Tuesday, April 6, 2010
How to NOT answer your students' questions
Tuesday, March 30, 2010
Boundaries - the secret to keeping your sanity
Tuesday, March 23, 2010
Login-Jam
Friday, March 19, 2010
The learning curve
Whenever students ask me if I “curve” my course, my standard answer is “no, because I don’t believe in basing your grade on someone else’s performance.” But, that’s not the kind of curve I’m talking about today.
How many of you have lab reports or other written reports as part of your course? Most, if not all, I suspect. Communicate coherently about a subject is a way to demonstrate multi-dimensional understanding about it, since the student often must synthesize ideas to explain their subject fully. One important aspect of writing a report or a paper is understanding what the instructor wants in the way of format, content, etc. Although we clearly state our requirements in our respective syllabi, the students often don’t grasp our intent (assuming they read it in the first place) and the first (or first few) reports are usually pretty traumatic for both of us. This was my experience for several semesters until I decided to do something different and it has made a huge difference. In the chemistry course I teach, the students write reports on 9 labs through the course of the semester. During the first unit of the course, two reports are due. In the past, these first reports were usually terrible; indicating that many students had either not read or had willfully ignored my requirements. On average, it wasn’t until the 4th report that most students had gotten the message and had read and attempted to conform to the requirements. As you can imagine, this was a source of frustration for me – why weren’t they just doing what I asked?
Monday, March 8, 2010
Students behaving badly – online.
In my experience, I believe that the vast majority of online students are honest and honestly want to learn the material. Perhaps I’m being a Pollyanna, but even though I have caught students in lies and other dishonest behavior, that doesn’t change my general outlook.
Here are three of my personal “hall of famers” when it comes to bad behavior online:
1) Get the Facts! Student X wrote frantically, the day after a lab deadline, and told me that he had not been able to get online all week due to technical problems. Thus, the late lab report! Oh, if only he could have logged into the course before the deadline! Obviously, he didn’t realize that I had the ability to view (in Blackboard) when he had logged on, how long he had been logged on, and what parts of the course he accessed in that time period. Of course, he had logged into the course virtually every day during the previous week and hadn’t even accessed the lab dropbox. When I let him know that I could see his online activity during the previous week, he literally had nothing to say about it. However, he didn’t try to pull that particular stunt again.
2) Always keep your Department Leadership in the loop. My course policy on lab reports for the first unit of the course is fairly relaxed. Because students can sometimes have trouble getting the lab kits, I allow all the labs for the first unit to be turned in as late as the end-of-unit deadline. If they choose to turn in the first lab report prior to that, I will mark it and return it and it can be resubmitted for full points (this cuts down on the learning curve). One semester, student Y waited until the unit deadline to turn in all three of the Unit One lab reports. She didn’t do well on any of the three, having obviously not consulted the syllabus for the report requirements. She sent me a very polite email asking if she could please re-submit all three reports, since she was unaware of the course policies. I politely declined and pointed out that she could still get full credit on the remaining 6 lab reports. That’s when things got nasty. She began posting scathing comments about what a bad teacher I was to the discussion boards and sent me an email explaining how I was robbing her of her “A”. I immediately notified my Department Chair and sent him all of the previous email traffic so he could be ready for the gathering storm. Sure enough, her next step was to contact everyone at CCCOnline that she could find an email for, complaining that I was only interested in penalizing students, and not in helping them learn. Thankfully, she was quickly squelched and decided to drop the course.
3) Communicate in writing and keep all your emails. The last in our rogues’ gallery is the “Absent-minded Prevaricator.” I was calculating final grades a couple of days after the course was over, and noticed that student Z had not taken the final exam! I immediately contacted him via his external email and asked him if everything was OK. He replied that all was well, but that he had simply forgotten about the final. I let him know, since this was the case, that I would have to assign him a grade of “C”, which is what he had without the final exam. He said he understood and reiterated that it had been his fault. Then, he sent this email to the CCCOnline Registrar:
“Hello,
I dont know who I should be contacting about this. I had an emergency and was NOT able to take my chemistry final. I thought my teacher was going to extend the deadline for me, but he didnt read my emails. He thought I blew off the final because my grade was passing and very good at that. I ONLY needed to answer 5 questions right to get a "B" letter grade in this class.
