This is the 7th in a series of blog posts outlining the collaborative process of designing an online course for the first time from scratch. You can read the other posts here.
The first item on our agenda was to iron out details about the grading scheme and assignment category setups to make sure that they would function as Anne was expecting. We found that Canvas grading schemes work very well with traditional percentage ‘buckets’. Below is an example of percentage buckets, however please note these were not used for Anne’s course:
Papers = 20%
Exams (3) = 60%
Participation = 20%
However, faculty who are interested in offering extra credit, the opportunity to drop the lowest grade in a category, or any other adjustment that would not necessarily apply to the full class will not find this functionality within the Canvas gradebook. In these instances we suggest faculty use an outside tool for grade calculations. (DLINQ staff are happy to consult on this topic.)
The team also continued to discuss a weekly communication plan and Anne decided that using announcements would work well. Rather than preparing weekly communications ahead of time, Anne would prepare a template and would write the contents of the message as the course proceeded. Anne felt that this would provide the most flexibility which would be helpful since it will be her first time teaching this course. The team agreed that being able to respond to unexpected inquiries and questions in the weekly announcements would be the best experience for the students and would increase the effectiveness of this modality. Canvas would still allow us to set up multiple announcement messages ahead of time (based on the template) that could be adjusted (but not need to be created) on a week by week basis.
In the next week the team planned to collaborate on a Zoom testing session that would allow Anne to test out different functionalities that she hoped to use as a part of her synchronous sessions. Heather planned to incorporate the outline for this testing plan into a template that is being designed to help structure the development of hybrid course spaces. Some of the items to test included:
This is the 6th in a series of blog posts outlining the collaborative process of designing an online course for the first time from scratch. You can read the other posts here.
At this point in the course development process the instructional designer role (Heather) had shifted to providing more general guidance and support while the faculty member (Anne) focused more intently on loading content into the Canvas course site. As such, Heather adjusted to follow the faculty member’s lead in terms of when the pair meant face-to-face via Zoom and what work took place asynchronously via email.
Anne shared some grade scheme adjustments that needed to be made that the Heather planned to add to the course site after a few clarifying questions were answered. Questions had to do with how participation grades would be calculated on a weekly basis to clarify what items would be graded in Canvas vs. what items would be manually entered in the Canvas gradebook. View more information about how the Canvas gradebook works here.
In addition, Heather suggested coming up with a weekly communications plan that could actually be drafted prior to the start of the class. This concept had been discussed earlier in the development process, but the more extensive content creation provided a better mechanism for following through on this topic. The intention of the weekly communication would be to set up and reinforce the weekly course structure outlined in Canvas to try to avoid any confusion that might surface as the class schedule filled with assignments.
Anne also expressed a need to share assignment details much earlier than originally planned to help the students put all the pieces together — which resulted in some content reorganization. The faculty member was very comfortable with Canvas and completed all of the content edits for the week. Heather found that her time was being spent in a more advisory/clarification role at this point in the process vs. at the start of the project when design skills were most regularly used.
Moving forward the team anticipated meeting on a face-to-face basis more sparingly as needed and increasing the frequency of email or asynchronous communications moving forward so that we could use our time most efficiency.
“Learning does not happen in the same way for all people because cultural influences pervade development from the beginning of life.” (p. 22)
In this chapter the author’s dig into the concept of culture and how it impacts not only “what people learn but also how they learn” (p. 23). The impact of culture on an individual’s learning is vast when all of the components of culture are taken into account. The chapter covers topics including:
The role of culture in learning and development
Learning as social activity
The dynamic interaction of culture, biology and context
Social and emotional influences
Some of the most interesting takeaways:
The importance of early childhood education and childcare:
“A large body of work published before HPL I (but not addressed here) established that socialization practices – caretakers’ ways of interacting with children – shape how children learn, what they learn, how quickly they learn, and even what the developmental end point of that learning is (for everything from walking to how they interact socially).” (p. 24)
Cultural impacts on biology & childhood development:
“Human development, from birth throughout life, takes place through processes of progressively more complex reciprocal interactions between the human individual (an active, biopsychlogical organism) and that individual’s immediate physical and social environments. Through these dynamic interactions, culture influences even the biological aspects of learning.” (p. 28)
The impact of emotion on learning and motivation:
“People are willing to work harder to learn the content and skills they are emotional about, and they are emotionally interested when the content and skills they are learning seem useful and connected to their motivations and future goals” (p. 30)
As I read this chapter I couldn’t help thinking about how much of this content is driven by the very beginnings of children’s lives and how little influence our institutions of education have on those circumstances. It also reminded me of some work that has been done to identify the high return on investment in early childhood education. The Center for High Impact Philanthropy at the University of Pennsylvania has collected some great research and articles about this topic here.
old school by alamosbasement via flickr, cc licensed at https://flic.kr/p/6r26iv
Whenever I discuss grading or assessment with a teacher, participation ultimately comes up in some form. One part of the conversation usually focuses on the goal of assessing participation such as improving verbal explanatory and argumentative skills, and then turns to how that assessment is recorded in a learning management system. Although there is plenty to discuss in terms of the goals of assessing participation, this article will focus on the logistics of recording participation in an LMS and differing ways of configuring this in Canvas.
First, a few things to consider:
Do you want students to see their participation grades as they progress through the course? Are you using this as a barometer that students can use to improve their participation?
Is completion of assignments factored into a part of your participation grade?
