An interesting article from the Chronicle about a laptop policy and, for the most part, even more interesting comments / discussion below.
December 29, 2014
December 3, 2014
Saw this on Twitter (from @Lucas_Leavitt via @edutopia) and thought it did a nice job (however sobering / scary it might be…). One of the comments on it too suggested adding a Carryover Level beyond the green that indicates that students carried over what they learned outside of the class(room).
December 2, 2014
Last fall (around this very time), I had an unexpected meeting off campus on a day when I had scheduled tests. Rather than have the tests covered, I decided to let my students take the tests as a take home / take-where-they-want. After the test, I was interested in the experience, both in general and, specifically, about cheating, and so I surveyed them, the results of which are here.
This year, when the same test came around, it was back in the classroom but still on the computer, but I was still interested in both the test taking process and cheating, so I administered a modified form of the same survey. Here are the results of this year’s survey:
because its a lot more efficient and it just feels like less pressure.I enjoy writing my answers down and typing isn’t my forte.I find it easier to type on computers rather than writing.It makes the test go faster.i would like to keep doing the tests on the computer because they are more organized.It is a much simpler way of testing and it fits this class well considering how often we use our computers anyways.It’s easier to write out long essays/paragraphs Faster, so more time to thinkI believe it is easier to do it on the computer personally because I have always done better on computers.Although it is easier to write on a computer, I think that computer tests are more distracting and I think we should still be writing on paper for tests.-I just don’t like doing things online. I’m old school!doesn’t really matter if its on computer or paper to me, either way is fine; might as well save paperI like online tests better because I want to write more for my responses because my hands hurt when i write.The detailed directions scared me to not cheat. I have cheated on tests before, its pretty easy. When the teacher is walking around it is a lot harder to cheat.Choose which statement best describes you and the test. * No correct option. Disregard answer.its nice to type I do better work on a computerIt is much easier doesn’t hurt the wrists eitherI like typing better than hand writing.Its easier to type than to write it out.Its easyer and dont have to worry about writing clearlyIf the need was felt to cheat, I would’ve cheated. However, even though I didn’t read a page of the book, I read the sparknotes. The sparknotes allowed me to excel during the test and ace it without the need of cheating.I like online tests-Spellcheck is helpfulIt’s easier to type answers than to write them and typed answers are usually more in depth.Never in my life have i cheated nor will i every attempt to cheat because i’ve learned to accept failure rather than take the easy route outi find it a lot easier to type instead of writing because it is quicker and less painful for the hands.its niceI like being able to see my work typed it makes me edit it more freelyI find it easier and way more time efficient to put down information and my ideas by typing. Writing I have to erase if I want to change what I wrote while online all I have to do is press “delete”.I like typing my responses better on a computer, but I don’t think that I would cheat if I had the chance on a computer.Online tests are ight, I like ‘emI just hate testing on technologyI think its easy to get your thoughts out typing because it can go much faster than writing it.It was nice to be able to type on the laptops rather than to have to write out many paragraphs and essays.I would like the format for the future tests to be online. Personally I like typing responses rather than writingI like writing better
cheating is bad!none.NAi didnt think it made a differenceI like the idea of an online test but it’s not the online part that I didn’t like. The test itself was difficult and too open ended to even be considered for a right or wrong answer.21I liked the test approach because it helped my my test-taking. I prefer to take tests online rather than the more traditional way.Is looking at sparknotes pre test considered cheating? Even as just a review material?easy tests discourage cheating, give easy tests to remove cheating.I have no other thoughts about cheating on tests nor do I know anyone who cheated.It was annoying having people be able to look over your shoulder or at your screen. I took the time to complete the work, so them getting the answers without having to try is pathetic.I liked the online test!got nothinI thought the online approach helped me write more in depth answers. It helped me in my opinion.it helpedI thought some of the questions were wordyIM FOR ITI liked the test format but did not know of anyone that cheated on the test.potato
November 21, 2014
Saw this post on Edutopia and found it a very intriguing idea. Still not sure how I feel about QR Codes (truly efficient? or gimmick that looks great to outsiders but that students will rarely actually utilize?) but I do like the idea of linking content directly to the rubric.
iNACOL 2014: Innovation in Teaching – Personalized Learning Risks, Rewards, and Challenges (Kerry Rice)
November 6, 2014
Innovation in teaching is sometimes easier said than done. It takes a certain amount of risk-taking, often with extensive effort and no guarantee of success. This session will showcase an innovative approach using personalized and project-based instructional methods in an online course designed to instruct teachers in online teaching methods. Learn about the challenges and rewards of this approach and witness the results as teachers (as learners) share their experiences and their final projects.
