement [sigh...].

 

Helping faculty understand their students

The good news is that I've successfully made the case that knowing more about students helps us help faculty, so I'm embarking this semester on a fellowship where we talk to students about their learning habits and practices. We're developing relationships that are somewhat new to our generally-faculty-facing Academic Technology department — to student-facing organizations like Residence Life, the Center for the First Year Experience, and others. Since our goals are to improve teaching and learning, they tend to align with their goals of supporting students, so they're often willing to work with us.

 

When we're able to identify and connect with a group of students, we survey them with questions like: 

  • What have you learned about learning?
  • How did you learn it?
  • What were your best/worst class learning activities? (and why?)
  • Advice to instructors?

After we survey the students, we meet with as many groups of them as we can schedule to unpack and clarify the results. We find that the survey primes them to think about their learning, and sharing the results back with them gets them talking back and forth. 

 

What students say

They hate Canvas "Discussions" btw, and mention of the Canvas "To Do" list elicited an exasperated "Murder!" from one of the students in last night's discussion. I find these things fascinating because, while I agree that Discussions is terrible (an online forum ≠ a discussion; calling it that makes people think it should work like one, but it cannot because it has a whole different set of constraints and affordances! But I digress), I would not have suspected a strong reaction against the To Do list.

 

This isn't a research project by any means, and we won't be publishing or sharing any meaningful results, but rather it's a means to get insight from students in order to learn from them. And yes, we realize that students are not necessarily experts on good learning practices; part of the reason we're asking them is so we can develop useful faculty-created interventions such as Week 0 Modules, and integrating Universal Design for Learning into course design and activities.

 

How do you get student feedback?

In our faculty development programs we encourage instructors to get formative feedback from students as often, and in as many ways as they can — from reflection elements in assignments and activities like the Muddiest Point (on post-it notes, or in Canvas's graded pseudo-anonymous surveys), to forums in Piazza, to SGIDs or class representative councils — but we know there are many other methods that we don't know about.

 

  • What do you use? What has worked and not worked? 
  • Have you done any large-scale surveys? (best questions?)
  • How can instructors build mechanisms for feedback into their Canvas courses?
  • Other advice?

Thanks!

How do you do Professional Development of Teaching? With >230 sessions reaching 3400+ educators, the Active Teaching Labs at UW-Madison facilitate teaching & learning development for the price of bagels & coffee. We've honed a one-hour highly-rated, dynamic, and respectful format that consistently draws campus educators without a need for stipends. During the campus transition to Canvas, the focus was on how to rebuild courses in Canvas. Now that campus is all Canvas, the focus has turned to pedagogical involving all sorts of technology, and problem-solving how to make them work well with a structure that is centered in Canvas.

 

BUT...

 

Issues

We think we've got a good thing here, but we still struggle with several issues. Maybe you can help us out with ideas?

  • How to prepare for the questions we don't know about in advance? Inevitably, instructors come to our sessions with a secret desire — so secret that they might not know about it themselves until something in the session sparks it. So secret that they might not share it with us until they fill out an evaluation, disappointed that we didn't answer it.
  • How to reach faculty too busy to come to professional development sessions? At our R1 university, teaching is (sadly) not valued as much as research, so faculty naturally focus on what earns them tenure. 
  • What titles draw people in? Because we recognize they're busy, we've been balancing "teach better" with "teach faster" — trying to share tips and tricks to be more efficient so they can teach well without spending too much time doing it!

 

So, this blog post has two goals:

  1. share what we do, and
  2. pick your brain for good ideas we're missing!

 


WHAT WE DO. Our sessions are:

  • SHORT: We find that people are willing to come to a 1-hour session (we add 15 minutes to the front on Friday mornings so they can get coffee and bagels), but much more time than that, and they stay away.
  • STRUCTURED: Single-page paper Activity Sheets provide topic overview, researched solutions, and challenges for Beginners to Experts. The digital version (bit.ly/eliLab) offers links, shareability, and participant-provided resources.
  • RESPONSIVE: Labs solicit and respond to participants’ specific interests in topics, allowing participants to share their own just-in-time questions, and solutions to each others’ challenges — building community connections across disciplinary silos. 
  • COLLABORATIVE: Participants learn from others' experiences and have structured time to contribute their own resources, ideas, and experiences. Expert participants learn from each other and also from novices through elaborative interrogation.
  • SCAFFOLDED: Labs flow from a topic overview to shared and individual participant challenges, connecting them to educational research — and because they draw on social learning, result in individualized peer-supported development.
  • MULTIMODAL: Participants can engage at their comfort level in person or online, and continue digitally afterwards.