Is attendance factored into participation?
Sharing Participation Grades
If you want your students to see their progression in this area you will need to:
Make sure that your gradebook is visible to students on the Canvas menu
Design your gradebook so that a weekly participation grade is entered/calculated
Factoring Attendance into Participation
We suggest calculating a daily amount for attendance and manually awarding points based on the students’ attendance for the week. However, you will want to consider what you will do in the case that a student is absent due to a cause that is not under their control.
Factoring Assignment Completion into Participation
If these assignments are only assessed based on completion this can be set up in Canvas for assignments and discussions. However, if you are also assessing the content of the assignment/discussion forum post, you will need to consider an alternate assessment method that may involve dual scores if you want to be sure to break out the participation component.
Questions of Pedagogy
All of these considerations will provoke additional pedagogical questions. For example:
What role does attendance play in the learning process? Is it possible that that role is actually conveyed in another assessment tool that you are using?
Similarly, does assessing the completion of assignments demonstrate the achievement of a learning goal?
Are you providing multiple means of participation to ensure that you involve all your students?
Assessing participation on a weekly basis can be time consuming so you’ll want to ensure that this time is accomplishing your goals. In many cases there are alternate methods that will result in the same or a similar outcome.
As a technologist I was most intrigued by this chapter’s title and was curious to see whether words written in 1993 would accurately reflect the current direction of educational technology. As you could probably expect a lot of the suggestions and ideas were aspirational and hopeful of technology’s promise in an educational context. Many of the concepts are still relevant and more easily possible and commonly practiced in education such as distance interviews and opportunities for teacher learning.
However, I was most taken by the last paragraph of the chapter which reads:
“Good educational software and teacher-support tools, developed with a full understanding of principles of learning, have not yet become the norm. Software developers are generally driven more by the game and play market than by the learning potential of their products. The software publishing industry, learning experts, and education policy planners, in partnership, need to take on the challenge of exploiting the promise of computer-based technologies for improving learning. Much remains to be learned about using technology’s potential: to make this happen, learning research will need to become the constant companion of software development” (HPL, p. 230).
The use of the term ‘exploiting’ seems almost prophetic to me. Unfortunately, I think what has actually happened is the reverse of the suggestion above. Software companies are largely exploiting schools and their students. How People Learn may have overlooked or underestimated the impact of money on motivation within the software industry and the way in which our capitalist economy rewards profit over care. In order for software companies to prioritize learning science over their own interests, they have to value altruistic principles over money. This is one of the reasons that I feel strongly that our government has to stay steadfastly committed to excellence (and FUNDING) within our public school system. Although the promise of privatization often centers on innovation and flexibility, I think we overlook the impact that individual company’s motivations can have on the direction in which education is driven when we are financially reliant on their funding mechanism. It is essential that the singular motivation for our educational system is care for our students and an expectation of excellence for all.
Over the course of my time in the Academic Technology Group at Middlebury I became the go-to person for helping CTLR and faculty in general to set up event registration sites in WordPress. Since these opportunities began to present themselves to me in more and more frequent consistency I began to use them as a way to test out the configuration settings on new themes activated on our Middlebury server. This process both helped me to more fully understand WordPress functionality as well as the ways in which themes can be used to manipulate and display content in a variety of ways.
I think this process has been successful as I find myself being sought out by more faculty members who are interested in sharing their programming more widely. I’m hopeful that my work is helping to make it easier for more faculty to hear about more programming options outside of their departments and divisions. Below is a showcase of the sites I’ve created so far. You can click on each option to view the live site.
CTLR Programming Events Site
John Tallmadge Workshop Page
Science of Learning in Action Institute
Grading and Assessment to Promote Deep Learning
Anne Trubek: Writing for the Public
Intentional Pedagogy, Intentional Teaching
Beyond the Academy: Writing Your Book for a Wider Audience
Promoting Student STEM Skills Through Inquiry Instruction
At the end of the summer of 2017 Associate Professor of Political Science Jessica Teets approached the Academic Technology group for help with a web presence for a new Fall Faculty Forum event. The forum is scheduled to be held on fall parents’ weekend in October, with an intended audience of parents, students, colleagues and community members. Professor Teets shared that she wanted to make sure the site was easy to navigate, mobile-friendly, and provided information about individual faculty and their research, as well as logistics information for the event. Below is the design we came up with and you can view the live site here. Digital media tutor Pedro Bitar assisted with loading content and making edits as they were requested.
In this case study completed for EDU6319 How People Learn at Northeastern University I was able to examine the concept that “Practice makes perfect” through watching a middle-school student use a tool called “SmartMusic” to practice her flute music.
Prior to starting the case study I noted:
“Before interviewing or observing the student I wondered if an automated application could truly have an impact on student learning, and regardless of this fact, what the student’s feeling was about the application. As an avid user of technology I am too often disappointed by a tool that does not quite live up to my expectations. In this instance, I was thrilled to be surprised.”
Here is an overview of the case study.
As a part of the assignment I also analyzed the case study against relevant learning theories and principles. The full analysis is embedded below.
Digital Explorers is a digital literacy unit that I designed for 9 – 12 grade students to be delivered in an online or (ideally) hybrid manner. It was created as an assignment for the course EDU 6330, Digital Media Literacy at Northeastern University and was inspired by the work of Mike Caulfield’s Digital Polarization initiative and utilizes his only text “Web Literacy for Student Fact Checkers” as the class text.