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pragmatic next steps, an eLearning workshop

Copyright © 2012 Gary E. Schnittjer

introduction

This workshop assumes the instructor knows her or his way around eLearning. Taking attendance, managing grade books, posting handouts, creating links, creating basic offline assignments, and basic discussion board forums are not covered here.

My view and use of computers is excessively pragmatic. Computers and programs like Moodle/eLearning are tools.1 Tools are for doing work and making things easier. I have no interest in doing “cool” things with computers or fiddling with the latest “wow” gadgets or apps. This workshop will offer guidance on using eLearning for normal academic tasks, especially assignments and instruction.

I only do things with computers that make things easier, faster, and better. What is “better”? Faster feedback to students, less time and less effort grading, higher quality feedback and grading, not carrying around a bunch of papers, and the like.

resources

A page has been set up for the workshop in eLearning; please go to 2012_Fac_Workshop_Advanced (https://elearning.cairn.edu/course/view.php?id=10835). In addition, I have housed instructions, suggestions, materials, and the like, to assist us at http://scriptureworkshop.com/cairn/faculty_workshop/.

doing things in eLearning

electronic grading of papers

The “Turnitin” feature can be used in a couple of ways. First, for the teacher who does not have too many papers, Turnitin can serve as an all-in-one plagiarism detection device and feedback and grading tool. Sali Kaceli has created a helpful guide which you may use to practice using it at your leisure after the workshop. I have turned in “fake sample papers” from “fake students” in the workshop page of eLearning for you to test it out. To set up and grade Turnitin assignments see Sali Kaceli’s step by step guide (http://scriptureworkshop.com/cairn/faculty_workshop/turnitin_guide.pdf).

Second, for teachers who have many papers to grade there is a faster way. Students are required to turn in two copies of every paper, one to Turnitin which checks it for originality, and the other into the eLearning “assignment” feature for rapid and easy electronic grading. This method prevents much of the common “copy and paste” plagiarism in the same way that a well-placed “Beware of Rabid Dog” sign deters many intruders. See the layout of the two places to turn in one paper on the faculty workshop page as a model (below).

1 Moodle is a free academic program which many institutions rename (like “eLearning”).

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creating “assignments”

● in eLearning page click “add an activity or resource” and select “assignment” and click “add”

● name the assignment, and paste the instructions below into the “description”

Instructions: Read chapter five on Old Testament narratives, and answer the following questions. (1) What are narratives? (2) What are the three levels of narratives? Explain. (3) What are narratives not? (4) Summarize the principles for interpreting narratives. (5) List and describe the eight most common errors of interpretation.

How should paper be turned in? ► papers need to be in MicrosoftWord, and uploaded below; ► files need to be named like this: student’s last name, underscore, initial of first name, underscore, and then some indication of the paper’s name, for example: doe_j_assignment1

● the following can work as standard settings: un-click the submission due dates always show description—yes prevent late submission—no require students to click submit button—no notify graders about submissions—no notify graders about late submissions—no online text—no file submissions—yes maximum number of uploaded files—3 maximum submission size—128MB submission comments—no feedback comments—yes feedback files—yes grade—100 grading method—simple direct grading grade category—normally it is best to set up gradebook categories first and then create assignments but for this workshop simply ignore it, then click “save and return to course

Moodle explains how to use the “rubric” and “marking guide” methods of using the assignment feature (http://docs.moodle.org/23/en/Rubrics). When I use detailed grading rubrics, I find it simpler to embed a rubric at the end of the assignments I am marking (for a sample see http://scriptureworkshop.com/cairn/faculty_workshop/20_fraudulent_assignment_rubric_marked.pdf). However, for certain kinds of courses and assignments, the instructor and student may find the “rubric” feature of benefit (after working thorough the learning curve). The “marking guide” has other advanced features which I have not had the patience or interest to learn (see web address above for details).

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grading “assignments”

There are many ways to go about this based on the suggested set up above. This method is the one I use since it is faster and offers more substantive feedback than other methods.

