Behind the scenes online

Yamanaka Tamaki: seat at theater  (CC BY-NC-ND 4.0)

Since the semester began my days have been a blur of office work, proofreading and translations, and my online course. Note these are three separate categories: proofreading and translating has always been a side gig (only it used to be in addition to teaching) and now the online course is a side gig too. Although… if you were to go by the financial compensation, I’m not sure if it qualifies as an actual job or a hobby. The main reason I’ve hung on to it for now is that my office job isn’t permanent and maybe more importantly, I couldn’t imagine not doing any teaching. Period.

I finally have a bit of time to blog without feeling like there is something else I really should be doing (or at least feeling too much like there is something else… you get the idea) so I thought I would tell you what it’s like to run an online course that’s in its tenth iteration. More specifically, what this involves on part of the instructor.

First things first – the course needs a thorough overhaul. Its glory days (when it won an award) are long gone and it is scary how quickly material dates. By this I mean, for instance, the visuals I did back in 2013 (and which it must be said had a distinctly amateurish air even then) really need to go. We’ll see if and when this is going to happen: my feeling is that if I continue to teach next year and if it’s online, the course will need to be revamped.

Regardless, you might think that if all the material is up there, there isn’t much for the instructor to do. A quick reminder for those who may be new to the blog – this is a 4-month course run entirely in Moodle apart from the introductory two weeks and the final exam, which take place in a classroom environment. The course comprises 8 units, all of which take roughly 10 days, plus a revision unit at the end. If you’re thinking, no, she cannot do math, don’t forget the 2 offline weeks plus another 10-day orientation period online.

Moodle

At the start of the semester, I copy the course materials from last year into a new course. I always forget exactly how to do this; it’s not terribly complicated but it’s been a year since I last did it and it could be a tad more intuitive. What actually gets copied (in my case) is everything but the student interactions. Specifically, this means that a forum, for example, will be copied but it won’t have any contributions, including the opening post(s), which are generally mine.

Each unit is made visible to the students when the last one is over (which, I can’t resist saying, means it’s not a self-paste course – those who saw that tweet yesterday will know what I mean 😛 ). Fast finishers need to wait. It’s easier on the instructor insofar as I don’t need to go through all the units at once in September. Before I unhide each one, I read all the materials again and adapt anything that needs adapting. I realize this is vague. For instance, last year there was quite a bit of adaptation because the course was delivered in blended format, so several chapters had to be hidden and as a result the text in the remaining ones had to be rendered coherent overall and not as if something was obviously missing in between. This year a lot of the stuff that was left out has gone back in.

There’s usually something new in most units, like two years ago I redid all the screencasts which had previously been on Present.me – which I have no idea if anyone uses anymore – using Screencastomatic and uploaded them to YouTube (which I should’ve done in the first place) and added subtitles/captions – what’s it called if it’s in the same language but doesn’t include stuff like *door closes* or *phone rings*? Incidentally, that *will* happen as you’re recording, but I digress. This year I made some new visuals in Canva – okay, one so far and am planning to make more for the next unit – and I created punctuation quizzes using the cloze test question type. I was very excited about this because I learned how to do it on a course in June and … well, I was mainly excited by the fact that I was able to still figure it out in November.

I then check if the external links all still work and make sure that any activity that requires student interaction is set up properly, like add opening posts to forum discussions, links to new Padlet walls, and instructions to new wikis. Then when I’m sure we’re good to go, I add the deadline to the course calendar. I usually set one day aside when I have a couple of hours and do this for each unit.

In the meantime, while the students are working on the unit before the one I’m finishing up (the last one they can see), I keep an eye on what is going on – the pace they’re progressing at, if there’s someone who hasn’t logged on for a while and needs to be contacted, and deal with any questions. Ideally, I will also be grading and giving feedback, and have written a post about how this can be done more quickly and effectively.

