Here is one recent article that looks at a unique way to marry online homework systems that generate auto-graded replies/scoring with peer responses by students:
Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information: Article title: Implementation of Peer-Reviewed Homework Assignments. Contributors: Zare, Richard N. - Author, Cox, Charles T., Jr. - Author, Murphy, Katherine - Author, Bayas, Camille - Author. Journal title: Journal of College Science Teaching. Volume: 46. Issue: 3 Publication date: January-February 2017. Page number: 40. © National Science Teachers Association. COPYRIGHT 2017 Gale Group.
This next article is much simpler (and a bit older), but I like the practical, easy-to-understand advice peer-to-peer about some of the pitfalls of spending too much time grading work and collecting data. I think this would be especially helpful for new instructors to read:
Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information: Article title: Getting a Handle on Grading. Contributors: Romano, Michael - Author. Journal title: The Science Teacher. Volume: 77. Issue: 9 Publication date: December 2010. Page number: 14. © National Science Teachers Association. COPYRIGHT 2010 Gale Group.
Good luck with your research!
Great question, Michael! I believe the more ways we can inform students about the tech tools to be used in a course, the better. Definitely have a note on the syllabus but it's also important to highlight these on the course website, either as a blurb (with pictures) or with a screencast video. Another thing that has worked for me is to introduce the tool in the class as well (for face to face classes), which can either be as simple as just playing the video (that is already on the website) or talking about it's features and functionalities. Students should have instructions on how to start using them, how to contact technical support (if needed) and a few easy troubleshooting tips for commons issues and problems. It is particularly important for online classes. Students should feel comfortable using these tools to be successful in the course.
It is also helpful for students to understand how these tech tools help them complete course activities and assignments and achieve their learning outcomes.
I look forward to learning about more ways we can introduce tech tools to students!
Greetings from the land of the Final 4!
Let me introduce myself. Hi!
I am a professor at Glendale Community College. For over 20 years I have taught Interpersonal Communication, Public Speaking, and Intercultural Communication. I enjoy teaching IPC because of how much the subject can save students heartache in their relationships. I enjoy the course because they see it as immediately relevant, useable, and applicable to life. They find it exciting because they can see direct results from the information. These direct results make the class rewarding for me because we can see their growth and they can use the information at work, at home, or with their friends. The biggest challenge has changed over the years. When I first started teaching the course, students would read, reluctantly, but they would read the assignments. Now I see less and less students who are "readers" and who are at a freshman reading level. Because IPC is about "self-esteem" and the first half of the course deals with the self, many advisors place our students in the course if they have placed in developmental or rudimentary college courses. For example, if the student did not score high enough on the critical reading entrance exam, then the student is placed in an 095 critical reading course, and they are also placed in the IPC course. Over 65% of our IPC students are in two or more such developmental courses. This makes teaching our content more challenging. But then again, teaching is never a "slam dunk".
I wanted to share the link to a video filmed by the Bill and Melinda Gates Foundation that describes the Guided Pathways work at Sinclair Community College. After viewing it and learning more about our completion work at Sinclair, feel free to share your views on Guided Pathways!
Hi Michael - (http://somup.com/cbV3DKMgJ) I put together a 15 minute video that walks my students through the MindTap access through the Canvas LMS. The course I demo is for Criminal Justice (of course) but you are welcome to use it if it will help.
What I might suggest is that you create your own walk-through video. All you need is some free software like ScreenCast-o-Matic, or iSpring Free Cam 8, both offer screen capture ability. Here are a couple of short YouTube videos that will introduce you to these tools:
Once you've recorded what you want to use in future courses, I suggest you save it to your Google Drive, Box.com, or DropBox, so you always have access to it. ScreenCast-o-Matic will store videos less than 15min on their server for free, as well as on your local system. iSpring currently only saves to your local system.
I think you'll see how simple it is to do a ScreenCast - but if you have any issues, feel free to reach out and I'll help you through it.
I don't think the ability exists to accept assignments or posting after the due date on MindTap. You have a start and due date. You may Change the due date for the entire class or for selected students.
If you are new to MindTap, I would strongly suggest to avoid changing and accepting late assignments. Of course, there are always a few exceptions to the rule.
What has worked best for me over the last 5 or 6 years is to open all assignments the first week and assign due dates for each chapter. I do not open the last chapter because assignments must be completed before the last journal is submitted. This way, students can read and work ahead at their own rate and enhance their time management skills. So, when students say they were sick and forgot what day it was, I quickly remind them the advantage of working ahead.
I hope this helps.
Yes, you can customize your MindTap assignments by uploading your oww documents. You can move and reorganize your assignments. Also, as you may already know, you can hide assignments from students to allow them to only see what you would like for them to do.
I have this same problem! Here's what you do: with 1Password open, click on 1Password in the upper left and then click on Install Browser Extensions. Then follow the instructions for whatever browser you use most often (although I installed 1password for all my browsers just in case...):
The next time you log into a website, 1Password will ask you if you want it to remember that login. Say yes. Then when you come to that site again but you're not logged into it, just click on the 1Password icon at the top of the Chrome browser (see below) and 1Password will recognize the site and give you its name. Click on it, and you're logged in! I use Diigo a lot, so here's how it looks on Diigo:
Good question. This can be a little tricky but here are the steps:
Here's a little animated GIF I made to go along with the above (click the image below to see the animation):
It is so nice to have you here, Joey! Thank you for all you do. And this really made me smile: "I love watching students who have worked for two years come into that room and shine in their final presentation." Yes! That's what it's all about, isn't it? Happy Friday.