 


EASY: Review some Labs

NB: Rather than provide a “polished” program, we model flexibility, vulnerability, and mistakes. Participants don’t see perfection (realistically impractical for instructors who teach new topics each class), but they see us try, fail, and get better. Our program similarly evolves — 2020 Labs are better than 2015 ones, and we feel some are still pretty bad, but participants love them. See them all (warts and all) in our eText: bit.ly/ATL-ejournal.

  • We started in Spring 2015 by inviting different faculty each week to share a way they use technology to teach. They prepared a 10-minute overview. Participants dug into the tool for 15 minutes to get some experience. Then it was Q&A. Counter to ID law, we led with the technology, and then sprung T&L research on them — luring instructors in with Twitter, Google Communities, Wikipedia, etc. See our first Lab on Google+ Communities Lab for a good example of this iteration.
  • As UW-Madison transitioned to Canvas, our focus shifted to address it, and the Hands-on Experience component was highlighted with Activity Sheets that welcomed different skill levels (EASY=no experience; MEDIUM=some; HARD= things we haven’t figured out yet). See the Canvas Navigations Solutions Lab for a good example of this iteration.
  • When Canvas was familiar, participants wanted to focus more on Pedagogy (WHY) than Technical (HOW), but some still wanted step-by-step directions. We put these in the Activity Sheet (like this one), but now focus sessions on Teaching practice. See the Trigger Warnings Lab for a good example of this iteration.
  • Recently, instead of inviting individuals to share a story on using tech to teach, we’ve been inviting 3-4 “ringers” to participate on a topic, we ask all participants what they want answered, and we discuss. It’s not a panel (panels= weird power dynamics); they sit with everyone else, and we carefully facilitate the conversation to address the questions.  See the UDL and Rubrics Lab for a good example of this iteration.

 


EASY: Set the Mood. Show you Care. Model Vulnerability.

At UW-Madison Labs, we play Jazz (Pandora Herbie Hancock station) before we start so participants don’t walk into a dead room. The instrumental-only background music creates a welcoming ambience while encouraging attendees to chat with each other. We welcome them when they sign in, and we make sure they make a table tent (or name tag) so others can address them by name. If they come back, we say “Welcome back!” and ask them about their semester, week, etc. We have rolling slides up introducing the Lab, setting expectations, and sharing interesting T&L articles, upcoming events, etc. We have coffee and bagels for morning Labs, and cold brew, fruit, and cookies for afternoon ones. Supplying food suggests we value them. 

  • What do you do to put participants at ease and generate discussion that meets their goals?

 


MEDIUM: Let go of preconceived plans to follow participant needs.

We’ve found people often come to events hoping to get something specific answered — often not what the event page describes. But they don’t tell us what they want, and they leave disappointed (and tell us on evaluations), so now we ask! When we start, we ask them to introduce themselves and share what, about the topic, they want to discuss. We put that on a white board and check off the questions as we address them. We start with the basic, or most popular questions, and generally ask our “ringers” (or anyone) to share any answers or suggestions they have. We use the Activity Sheet to address the technical and pedagogical questions on the topic that we anticipated. We refer to it when we can, but often find ourselves going in unanticipated directions. There’s a lot of improvisation in this approach, and we rely on people in the room to help us figure it out. We often say “I don’t know. Does anyone here have thoughts?” At the end of the Lab, we ask them to fill out Reflection Sheets (not “Evaluations”) — this, and their initial questions bookend the Lab and subtly remind them of their agency in their learning. When we get unanswered questions, we respond to them on the Recap page.

  • How do/can you personalize learning in sessions you lead?
  • How do/can you promote participants’ agency and responsibility in addressing their own learning goals?

 


MEDIUM: Focus on the folks who most impact campus teaching.

Like many T&L development programs, we initially tried to reach tenure-track Faculty, but struggled to pull them away from research (what they get tenure based on). Recently, we’ve been reaching them through the TAs that help them teach, the support folks they go to for technical questions. We balance better (for students) and more efficient (for instructors) teaching.