Mahara

When the course is run online as opposed to blended delivery, there’s a learning journal component as well. I have written about this previously and continue to get a lot of help from my assistant moderators (usually graduate students). What I do here in terms of setting things up is limited to the beginning of the course when we need a new group that everyone can join and share their journals in a safe environment. We could argue whether the journals should be private or not; right now the course is designed so that they can be read and commented on by anyone in the group. I’m free to read student reflections and respond if I want to, or if I think a post needs responding to – not always the same thing.

Facebook

This isn’t mandatory if you run a Moodle course, obviously, but I have been using it for communication with the assistant mods. I like the option of having a private group and getting feedback on whether the mods have seen a post – normally this isn’t a problem as they are very prompt to respond – but the puppet master in me likes to think she’s got it all under control. Like the Mahara component, this requires less time as the course progresses, and mostly involves letting the mods know if an activity is coming up I’m hoping they’ll contribute to. This is defined beforehand, so the mods know at the start of the semester how much work they’ll be required to do. Of course, other questions crop up, usually to do with particular students and issues they might have experienced, and how the mods should respond.

That’s more or less it. I’m happy to be able to say that even in the tenth semester I still very much enjoy running the course and there’s always a rush of excitement when people start joining, getting to know the environment and finding their way around. As opposed to almost 5 years ago, a lot more instructors use Moodle at the institution now and so the students will generally be familiar with it, but mostly as a content repository and/or a place to submit assignments. I *am* looking forward to designing something quite new though.

Do you find that there’s a point at which an online course needs a makeover and what does that depend on?

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Copy and paste for teachers

Photo taken from ELTpics by @mk_elt, (CC BY-NC 2.0)

Last week I finally got started on grading and feedback in the latest iteration of my writing skills online course, and thought I’d do a brief post on my comment bank. Note to self: see if you can come up with a catchier title than “My comment bank”.

Last summer I was listening to an episode of the Professional Adjunct podcast, in which the hosts, Beth and Jim, discuss an article called “Ten Tips for More Efficient and Effective Grading”, originally published on Faculty Focus. I’m not a regular subscriber to this podcast, but the couple of episodes I’ve listened to have addressed various aspects of teaching online – the asynchronous kind, which I do.

When they got to point 2 – comment banks – I remember it only then dawned on me that I had in fact been creating a comment bank for a few semesters without having expressly set out to do so, or even realizing that was what I’d been doing. I mean, I teach English. I’ve used coursebooks with text banks in the back of the TB, so the concept is familiar. And yet the idea of a comment bank came as a surprise – not the I-didn’t-think-anyone-else-had-come-up-with-this kind of surprise, but more of an oh-I-have-something-like-that-who-knew kind.

I find this type of resource especially useful for asynchronous online contexts or whenever you need to give feedback on work submitted electronically. Once you’ve designed a course in an LMS that covers a whole semester, it’s likely to maintain a more or less similar structure for at least a couple of semesters. For instance, there will be a discussion forum in unit 1 – it may differ in terms of the reading the students need to do to take part, or in terms of the opening post – but they’ll still be taking part in a discussion and you’ll probably want to give them a grade and feedback on that.

I originally used to add comments under headings like “Unit 1, discussion 1” to a Word document, but after a while I switched to Google Docs as I can access the bank across devices. This morning, for example, I had an hour to kill on campus, so I used the office computer to add feedback – pretty convenient.

I have a rubric for each activity that I give feedback on, so if it’s a discussion, I’m looking for a minimum number of posts, minimum number of words per post, participation by deadline, relevance to topic – this is not in order of importance – and so I will usually first comment on how successfully the student has followed the rubric. This can be taken straight from the comment bank and requires minimal adaptation. Then, if there is anything specific to a particular student that I would like to address, I will add a personalized comment. I tend to end with suggestions on what to watch out for in the next discussion, and these are often from the comment bank as well, since they come up more often than you might expect. A case in point would be encouraging them to run a spell check on their posts and pointing them to a resource we have in the course where they can find more information on how to do that, should they need to.

A more recent addition to the comment bank has been marking sections of the text in different colors for convenience. There are at least 5 or 6 comments that I will be using and/or building on for an activity, so it’s far easier to find my way around if each is a different color. I wish I could say I was color coding them – it sounds more organized – but it’s nothing as sophisticated as that; I just mark them in different color so each comment stands out from the ones above and below.