● in eLearning page click on “sample paper (two of two)” in which I have put a paper to practice

● click “view/grade all submissions”

● click the green check mark

● click on the assignment and save it somewhere you can find it, then open it

● click on “review” tab, right-click on “comments” area, and then select “add to quick access toolbar”; click on “insert” tab and right-click on “text box” area, and then select “add to quick access toolbar”

● use cursor to highlight the parenthetical reference at the end of the first paragraph, then click on “comment icon” and select “new comment, then add comment 1 from the list below

● use cursor to highlight the first three words of the third paragraph and insert comment 2 using previous steps; then do the same for the third sentence in paragraph three with comment 3

● put cursor anywhere near bottom of page (but with no text highlighted), then click the “textbox” button you inserted on quick access toolbar and select “simple text box,” put the text box at the bottom of the paper and insert comment 4 below including the grade (i.e., 86%)

(1) Incorrect MLA format; also erroneous source references, “Yadda yadda yadda” from Seinfeld, and “tsav letsav” from Isa 28.

(2) spelling error

(3) run-on

(4) Good discussion of senseless chatter. Further support needed for the points you are trying to make in the second paragraph. Works cited missing, see MLA. See other notes above. 86

● save and close file

● type “86” into box next to “grade out of 100”

● in the “feedback files” area click “add” and upload the paper you marked

● “click and show next” (or “save changes”) which will return the paper, enter the grade into the gradebook and bounce you to the next paper.

How can an instructor grade papers faster and easier and better?

● Use a note like the one copied below as part of the instructions of all papers. That way when you save paper into a folder for grading the papers for this course on your computer, it will already be uniquely and clearly named and will automatically be arranged alphabetically.

► How should papers be turned in? ► papers need to be in MicrosoftWord, and uploaded below; ► files need to be named like this: student’s last name, underscore, initial of first name, underscore, and then some indication of the paper’s name, for example: doe_j_assignment1

Here’s an example of a grading folder:

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● Create a “typical comments” MicrosoftWord file for each course, and keep characteristic comments for the paper in question which can be copied and pasted into the comments section of the paper you are grading, using the shortcuts outlined above. I create these as I go and have them ready for next time around. How are they better? First, take the time to once write out typical substantive comments for a characteristic issue on a paper, and use it a lot to offer substantial interaction with students. Second, customize the characteristic comments as you go according to the individual papers. Thus, better, faster, easier, and no carrying around papers.

Here’s an example of typical feedback:

● A couple of years ago I bought a second computer screen for my home computer for under 100 dollars, and plugged it into my laptop (nearly every laptop and desktop has the natural capability of running multiple screens). I open the typical comments in one, and eLearning and the papers to be graded in the other. The 90-some dollars I spent on this second screen secured the best tool for teaching I have ever had. I am not going back.

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“quiz” feature

The “quiz” feature can be used for reading reports (percentage completed), assignments including interaction with reading, objective quizzes/exams, and essay exams (or a mix of objective and essay questions). Try out the samples on the workshop eLearning page. creating a “reading report”

● in eLearning page click “turn editing on” (upper right of page)

● click “add an activity or resource” (in your activity box)

● select “quiz” and click “add”

● name the reading report distinctively, and use “attempts allowed” dropdown and select “unlimited,” and click “save and return to course”(for this workshop leave all other settings as is)2

● click yellow pencil on the quiz you have just created, and then click “edit quiz” in the settings box on the left

● in the question bank on the right use the “select a category” dropdown and select “Default for the quiz you created” at the top of the list3

● click “create a new question” (in question bank on right), and then select “multiple choice” and click “next”

● [for ease you may use the resources below for creating questions] name the question, then add the question text, then for “one or multiple answers?” use dropdown and select “multiple,” then uncheck “shuffle choices,” then for “number of choices?” select “no numbering” (stay on this page for the next step)

[materials creating a “reading report”]

Which of the following did you completely read on time? (select all the apply)

Crosby, 251-275

Stills, 331-350

Nash, 19-27

Young, 100-118

● now, add four choices (from resource above) and use “grade” dropdown and set each to “25%” (the total grade needs to be 100% in a multiple answer case like this), then click “save changes” at bottom of page (for this workshop leave all other setting as is)

● select the question you create in the question bank on the right, then click “add to quiz”

● change “marked out of to “10” and click “save” in question in the editing quiz section in middle of page

2 You will generally use “1” attempt, we are using “unlimited” in the workshop to maintain the freedom to test things out multiple times. 3 This drop-down shows all of the question bank categories in the course. Typically, create and keep questions in the quiz-specific folder (as instructed above) in order to avoid digital clutter. You would only want to create the question in the general course category if you needed to reuse the same questions in other quizzes.