 


CHALLENGE: Try new things. Break rules.

After 10 semesters, 230 Labs, and ~3400 participants (including those coming back multiple times!) We think we’ve got a pretty good framework that we can continue evolving. But each semester we shake things up by trying something new. Starting with technology (Ooh! shiny!) instead of the (boring) educational challenge to lure people in; now we almost always start with challenges. Double-sided, jam-packed paper (the sin of no whitespace!) Activity Sheets became digital (links work — no need to type them in!), and then crowd-sourced (participants now regularly add to the RESOURCES and LAB NOTES sections!). Video recording turned into YouTube live streaming (saves hours of editing/uploading each week) — but we still have not figured out how to live stream effectively (Picture-in-Picture for screen and discussion)

  • Have you figured out live streaming?
  • Any advice on engaging both face-to-face and online participants?

 


HELP!

I'd love to hear your thoughts! How have you have dealt with these challenges? What are you doing that avoids some of the issues? Other advice?

 

My colleagues and I will be presenting on this topic at ELI 2020, so if you're there please stop me for a conversation!

 

Thanks!

John

 

Rachael Sweeten

Commitment to Learning

Posted by Rachael Sweeten Feb 19, 2020

As designers and teachers, we are on a relentless quest to present the best quality information for our students in the most effective ways possible. We acknowledge we can always do better and our students deserve this effort!

 

With that in mind, I offer this support to teachers to help each of your students embrace the Growth Mindset and personal commitment to learning. 

 

Rachael's Recommendation for Starting Each Semester

I introduce myself and state my commitment:

 

"My commitment to you is that I will do my best to teach you valuable information that will make your life better. The sum total of my life's knowledge will be your starting point. In return, I'm asking you to be committed to learning. 

Remember, the worst teacher in the world cannot stop you if you are committed to learning."-NRS

 

***

Heartfelt credits for the inspiration go to the old-school motivational speaker Zig Ziglar:

Zig Ziglar

“If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you.”


 Zig Ziglar

There are some common misconceptions in New Quizzes that can be quite frustrating. Here are a few.

 

 

Hot Spot Questions: Click, Not Draw

A misconception about Hot Spot questions is that these questions require students to click on the correct target area, NOT draw a shape. Let's say that in your art class, you want students to discover hidden shapes in the photograph below:

 

Harper @ InstCon 2020

 

You then ask the following question:

 

INCORRECT QUESTION

There is one hidden shape in this image. Draw it.

 

EXPLANATION

You might think that you want students to draw the shape similar to the blue highlight below (in this case, it is a heart), but this is something the teacher has to do, not the students. However, this would make for a great feature idea (see Quiz Question Type - Drawing for more info).

 

Misconception

 

CORRECT QUESTION

There is one hidden shape in this image. Tap/click on the region where you think it might be.

 

EXPLANATION

It only takes one click or tap to answer a Hot Spot Question. This shouldn't take very long to answer, especially on one-question quizzes with a very short time limit (~30 seconds).

 

Hot Spot Click

 

 

The Sky's the Limit (But with Exceptions, Though)

Some people might think, "Oh well, the sky's the limit, let's turn this quiz into a marathon race," so they set the time limit for a very long time (1 month, 3 months, 6 months, even longer). We've converted to the largest possible time limit (from smallest to largest, seconds, minutes, hours, days, months, years).

 

  • Less than 1 hour: mm:ss
  • 1 - 48 hours: hh:mm:ss
  • 2 - 60 days: DD days
  • 2 - 24 months: MM months
  • 2+ years: YY years

 

In this example, the time limit shows 9,993,600 minutes, but we converted it to 19 years for students to see it more clearly.

 

Old Quizzes

 

But that's no longer the case with New Quizzes, where time limits are limited to 7 days (excluding time accommodations). Accommodations will be needed to bypass the limit up to a maximum of 16,800 hours (or 100 weeks).

 

7 days limit

 

Availability Dates: Not Just for Taking the Assessment, But Also for Showing/Hiding Student Responses

This should probably answer the question for the following feature idea: Show and Hide Quiz Results by Date

You know a common question we get is: You thought you can still view your results after the availability date has passed, isn't that right? Wrong. In this case for New Quizzes, once the availability dates have passed, you can no longer take the quiz nor see the items you got wrong, as shown below.

