Oooh, what a great idea! I've included questions in an "orientation quiz" that requires them to find things in my online course - LMS, syllabus, MindTap, etc. - but the scavenger hunt idea sounds like a lot more fun. I really think they need more on MindTap than I put in that general orientation quiz, too. I'm happy to share what I've been doing (which isn't that stellar when I think about it), but I'm really looking forward to seeing what others are doing. We might hatch some cool ideas here!
With a variety of purchase options and access code types, I'd like to provide some clarity.
"ePaks" are a bundle type sold on CengageBrain which includes a physical text and digital access code. Digital access codes are offered as either "general" or "LMS."
General access codes will allow students to register the access code either on CengageBrain directly or within a Learning Management System, such as Blackboard, D2L, Canvas, etc. LMS access codes will only work when registering through a LMS system. If a student attempts to register a LMS code directly on CengageBrain, they will receive a message stating that they must register the code through their LMS.
For registration purposes, if a student purchases the general instant access ePak on CengageBrain, the access code will then be registered on their account. When the digital course is integrated into a LMS, the student can have the registered code applied to the Cengage LMS digital course by linking their LMS student account to the same CengageBrain account in which their code is registered. To do this, after launching into the Cengage LMS digital course, they can return to their CengageBrain dashboard and will find a link to their Cengage LMS digital course. To have their registered access code applied to the CengageLMS digital course, the student simply clicks into the course access and thier code will be applied.
Now for a LMS ePak, when a student purchases this, they will receive an "ePin," which is essentilly an electronically delivered access code. As this LMS digital access code can only be registered through a LMS system, the student will need to copy and paste this code when prompted to enter an access code during registration for the Cengage digital course in a LMS system.
With that being said, your colleague's student who purchased the EPak option instead of the LMS integrated option should not have an issue using that access code for the LMS course, as long as they link to the same CengageBrain account. Should they not link to the correct account, Cengage Tech Support can assist to have the student's access code reset so they can then use it again and teh students can apply it directly to the LMS course themselves or Tech Support may be able to apply the code directly to the student's LMS course.
Have you tried going to login.cengage.com and searching for it? I did a search on the title of the book and see there are resources for the 4th, 5th, and 6th editions. Once you add the book to your Instructor Resource Center, you should be able to add supplements.
Yes, I use MindTap outside of my LMS. Instead of Moodle, my college uses Desire2Learn. For my online students, I use the LMS for all the "business" of the classroom: announcements, resource links, one-on-one emails, general content discussions that don't count for grades, college correspondence, etc. Then, I use MindTap for all the graded instruction and content: dropboxes for essays, graded discussion forums, Aplia assignments, LAMS activities, etc.
Hope that helps!
We do this sort of.... we have MindTap integrated and then create individual links in Moodle for each assignment. You can hide everything you don't want to use and make only those activities you do visible. It takes a little time but it works great. If you need help or directions just let me know.
Information on reporting content errors can be found on our support page.
Select "I am an Instructor" -> Product and System Support -> pick your product -> Missing or Incorrect Content -> I'd like to create a case.
In the case details, provide any pertinent information such as title, author, edition, chapter and question content errors. Tech Support can then forward any errors or omissions along to the appropriate product teams for investigation and fixes.
I also recommend to connect with your discpline Learning Consultant and provide them with the Case ID. They should be willing to forward that information to the appropriate product team to ensure they are fully aware of the issue.
Not sure who your Learning Consultant is? Check our our Rep Finder site.
I usually allocate 8-10% of the total grades to CNOW-based assignments, and typically I have 100% participation (sometimes 1-2 don't bother, and I don't think that increasing the % a little more would help with those). It is important also to provide students with all detailed information about the HW Platform - how to set up and register, how to access the HWs, grading details, other tools that accompany the product (students typically like the e-book option that comes with it), how to get technical support help if needed, etc. From my experience, if students face difficulties with any of the above issues, they are more likely to not use the product or stop using it midway too. So, apart from grades, I feel that instructors need to provide adequate documentation to make the user experience smooth, either in the syllabus or on the course website or on both.
We have a lot of students who will transfer credit to another institution, and the letter grade doesn't matter much to them as long as they get a C or better. The GPA doesn't matter because they're already a student at the other institution. This means I need to have a higher percentage of the points being earned in the digital product to ensure that they won't just get a cheap used book and not purchase/use the digital product. I generally make sure at least 20 percent of the total course points are earned within the digital product, and we now have 100% participation almost every semester.
The most recent quantitative study that I know of was completed in 2009. The results found that students have a good handle on basic skills, however, expertise decreases with moderate and advanced skills (Grant, Malloy, & Murphy, 2009). (See the attached table.)
Qualitative studies suggest that student expertise with word processing software is decreasing with the increased usage of mobile technology (Hoffman, 2010).
Grant, D. M., Malloy, A. D., & Murphy, M. C. (2009). A Comparison of Student Perceptions of their Computer Skills to their Actual Abilities. Journal Of Information Technology Education, 8141-160.
Hoffman, S. J. (2010). Teaching the humanities online: a practical guide to the virtual classroom. Retrieved from http://ebookcentral.proquest.com
I think the idea of using Kaltura is a good way to ensure the student who's registered is the one completing the assignments - validating students completing online has always been a challenge. I'm not familiar with your course topic, student count, or your LMS, but another suggestion might be to use a video-conferencing tool such as Zoom.US which allows you to host 50 participants for 40 minute for free.
There's nothing for the user to download or install, so they can join from virtually any mobile device. You could schedule a short 5-10 minute webinar and have all the students introduce themselves to the class. You could quickly highlight your syllabus and provide them with your contact information before signing off.
If your course requires a presentation, Kaltura would be an excellent way to enhance student engagement and assess their assignment.
I hope this was helpful.