- Prof & Fulbright Scholar at Boise State
- Three grad students with her to present
- an online school in a brick and mortar setting / institution
- focus on Rice’s Advanced Online Teaching
- online learning should promote: learner autonomy, active participation, collaboration and community building, authentic assessments, acquisition of 21st c. skills
- a move from constant targeted instruction + constant time = learning to variable targeted instruction + variable time = constant learning
November 6, 2014
It’s a LIGHTNING ROUND with Tim Chase and his crack-team of LMS-using compadres: 30 better ways to leverage our Learning Management Systems. The best practices we demo in this 60-minute blitz are NOT based on any one LMS, and we’ll show how we can use them in Canvas, Moodle, Edmodo, Schoology, and more. Hybrid learning and fully virtual classrooms will both benefit, and if we — breathlessly — get our 30 tips shown in time, we’ll open the mic for more quick tips from the floor.
- elearning Design and Instruction for Baker Charter Schools (Web Academy)
- Oregon Virtual School District Trainer
- 1. Naming with Numbers: first number is week / unit; second is order of assignment for that unit (I think I do this).
- 2. Naming with Points: include point values in assignment name (good call; I spend a good amount of time hunting down points, especially for non-traditional assignments).
- 3. Keep a Backup. I mostly do this, but maybe not as much as I should. He uses a GoogleSite: each page is an assignment. Now he uses GoogleSlides. Each slide is an assignment. Sidebar navigation makes it easy(er).
- 4. Common Cartridge. LMS’s can be Common Cartridge compliant, which seems to be a universal platform / language that will allow transfer between LMSs.
- 5. Title at top of Text. Include title of page at top of textbox, so that you don’t have to rewrite / recompose title when copying and pasting.
- 6. Use GoogleDrive for Videos. Download from YouTube, upload to GoogleDrive (or I use Vimeo). Align titles of videos with assignments.
- 7. Use GoogleDrive for Docs.
- 8. Syllabus. Using LMS to create a landing space for different courses and platforms. Use GoogleDocs to create syllabus and headings to create a table of contents that links to each unit.
- 9. Resubmit. Allow resubmission along the lines of the mastery approach.
- 10. Project Checklist. Provide it, and then copy checklist and include in submission (to ensure that they saw it). And if in the submission, it can be copied into the feedback.
- 11. Control Click. Allows for batch opening of tabs / links (maybe platform specific?).
- 12. Bookmarks / Folders. Bookmark everything you need to open (and only those), and then use the Bookmark All Tabs to create a folder.
- 13. Grading Discussions. Make an assignment that asks students to copy and paste their participation in a discussion into a separate document.
- 14. Chat Room. Creates camraderie (?)
- 15. Peer Review (of portfolios). Portfolio ups work as does the peer review of those portfolios.
- 16. Collecting Parent Info. (I do this already.)
- 17. Rolling Point Totals. 100 pts per week for easy charting of grade.
- 18. Status Checks. Have students review their own work in terms of their grade, missing work, work that should be resubmitted, current work, etc. [I like this idea.]
- 19. Solicit Comments. As part of project checklist: how much time did this take? what did you think?
- 20. Portfolio. Link-submit.
- 21. Join Codes / URLs. An efficient way to facilitate joining online courses.
- 22 & 23. Multi-Paste. Browser Clipboard is a Chrome plug-in? that allows multiple clipboards? I think I just like keeping them in Evernote.
- 24 & 25. Screen Recording. Screen Record the grading process. He uses SOM / Screencast-o-matic and Screenr.
- 26. Build rapport with tech support.
- 27. Subscribe to Notifications from you Help Boards.
- 28. ?
- 29. Audience-generated tips are here.
- 30. Feedback loop.
Very good. Very dynamic speaker.
November 6, 2014
Davidson College is collaborating with multiple partners to create digital lesson modules to help students master difficult, AP-level work. This session will focus on the design of the partnership, managing expectations, teacher training, and the role of project management in a multi-partner environment. Attendees will participate in design challenges modeled after the partnership design, and be provided opportunities to engage in blended learning modules in table team environments.
- What is Davidson Next?
- creating stand alone modules for the most challenging concepts within hs AP courses
- make them available for free to students and teachers
- modules hope to be rolled out summer 2015
- How do we ensure that students are career and college ready?
- TPAC [?] model: Venn diagram of technological knowledge, pedagogical knowledge, content knowledge
- Partners include: College Board, edX, 2Revolutions, Laura and John Arnold Foundation, Charlotte-Mecklenburg Schools
- Using edX’s platform and creating mini-MOOCs that focus on specific concepts
- majority of pilot teachers are calc teachers
- over 1200 students using the modules
- September 2014: pilot kick-off; throughout the year = feedback; post-AP-exams = further refinement; summer 2015 = nationwide launch
- starting with three subjects: AP Calc (AB & NC); Macro; Physics (1 & 2)
- each unit will have 2-4 instructional videos
- teachers are current AP teachers rather than college faculty
- interactive learning tools are being developed (which currently don’t exist on edX), e.g. vector drawing tools for Physics
- teacher support: AP Summer Institutes and Workshops as well as PD MOOCs
An interesting idea, especially the modular nature. I suspect AP teachers will find this useful, though the limited nature of the content is understandable but also tantalizing. (Sounds like some success needs to be identified to get more funding to expand the course / module offerings.)