 

Time Is Up!

 

(This has not yet appeared in New Quizzes, but it is a concept...)

A better workaround for this lockout is that in Settings, there should be an item called Disallow Late Submissions. When this box is checked, students can no longer take the quiz, but they will still be able to review the items that they got wrong, provided that the current date is before the Until date (if set).

 

Disallow Late Submissions

 

This will be denoted by the sentence "Late submissions are disallowed for this assessment," as shown below:

 

Late Submissions Disallowed

 

 

Assign

Apologies for the mixed fonts here...

Availability Dates

 

ASSIGN TO

Select the group you want to assign to.

 

DUE

Select the due date for the assignment. This will be displayed next to the time limit in the New Quizzes Instructions screen (on the right side).

 

7 days limit

 

AVAILABLE FROM

Select the date and time when the assessment will become available to students. Students will be able to take the quiz and view their results. This is like "Let Students Take the Quiz and See Their Quiz Responses Starting From..."

 

UNTIL

Select the date and time when students can no longer submit the assignment nor see their results. This is like "Let Students Take the Quiz and See Their Quiz Responses Until..."

 

Be sure to keep these tips in mind as you continue to build assessments.

 

We hope you continue to enjoy New Quizzes!

 

Trivia

Curious why the New Quizzes text in the banner is pink? That's because it's Valentine's Day today!

 

Looking for something else?

 

Ideas

 

Guides

Teacher

Student

Higher ed hosts a bewildering number of professors who 1.) fail to provide examples of completed projects and assignments, 2.) actively avoid examples on the premise of promoting creativity, and 3.) presumably enjoy a comfort zone of non-clarity.

Possible Solutions:

Rubrics and Examples
  • Rubrics clarify assignment expectations, guiding students on where to spend their energy and creativity.
    • Rubrics support teachers in grading neutrally, quickly, and clearly.
  • Examples communicate vast amounts of information about quality, completeness, and acceptable work.
    • Multiple examples inspire creativity instead of limiting it. 

 

"Two or more vastly different examples of successful A-grade assignments encourage student inferences and higher-order critical analysis. Multiple examples expand creativity rather than limiting it." —NRS


Addressing Privacy/Copyright Issues

  • Get written permission from previous students to display their work.
  • Bite the bullet. Start from scratch and create new project examples yourself.
  • State copyright and ownership of the work clearly the course introduction, including that students may not copy or reuse the examples provided.  
  • Define plagiarism clearly—with examples--and reiterate the school’s policies. Many international students bring vastly different cultural and institutional perspectives on plagiarism, citations, original work, sharing, cheating, etc. 

Treasure Map

Enjoy this efficient Reading Response formula for encouraging higher-level Bloom’s Synthesis and Evaluation skills in higher ed.

Major benefits: 

  • Students invest more effort to glean value from the readings and provide succinct evidence for grading.
  • Format encourages clarity and expansion for students who write minimally.
  • Student writers who provide too much length get to practice refinement and brevity. 
  • Instructor gets to grade 4 carefully crafted sentences per student. Done!
4-Part Student Reading Response Format
  1. Reading assignment Title and Author. (May include the full APA/MLA reference for practice.)
  2. Summarize author’s thesis statement. (Quote a single sentence or summarize what you believe to the be the author’s main point in a single sentence.)
  3. Quote the best line from the writing. (Take notes and be prepared to defend your choice in follow-up discussion. Your personal definition of “best” may be based on sentence-crafting, novel ideals, metaphors, key points, convincing arguments, etc.)
  4. Share your response. (State your reaction to the reading. Do you agree or disagree and why? Expand on the topic and share your own opinions and rationale.)

jjones@lynn.edu

InstructureCon 2020

Posted by jjones@lynn.edu Champion Jan 24, 2020

Greetings, Canvas world!

 

As I am sitting thinking about my proposal for InstructureCon2020, I thought, wouldn't it be a great idea if CanvasAdvocates had space where they can present to other users from a direct end-user perspective! These presentations can stretch from beginner to advanced or even open Q and A panel with a panel of "Canvas Advocates" from varying levels of knowledge, we can bounce ideas off of each other, share experiences and provide much-needed advice to users of all levels. We've all had our struggles and random questions. We can pay it forward in 2020 and lend that helping hand to all users!

