Going Digital – A brutally honest account, by Ekant Veer


See more on Know Your Meme

Preamble
Let me start by saying UC needs a more effective digital presence – even if all our key first year papers went digital next year we’ll still be playing catch-up to make institutions around the world.  I am definitely on the side of a more effective digital presence that complements and supplements our in-class presence (not replaces it – I still want a job, after all!).  HOWEVER, Going Digital isn’t just a matter of flicking a switch and making students watch Echo recordings – for me, it requires a fundamental shift in your understanding of how digital students engage with materials and how best to support them.  This is my brutally honest account of the going digital process with Marketing Principles (MKTG100) – we still haven’t launched the digital course – so I’m going to focus more on the early stages of digitisation in this post – maybe I’ll be back in a few months’ time to tell you it all turned to crap and we should run for the hills – let’s see!

Full of Fervour
I’ve been wanting to do more digital offerings for some time now.  I see the benefit of it not just as a means of reaching new students but also as a way of supporting our on-campus learning experience.  I decided I wanted to be the change I wanted to see in the world and digitise one of my papers.  Not just provide online slides, but create an entire virtual delivery – something crazy, just to show that it can be done.  I wanted all student engagement, course content, assessment and feedback to be online.  I wanted to create a sleek, professional delivery that can be completed from someone in the library or someone in Uzbekistan.  As long as you have reliable internet access, you should be able to complete the course (which may actually put our library based students at a slight disadvantage over our friends in central Asia).  I was going to do this and, with the generous support of the College of Business & Law’s Teaching and Learning fund and some seeding money from my HoD, I had financial resources to kickstart the project.  I also had the support of UC’s E-Learning team (trust me, use them! They’re amazing!).

Ahh, hell…I actually have to do this!
The fervour wears off pretty quickly when you realise the size of the task ahead of you.  With the support of my amazing PhD student, Maja Golf-Papez, we came up with some best-practice models from digital courses around the world.  The sorts of courses that suit a digital delivery tend to be elementary in nature as the focus is on content understanding, rather than critical thinking.  This is not always true, but a good starting point.  My 100 level Principles of Marketing class (MKTG100) was a perfect candidate.  I have taught the paper for a number of years, so know the material well; the content evolves, but the basics keep relatively stable, meaning I don’t need to update the material every week; and it doesn’t require any pre-requisite courses, which may deter students from taking part.  Essentially, we have a course that someone can pick up and not worry about course clashes, but still learn something valuable from.

But actually turning a very successful and fun course into something digital hurt a little.  Was I still going to be able to offer the same learning environment and student experience? Will students still understand the material? Will there still be the same level of engagement that you need to really get to grips with some of the conceptual application?  Not only am I starting to be deterred by how difficult it’ll be to digitally create a course, but also whether it’ll be an effective delivery that is up to my and my College’s high standards.  Shit…

Eating the Elephant
With a task this big, it has to be done one bite at a time.  And it’s always easier when you have help.  Maja and I identified 3 main areas we need to work on to make this a kick-ass digital delivery:

  1. Content – the material needs to be good – this was on me, as the lecturer.  I can’t suck at this or create content that doesn’t interest students or is meaningless in practice.
  2. Assessment – we need to find a way that we can assess students in a manner that does not require their physical presence (it wouldn’t be a digital course, otherwise!), and isn’t open to abuse from plagiarism.
  3. Student experience and engagement – we need to make sure students don’t feel like they’ve been forgotten about.  How do we make sure they still feel part of UC and part of the course, as much as our in-class students do.

With regards to the content I could have created cool videos of myself doing energetic lectures, but not only does that eat up a lot of my own time, but it also dates very quickly.  Students can tell when  you’re out of touch and out of date – so, a simpler and more updateable method was to use powerpoint slides with a voice-over.  Maja’s early research did show that this does impact student experience; however, so we are creating some short, 30 second or so intro videos for each week to make students realise that I am human and I do exist.  Humanising the digital environment will provide a far greater level of connection than simply throwing up some readings and slides.

The assessment needed to change.  We need to still have a large invigilated exam – this is unavoidable and will mean that students either come to UC at the end of the semester or find an invigilated space nearer to them (at their expense).  But during the semester we had to still provide assessment so that students can gauge their own progress.  We could create essay style exams every week to avoid plagiarism issues, but that would cost significantly more in tutor marking  than we currently use.  MCQs can be automatically assessed on Learn, but are open to abuse.  We’ve found a solution that works for us, but I suggest you talk to the E-Learning team to find one that suits you and your course.  Ours has ended up becoming a mixture of 6 MCQ quizzes worth 5% each and 2 short answer questions worth 10% each that are presented throughout the semester.  The relatively low grade value associated with each quiz means the temptation to plagiarism is lowered and by spreading the assessment throughout the year they can keep up with the work and stay motivated to carry on.  Assessment is completed at the student’s leisure – if they want to work ahead and complete  quiz 3 weeks in advance of the in-class cohort, they can.  Everything except the short answers are marked automatically, so they can get instant feedback (and the MCQs are from a large bank of questions, so the likelihood of two students getting the same questions in minimised).