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● in question, in the editing quiz section in middle of page, change “marked out of” to 10 and click “save,” then change “maximum grade” to “10” and click “save,” then return to class page

● click on the reading report you have created, then click “preview quiz now,” then fill in one or more answers and click “next,” then click “submit and finish,” then view the results and click “finish review,” then return to course page

creating a “quiz/exam” and/or “interactive reading assignment” with several standard kinds of questions multiple choice question

● in eLearning page click “turn editing on” (upper right of page)

● click “add an activity or resource” (in your activity box)

● select “quiz” and click “add”

● name the quiz distinctively, and use “attempts allowed” dropdown and select “unlimited,” and click “save and return to course”(for this workshop leave all other settings as is)4

● click yellow pencil on the quiz you have just created, and then click “edit quiz” in the settings box on the left

● in the question bank on the right use the “select a category” dropdown and select “Default for the quiz you created” at the top of the list5

● click “create a new question” (in question bank on right), and then select “multiple choice” and click “next”

● [for ease you may use the resources below for creating question] name the question, then add the question text, then for “number of choices?” select “no numbering” (stay on this page for the next step)

[materials creating a “multiple choice” question]

Who is the oldest?

John

Paul

George

Ringo

[the correct answer is Ringo, I think]

● now, add four choices (from resource above) and use “grade” dropdown and set the correct answer to “100%” and leave all wrong answers as “none,” then click “save changes” at bottom of page (for this workshop leave all other setting as is)

4 You will generally use “1” attempt, we are using “unlimited” in the workshop to maintain the freedom to test things out multiple times. 5 This drop-down shows all of the question bank categories in the course. Typically, create and keep questions in the quiz-specific folder (as instructed above) in order to avoid digital clutter. You would only want to create the question in the general course category if you needed to reuse the same questions in other quizzes.

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essay question

● “create a new question” (in question bank on right), and then select “essay” and click “next”

● name the question, then add the question text, then click “save changes” [for ease you may use the resources below for creating question]

[materials creating an “essay” question]

What are the differences between the theses in the Peter and Paul readings versus the Mary reading?

essay question with embedded video

● click “create a new question” (in question bank on right), and then select “essay” and click “next”

● name the question, then add the question text (from resource above), and leave this page open

[materials creating an “essay” question with embedded video]

What are the characteristics of satire over and against other forms of communication? In what ways does Charlie Chaplin’s satirical parody function beyond mere humor and ridicule?

● get video (for this workshop you may acquire the “globe scene” in The Great Dictator [http://www.youtube.com/watch?v=IJOuoyoMhj8]), e.g., to get video from youtube go to video page, then click “share,” then click “embed,” unclick “show suggested videos” and copy the code (it is called an HTML code)

● click into “question text” and add two returns, then click the “HTML” button above the question text, in the HTML source editor click into the end of the code (it should end with <p></p> the code for the two returns you places under the question text), then paste in the code you copied from youtube, and click “update”

● click “save changes”

essay question with audio file

● click “create a new question” (in question bank on right), and then select “essay” and click “next”

● name the question, then add the question text, and leave this page open [for ease you may use the resources below for creating question]

[materials creating an “essay” question with audio file]

Based on the Levine audio-file should biblical readers make the strange familiar and the familiar strange?

● get audio file6

● return to “adding an essay question page” and add three or four spaces after the question, then leave one or two spaces and highlight one or more spaces after the question mark, then click the “insert/edit link” button (see blue arrow)

6 for sample file see http://scriptureworkshop.com/cairn/faculty_workshop/quiz_feature.html

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● click the box to the right of the “link URL” (see blue arrow)

● click “choose file” and find and click on audio file, then click “open,” then click “upload this file, then click “insert”

● click “save changes”

essay question with PDF file

● click “create a new question” (in question bank on right), and then select “essay” and click “next”

● name the question, then add the question text (from resource above), and leave this page open [for ease you may use the resources below for creating question]

[materials creating an “essay” question with PDF file]

Based on Berlin’s discussion of the five legs of the Assyrian cherub/sphinx, how does literary representation have to adjust to represent the realities to which it refers?