So that’s it, really. It’s a significant timesaver, relatively simple to do – okay, it does take up a bit of time the first time around, but you’ll be tweaking it every semester anyway, so it doesn’t need to be perfect – and is very convenient if you’re doing your grading via an LMS. Plus I think it makes me look at student work more objectively and fairly, although that may just be wishful thinking.

Do you use a comment bank? Any tips you’d like to share? I’m particularly interested if anyone uses anything similar in a classroom environment.

Attendance woes

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Mandias: Perfect Attendance (CC BY-NC-ND 2.0)

I thought I’d write this up as a post and see if anyone has any suggestions as to what I could do.

As the semester at my institution draws to a close, I’m supposed to go through the attendance records and see if there are any students who shouldn’t be allowed to take the final exam. A brief digression – when I taught at language schools, we were also required to keep attendance records, but these were then passed on to the language training coordinator at the company that paid for the classes and I have no idea what they did with them, or if there were ever any repercussions for those who didn’t attend classes regularly.

This is how it works in the setting I currently teach in (compulsory undergrad courses): three strikes and you’re out. These three times you can miss class – 6 hours out of 60 – you don’t need to justify/excuse your absence in any way. Some students manage that – not sure how many, but they’re generally in the minority. Many don’t. It would be wonderful if I could make a list of those who’ve only been absent three times or less, and tell all the others they’ve got to take the course again next year, but that’s just unrealistic.

So I try to be flexible and accept a couple more absences, and that usually works well. I’m left with a handful of students, which actually prompted this post.

This handful can usually be divided into two categories: those that missed 50% of the classes or more (and I have no qualms about telling them to come back next year) and those that are somewhere between those who toed the line attendance-wise and those I couldn’t safely say I recognize because I’ve seen so little of them. I don’t want to be too vague, so let’s say those who missed around 30% of the classes.

They were around often enough for me to feel that they should be entitled to take the exam, and will probably catch up on what they missed easily enough, so it would serve no purpose to make them sit through the course again next year. However… However, the group that were regular may feel a little stupid if they were to learn that they didn’t actually need to be quite so regular, because other people who missed 2 or 3 times as many classes as they did will also be able to take the exam. Yes, I know their motivation should come from within and not from a familiarity with someone else’s attendance record. I’m not taking that chance.

The usual thing to do, from what I understand, is to give these missed-more-than-they-were-supposed-to-but-the-instructor-still-knows-what-they-look-like students an extra assignment. Sounds fine to me.

This is where the problem lies, though. I hope I don’t come across as unreasonable when I say that I don’t want this extra assignment to be mine. I want it to be the student’s. I don’t see that there’s any reason that I should have to work harder because the student couldn’t be bothered to make the sessions regularly. An example of this would be a seminar paper – a typical extra assignment to make up for absences. I need to assign the paper, i.e., come up with a topic, and I need to at least read it and grade it, but I’ll probably want to give some kind of feedback and I’ll want to check for plagiarism. So, this is definitely at least a couple more hours of work for me, per student.

I was hoping that there’s something I can assign that requires a minimum amount of work on my part. Let’s not pretend that this is going to be viewed as a learning opportunity. I’m looking for an assignment that:

  • will take me no more than 5 minutes to check
  • will leave me in no doubt that the student spent a certain amount of time working on it
  • I can easily check for plagiarism (or dismiss the possibility straight away)
  • requires little or no feedback
  • will not scream “this is primarily punishment”, but will rather say “true, you are doing this because you were lax about attendance, but it’s not a complete waste of time” (optional)

If anyone is/has been in a similar situation, or has any ideas on what assignment would tick all the boxes above, I would be really grateful if you could share your suggestions in the comments.

Oh, right, and let me just reassure everyone that this doesn’t apply to your typical diligent student who was absent for a couple of weeks due to legit medical reasons. Those usually email as soon as the legit medical reason becomes evident and apologize in advance for the two weeks they’re going to miss.