We all feel the same…
I wish I could say that I have this under control.  That this is easy and anyone can do it.  But the pressure to do well coupled with the fact that I haven’t done this before is stressful.  But I also know that if no one tries this on a big UG class we’re never going to progress as a learning institution.  I appreciate many don’t like the idea of digitisation, but I equally don’t like the hassle of sleeping – it gets in the way and distracts me from things I want to do, but I also know I need to do it to stay fresh and useful.  Get in touch with the E-E-Learning team and get the help you need if you have a passion for this – again, I have no idea how this will work and whether the students will appreciate this, but that’s all going to be measured and monitored throughout the S2 delivery.  If, in the first year, I can avoid shit hitting the fan, I think we can build upon the course to offer it again in the future.

Good luck and you’re not alone in this!

My key tips:

  1. Pick an appropriate course for digitisation – not all courses suit a virtual delivery
  2. Have a kick-ass PhD student who works hard – you can’t have Maja, get your own
  3. Be passionate about the student experience, not avoiding in-class teaching
  4. Have an assessment protocol that encourages regular monitoring of student progress.
  5. Be flexible with your delivery – what works in class won’t necessarily work online
  6. Be ready to pay – I’m talking to the HoDs and T&L committees out there – faculty need financial support to develop a course – not much, but enough to get the program going.
  7. USE THE E-LEARNING TEAM!

UC Learn upgrade & e-Learning staff workshops

The e-Learning Support team invites UC staff to our e-Learning workshop series that are taking place from the 19th January to the 25th of February (We will be offering the same workshops every week for six weeks so people can choose the day and time that best suits them). These hands-on workshops focus on important new Learn features and cover the following topics:

  • What’s new in Learn 3.0? Click here to find out more!
  • Assessing students in Learn
  • Configuring the new Learn Gradebook
  • Tracking student engagement in Learn

Form more information about the workshops including times and venues click here.

Feel free to contact e-Learning Support for any questions 🙂

Active teaching of law

This blog entry is intended to embellish my active teaching video. In the vid, I discuss keeping even large classes energized and motivated by working them and demanding reciprocation of your energy. By this, I mean you move around the room like a talk-show host, speaking to your slides or whatever other material you want to get students involved in, actively seeking out the students at the back or hiding behind screens. Occasionally sit down next to a student, move right in beside them and ask them their name and ask how they are. This is all done in a pleasant and humorous manner, keeping it light and not bullying. When you have their engagement, ask them the question by using their name, and ask for comment for the class – and they do respond.

I say in the vid that you should be exhausted at the end of these classes, because of the intensity of the interaction. You won’t be able to do this for all classes – it would cease to work. So sprinkle these lectures throughout, use them to introduce new topics by getting the class to start thinking about and getting engaged in the topic early. Then you should take them with you the rest of the way.

I also mention a grand debate I use in class. This is to give the students a chance to engage in oral presentation, but also to give them responsibility for their own learning. So the students organize and run the debate themselves, from a convenor who organizes the teams, to the layout of the room on the day and the organization of involvement of the whole class. I just enjoy and present prizes at the end.

The pub quiz is old fashioned – all students close laptops and just compete in teams while I call out the questions, aimed at revision on a particular topic. It often gets quite rowdy and competitive. The only thing missing is the alcohol! Small prizes for the winning team.

The Haiku competition runs the whole semester and is voluntary but competitive. We collect Haiku on the Wiki on Learn for all to see. Students can enter as many as they like. The Haiku test their skills presenting on a legal issue in a formal writing style, and it’s fun!Students can also talk about the course in a Haiku, so that gives me feedback too.

Good luck developing your own active learning and teaching exercises!

eLEARNing at UC

At the University of Canterbury we use a Learning Management System (LMS) called Learn as our primary e-Learning tool. Learn is a modified version of the popular open-source software Moodle.

The types of courses in Learn generally fall into one of three broad categories, Face-to-Face, Blended and Distance.  A course that relies almost exclusively on lectures and tutorials, that will use the Learn course only for administrative purposes, we define as Face-to-Face. This means it will typically only include passive information such  as course and learning objectives, lecturer contact information, electronic copies of course materials, assessment information and student marks.

A course that fits more into the Blended category combines Face-to-Face and online elements in the teaching and learning. A blended course would include all of the aspects mentioned above plus additional resources to extend teaching and learning, online tasks prior or post face-to-face sessions, online discussion spaces and formative assessments.

The third course type is one set up for distance students. A distance course will include the elements from the previous two types, but with the likelihood of no face-to-face interactions. It will contain numerous resources such as video, audio and interactive learning elements that will work as alternative methods of teaching and learning. The development and promotion of an online community within the course is often apparent, in order to stimulate the kind of conversations that may otherwise happen in tutorials or informal face-to-face discussions.

