Monday, March 30, 2015
Thursday, March 26, 2015
Monday, March 23, 2015
Education can often be competitive: the grading scale determines winners and losers (albeit the students themselves are often the ones to determine ‘winning’ vs. ‘losing’ grades), and class averages are often used to help students determine whether or not they were successful on a given assignment. While comparative statistics can serve as motivation for students to perform better, Dr. Mary Beth Leibham, Department of Psychology, states how she prefers to motivate students in a different way:
Thursday, March 19, 2015
If you’re interested in taking advantage of these features, contact an instructional designer or CETL to set up an individual appointment.
Monday, March 16, 2015
Professor: Shannon Collins
Name of Group: First Year Only Sections
Wednesday, March 11, 2015
Tip provided by Don Gaber
Write-up by Jon Pumper
Tuesday, March 10, 2015
Monday, March 9, 2015
- Access the Quizzes link on the navigation bar in your D2L course.
- Click on the arrow to the right of any quiz name in the Quizzes list.
- Choose Preview from the dropdown menu.
- The quiz instruction page appears showing:
- The quiz details including the quiz period, time allowed and number of attempts allowed and taken,
- The standard instructions built into all D2L quizzes.
- Confirm by pressing OK in the dialog box that appears on the screen.
- Quiz questions then display to you—read the questions, select your answers, and press the SAVE button after each question—just as students are reminded to do.
- Watch for errors such as typos, formatting, wording clarity, and presence and clarity of images in questions referring to diagrams, tables, or photos.
- Make note of any errors you locate and correct them when you exit Preview mode.
- Submit your quiz; the quiz grade will display to you by default:
- Questions and answers will display only if you set up the default Submission View to allow students to immediately see questions and answers
- Make note of any problems or errors with the Submission Views (answer views) information so you may correct any errors
- Preview attempts are not saved so you won’t see this attempt in the list of student attempts; your score won’t appear in the D2L gradebook.
Tip provided by Roxie Muldoon
Friday, March 6, 2015
Setting: Paper/project utilizing pod groups (10 pods with 5-7 students per pod)
Setup for the activity: Students work in groups in my class online and in class. They write a group paper together analyzing what is the most important factor bringing Hitler into power. This is a theme that the class prepares for throughout the first half of the class. Students have the paper topic and 7 possible factors to work on at the beginning of the semester. Throughout the semester, we work on the question of how Hitler became chancellor of Germany and focus on the 7 different factors that students could write on. We have an in-class debate on this topic right before the midterm. Student groups decide which factor they will focus on for their paper. Students then write individual drafts of the paper and submit them to the D2L dropbox and a D2L discussion forum. They discuss their drafts both online and in-person (in class) and weave the strong elements of their individual drafts into a group paper. The group produces 3 drafts of the group paper and discusses the drafts before submitting the paper to a D2L dropbox.
Students sign up for specific tasks to help produce the group paper. Weavers examine the individual papers, discuss their strengths and weaknesses with the whole group and then create the 1st draft of the group paper. Supporters check the first draft for strength of argument, logic, and evidence and submit a second draft. Finally, editors go over the 2nd draft for grammar and style issues. The editors submit the final copy of the paper to the D2L drop box.
How the activity unfolded in the classroom: This semester, I used pod group work days to enable students to discuss their drafts and work on improving them together. The work days were in the syllabus and we talked about them in class before they took place. I devoted 2.5 days this semester to group paper work days. Students posted individual papers to the discussion forum and were supposed to discuss their individual drafts in a D2L discussion forum before coming to class for the first day. We devoted one-half of the class period to talking about the paper and having students discuss the preparation of their 1st draft. The groups used the 2nd and 3rd work days to work on various drafts of the paper.
During the work days, students were able to pull up copies of their drafts on the pod computers and work on the paper together in class. During class, I was able to go around to each group to read sections of their papers, make suggestions for improvements, and answer questions. Most students seemed to enjoy working together on their papers in class. A few really seemed to demonstrate a sense of pride in their work and a sense of competition with other groups.
After the activity: Students submitted their final drafts of their paper to D2L following the group work days. The group paper was worth 25% of their grade.
Additional comments from instructor: "I consider group paper work days to be a successful part of the semester. I assigned the group paper the semester before and students seemed quite frustrated about the difficulties of schedule group meetings to work on the paper. This semester, student seemed to appreciate very much the time devoted their projects in class and the help that I was able to give them. Students demonstrated a pride in their work. No one complained about the group paper project in course evaluations, in fact a few stated that they found it to be a really valuable part of the class. The technology really enabled my students to work together and for me to give on-the-spot feedback that they put to use. There are a few changes that I made to this part of the course.
1. I did not require students to see the first draft of the group paper before coming to class to discuss it. So they used much of that day to read the drafts and had less time to work on it. This fall, I made sure that students had to read the first draft and comment on it in a D2L dropbox before coming to class for the work day on the first draft.
2. I expanded the number of work days so we now have 3 full work days for the paper this fall.
3. I made it a requirement that students participate in all online discussions of the paper and attend all group paper work days in order to earn a grade on the group paper. So a few students (only a handful) didn't show up to class on group paper work days and their group was frustrated with them. They were also clearly not fulfilling their rules assigned to them on the task sheet. I had no way of penalizing the students for doing this.
Tip provided by Teresa Sanislo
Wednesday, March 4, 2015
Monday, March 2, 2015
Professor: Kaishan Kong
Name of Group: Successful Teaching Practice
"The project was to create a collaborative video for the final summative assessment in the Beginning Chinese course. The purpose was to engage students to use Chinese language in a context, encourage negotiation strategies and enhance their collaborative skills. The techniques I applied from the CETL Successful Teaching Practice workshops included:
- Grouping Students: "I grouped students based on their proficiency level and the dynamic that I have observed in class."
- Work Time: "I designated some time in class for them to prepare for the project. I observed group interactions and gave feedback. Students approached me with their questions and inquiries for confirmation and clarification. I also alerted students to the common pitfalls, from sentence patterns to uneven workload distribution."
- Segmentation: "I broke the project into several segments and was transparent with the points to each segment. I also gave each student a peer-review form to grade on their colleagues’ contribution to the team project."