He turned my grade in with a "C." This is unexceptable because I SHOULD have had a B and I actually would have gotten an A if I aced the final, which I had planned on doing. Please, I need help ASAP! Im sorry this email is so frantic but Im freaking out knowing that I got a C because I couldnt take my final exam.”
Well, it was comforting to know that he was planning to “ace the final”, but he was clearly lying about everything else. Since I had saved all the email traffic, we were able to quickly put this one to bed without further incident. I shudder to think how difficult this would have been if I had conversed with him over the telephone instead of email.
Even though you will occasionally run into some dastardly characters, and you should always keep your RADAR on for suspicious behavior, don’t forget that most students are being honest with you. Treat everyone with consideration, but be ready to deal with the situation if things turn ugly.
Sunday, March 7, 2010
Why use Anonymous Discussions?
Thursday, February 25, 2010
Redirecting discussions – keeping the topic fresh and engaging
Sorry I’m a bit slow on my posting lately. The past couple of weeks have been crazy busy with grading and business-travel and other things conspiring to use up all my free time. Anyway, here we go with part two of my three-part post on discussions.
When I first started teaching online, I kept getting “dinged” by Quality Assurance for not appropriately “redirecting” my discussions. “Redirecting”? I mean, I was participating and making comments and such, but it wasn’t immediately clear to me what that word meant. With some help from my mentor, it finally clicked for me.
Even if you choose the most exciting and engaging topic possible, as you’ve probably realized in your own classes, the discussion will usually run out of steam in a fairly short period of time; a few days or a week. Most of my discussion topics are set to run for at least two weeks, so this can be a problem. Another problem is that the earliest posters will usually get all the “juice” out of the subject and then everything kind of starts to lag. What do you do then? Trying to flog the original prompt doesn’t work very well (I know from experience), as it usually just generates insincere posts that mostly fill up space. Here are a few things that seem to work pretty well, and if you have any other tricks or techniques that you employ, please share them:
1) Stay involved in the discussion on a daily basis. I know we aren’t required to post daily, but at least read daily and maintain contact with the ebb and flow of ideas. This will offer you your best opportunity to see threads that can be tapped into for fresh directions or ideas, which is the next point.
2) Identify “juicy” posts and use them to push the discussion in a new direction. You know, the posts that students obviously thought about a little more than some of their peers, which offer some fresh ideas that you can work with? For example, in a discussion about uncertainty, precision and accuracy in my chemistry course, one student had this as part of one of her posts: “In working with the state crime lab, I was able to observe the impact of uncertainty in the drug/chemical department, in the fact that something must be tested several times to quantify amounts or even to determine the presence of a substance. If we were to test something inaccurately... it could mean a whole misrepresentation on an outcome of a case.”
State crime lab?! Cool! That led to a side discussion about forensic science that was pretty interesting.
In a discussion about energy use, one of my students asked a question about something he was thinking about purchasing. It was a fuel efficiency product for his car called “water4gas”, and purported to improve his fuel efficiency by a ridiculous amount. This was an opportunity to discuss the importance of really understanding the laws of thermodynamics and their implications in our daily lives and (hopefully) he was saved the expense of buying into this scam.
3) Ask them to think more deeply about the original topic, or about a related idea. After most of the important ideas related to the original discussion prompt have been tossed about, sometimes there’s no obvious direction to take the discussion. That may call for what is essentially a new discussion prompt. For example, one time my class was discussing what manufacturers might mean by advertising their products as “chemical free”. Within a few days, we had pretty much wrung this out by covering the ideas that all products are made up of chemicals and if something were truly “chemical free” it wouldn’t exist and probably the manufacturers were trying to portray their product as benign or harmless. OK, so where do we go from there? Well, I happened to see a news story about how some people were trying to get bis-phenol A (BPA that’s found in many plastic products) classified as a “toxic chemical”. So, I saw this as an opportunity to bring up the related question: “What do you think they mean by "toxic chemical"? What chemicals do you think of when you think about non-toxic chemicals? How are toxic and non-toxic chemicals differentiated?” This started a new line of comments and ideas that got the conversation going again.
As fun and interesting as discussions can be, however, you’ll always have students who won’t want to participate for various reasons. Next time, I’ll share some of my observations about the usefulness of anonymous discussions, which can be an avenue to help students get more out of your course.