To give you a more detailed breakdown of what should be included in the three types of Learn courses mentioned here we have created three checklists for Face-to-Face, Blended and Distance.

In the following video, Rhonda Powell from the School of Law shares her story about the first steps of making a face-to-face legal course into a blended course. Rhonda outlines the rationale of this practice and reflects on the advantages and challenges of this approach.

The joys and tribulations of setting up a distance course

Doug-Campbell-reducedDr Douglas Campbell
Lecturer in Philosophy at the University of Canterbury

I’ve been asked to write a bit of a blog entry about distance teaching, to accompany the attached video of my talking head!  So here goes nothing.

I started distance teaching out of necessity after the earthquake. I went on to set up a distance philosophy course (PHIL110) that’s been going out to schools (and more recently regular distance students) ever since. I’m now thinking of setting up a couple of 200-level distance courses.

Is it a big job setting up a distance course? Yes!! Set up PHIL110 consumed hundreds and hundreds of hours.

What are the upsides? You get more students (although so far the numbers of distance students haven’t been all that stunning, admittedly!) You are forced to think creatively about assessments (since exams are a logistical nightmare in a distance course). You end up with a really good, well-organised course, that pretty much runs itself (if you do it right!) The work you put into the course makes the course better for all students, not just the distance students.  All and all, it is a huge learning curve, and so of course you learn a lot by doing it.

What are  downsides? Number one is the huge amount of time it takes up-front to get such a course on-line and working smoothly (thinking about how to make the Learn site self-explanatory, finding online content, creating quizzes, designing online assessment tasks, etc…). Providing pastoral care to students who aren’t on campus can be a big deal. And there are lots of other issues–like, for instance, the fact that on-campus students tend to skip  lectures if they can access videos of the lectures online.

If you’re thinking of setting up a distance course and you’d like to look at some existing distance courses in order to get a sense of what works and what doesn’t work, please drop me an email! I can give you access to PHIL110, and perhaps some other distance courses too.

To see more videos please visit the Sharing teaching Practice page.

Gradebook on the go

If you are a UC staff member or student, you are almost certainly using Learn, since nearly 100% of UC’s undergraduate courses have an online learning environment in Learn. Learn is the University of Canterbury’s Learning Management system which is based on Moodle, an open source software platform used worldwide. Learn is being used in a variety of ways across UC, from sharing of resources and communicating with students, to engaging students in online self-paced learning with blended and distance courses.

One of the most useful features in Learn (and commonly used) is the Gradebook. It is a powerful feature which – if set up properly – can provide teachers and students with a clear overview of all assessed items and grades in the course. It can calculate course totals based on different aggregation methods and provides teachers with the opportunity to export grades. But how can you set it up properly? Below is a list of steps you can take to get you started.

1.  Start with pen and paper

Write down an overview of your Course assessment plan:

  • What types of assessment is your course going to have? E.g. Essay, online quiz, participation.
  • What is the weight of each of the assessments?
  • What is each item going to be marked out of?
  • What type of grade do you want to show to the students (e.g. real, letter, percentage)?
  • Is the assessment taking place online or offline? For example, assignment submissions and quizzes can take place online. Participation and in-class presentations take place offline.
2.  Understand your course’s Gradebook

Access your course’s Gradebook from the course main menu link or via Course Administration, Grades. See how many items it includes. Some of them will be linked to an online activity (e.g. an assignment submission box or online quiz). Others may be manual items representing offline activities (e.g. in-class presentation, participation). See an example here.

3.  Tidy up!

Select Full view of Categories and items to see how each of these items is set up. Are there any items you will not need? Are there any items missing? See an example here.

  • To delete an item linking to an online activity: find the online activity in the course and delete it from the section where it is located.
  • To delete a manual item: click on X on its right while looking at the Full view of Categories and items in the Gradebook.
  • To create an item linking to an online activity: go back to the course section where you want the activity to be and create it. It will then automatically appear in the Gradebook.
  • To create a manual item representing an offline activity: select Add grade item, while in the Gradebook, looking at Full view of Categories and items.
4.  Set up the aggregation method

Once you have all the items you want in the Gradebook, set up the aggregation method. The easiest aggregation method you can use is Weighted mean of Grades. This allows you to use different maximum marks and different weights. For example, a quiz may be marked out of 50 and have 30 as weight in the Gradebook. Make sure you Save changes when finished. Other aggregation methods you may use include Sum of Grades (marks for each item are added) or Simple weighted mean of grades (an item’s maximum grade is used as its weight).

5.  Request additional help

There are other settings that you can configure in the Gradebook, such as grade visibility, type of grade shown to students (e.g. real, letter, percentage etc). Your Flexible Learning Advisor is able to provide you with additional support in setting up your Gradebook and looking at these aspects. Having your piece of paper with the notes described in 1 when you meet your FLA will help you both in setting it up easier and faster!

See also: Moodle Gradebook help

'e' for enhanced and expanded