 

If this were an opportunity that Instructure would allow, I'm curious as to what type of workshops you like to see?  

Did you know that you can embed images in a unit that dynamically size, according to your page size?

 

This is ideal for embedding images into your Canvas unit that can be viewed on a mobile with no issues.

 

The embed code from the HTML editor will refer to the width and height of the image:

<p><img src="https://xxxxxxxxxxxxxxxxx/courses/22607/files/6877530/preview" alt="Adobe Creative Cloud by application" width="1000" height="1600" data-api-endpoint="https://xxxxxxxxxxxxxxxxx//api/v1/courses/22607/files/6877530" data-api-returntype="File" /></p>

 

If we change the width to be 100%, the image will dynamically resize depending on the resolution of your screen/browser window:

<p><img src="https://xxxxxxxxxxxxxxxxx/courses/22607/files/6877530/preview" alt="Adobe Creative Cloud by application" width="100%" height="1600" data-api-endpoint="https://xxxxxxxxxxxxxxxxx//api/v1/courses/22607/files/6877530" data-api-returntype="File" /></p>

The rising popularity of online college courses creates new opportunities for completion and success. Unfortunately, more students who sign up for online courses also fail or wash out!  Students and instructors alike benefit from clarifying the skills needed to succeed and the mental preparation needed to prime students for online success.

 

While the goal is to encourage enrollment--not discourage it--students must be prepared and personally responsible for their online experiences especially if they are fresh from high school or not yet used to the discipline and organizational skills college courses demand. 

 

Ideally, the online courses of today are engaging, relevant, and organized with instructors who are truly present online and student-to-student interactions adding immense value. Online courses also demand a higher level of empathetic user experience design (UX), clear instructions, clear expectations, zero instructor "winging it," and superhuman anticipation of all possible roadblocks that diverse students might encounter!

Advantages of Online Courses

  • Online courses allow additional schedule options for busy students. 
  • Online means less time and money wasted commuting, sitting in traffic, adding to air pollution, searching for parking, paying for parking, etc.
    • Online also means less exposure to diseases, epidemics, violence, and the downsides of social crowding. 
  • Online course scheduling may be more feasible if you work full-time or have other obligations. 
  • Some online courses may allow you to work a week ahead, for example, if you have upcoming events or vacations. 
  • Well-designed online courses allow you to review materials--at any time--to gain full benefit.
  • Review and self-pacing can additionally benefit diverse student populations including students who require accessibility accommodations or ESL assistance.
  • The online format encourages you to interact with your instructor and other students in writing and discussions even more than you might in a classroom lecture format. 
  • The online format provides opportunities to practice higher-level reading, writing, and technology skills.

Questions to Ask Yourself in Preparing for an Online Course

  1. Am I prepared to spend the same amount of time (or more) in an online course as I would in a traditional classroom format?  Typically, colleges advise students to plan for 2-3 personal hours of homework time minimum for each credit hour during a week. For example, a 3 credit hour class may require approx. 6-9 hours each week for a typical student or possibly even more homework time.
  2. Am I aware that online classes are not easier or faster? For some students, online courses are significantly more difficult. Are the trade-offs worth it for you?
  3. Am I self-motivated and organized with completing my homework and scheduled deadlines even without continual guidance from an instructor
  4. Am I willing to ask questions, persistently communicate, and ask for help in advance of due dates?
  5. Am I persistent with technology hassles, including reading directions and solving issues?
  6. Do I have continual access to a reliable computer and high-speed internet?
  7. Am I personally responsible for gaining the full value from course materials and finishing what I begin?
  8. I am prepared to focus my attention and gain meaning from written text or videos with or without additional explanation from an instructor?
  9. Am I prepared to complete college-level writing assignments and/or seek assistance from writing centers to bring my writing skills up to expectations?
  10. Am I aware of options to take courses for credit, non-credit, technical training, hybrid mixtures of online and classroom interaction, etc. with a clear understanding of financial repercussions in worst-case scenarios? 

a Handshake with one arm reaching out through a computer screen

***

Resource links:

https://www.insidehighered.com/digital-learning/article/2019/01/16/online-learning-fails-deliver-finds-report-aimed-disc… 

Online Courses Are Harming the Students Who Need the Most Help - The New York Times 

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