● get PDF file7

● return to “adding an essay question page” and highlight “Berlin’s discussion of the five legs of the Assyrian cherub/sphinx,” then click the “insert/edit link” button (see blue arrow)

● click the box to the right of the “link URL”

7 for sample file see http://scriptureworkshop.com/cairn/faculty_workshop/quiz_feature.html

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● click “choose file” and find and click on PDF file, then click “open,” then click “upload this file, then in “target” dropdown select the option “open in new window (_blank),” then click “insert”

● click “save changes”

assembling the quiz

● select all of the several questions you just created in the question bank on the right, then click “add to quiz”

● change “maximum grade” to “10” and click “save” in question in the editing quiz section in middle of page, then return to class page

● click on the quiz you have created, then click “preview quiz now,” then try out each question clicking “next,” then click “submit and finish,” then view the results and click “finish review,” then return to course page

While we used the above to create a “quiz” these various kinds of questions can be used for weekly assignments, and other sorts of assignments.

grading essay questions in HW or quizzes

Multiple choice questions (and other “objective” questions) are graded automatically, placing the grade into the gradebook. Essay questions need to be marked by the instructor.

● click on the quiz assignment to be graded, in this case click on the “sample reading interaction assignment” in your box

● click “attempts”

● click “review attempt”

● for question 4 click “make comment or override mark”

● add a comment (use the comment below for this workshop)

[sample comment]

Your point is well taken, but this does not directly address the drift of the question.

● type “3.5” in the box between “Mark” and “out of 5.00,” then click “save”

● click “finish review” (then repeat for each one in class)

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“lesson” feature

● in eLearning page click “add and activity or resource” and select “lesson” and click “add”

● name it distinctively, for “re-takes allowed” use dropdown to select “yes,” for “allow student review” use dropdown to select “yes,” and for “maximum number of attempts” use “3” (for purposes of workshop), click “save and return”

● click on the lesson you have created, it opens on the “edit” tab

● click “add a content page”

● use the items below and add to “page title” and “page contents,” then un-click “arrange contents buttons horizontally” and un-click “display in left menu”

[title]

Levine on the Sin of Cain

[page contents]

First, print out student guide to take notes.

Second, listen to the audio-file.

Third, complete the review questions (below).

● download the PDF and audio file8

● use cursor to highlight the words “student guide” and then click “insert edit link” button (see blue arrow), then click the box to the right of the “link URL” (see green arrow)

● click “choose file” and find and click on PDF, then click “open,” then click “upload this file, then in “target” dropdown select the option “open in new window (_blank),” then click “insert”

● add three or four spaces after the second point, then leave one or two spaces and highlight one or more of these spaces, then click the “insert/edit link” button (see blue arrow), then click the box to the right of the “link URL” (see green arrow)

8 for sample file see http://scriptureworkshop.com/cairn/faculty_workshop/lesson_feature.html

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● click “choose file” and find and click on audio file, then click “open,” then click “insert”

● in “content 1” type “review questions,” then in the “jump” click the dropdown and select “next page”

● scroll down and click “save page”

● underneath the page you created click “add a question page here”

● leave the dropdown set at “multichoice” and click “add a question page”

● use the items below for the sake of illustration, and add “page title,” “page contents,” and four answers—note that “answer 1” is the correct answer as its “jump” dropdown is set to “next page” while the wrong answers are all set to “this page”

[page title]

q1

[page contents]

What is the correct answer to a question about Levine’s discussion of Cain’s sin?

[answer 1]

correct answer

[answers 2, 3, 4]

wrong

wrong again

still wrong

● scroll down and click “save page”

● click the “preview” and test the lesson you have created

Normally you would use several questions. The “lesson” feature can be used in many ways. For example, it can be used to complement in-class teaching with something it is very important that the students need to “get” to move on. The grading options can be adjusted to give students more or less chances to get the right answer, etc. The “lesson” feature offers much to online instruction for hybrid or online courses. In these cases, the “lessons” can house the main instruction, including outlines for students to fill in during the video or audio instruction. the student may then use the notes they take to help them with the review questions. This method creates an accountability mechanism to prevent students from simply playing the audio or video instruction file while socializing in facebook or the like.

If you wish to use the “lesson” feature to house video instruction, use the instructions above combined with the instructions for embedding videos in quizzes (see above for both).