Teaching Hacks

A collection of simple ideas that can magnify the impact of an instructor's teaching through the use of an LMS. These hacks have been collected from an international collection of instructors and provide solutions to common challenges in teaching. Some of the teaching hacks address concerns with student attendance and communications, others with facilitating collaboration and other elements of active learning. Participants might be surprised to learn what kind of challenges an LMS and the web can solve. Much as the development community would use the term, these teaching hacks are intended to be pragmatics solutions that might use a resource not as it was originally intended to be used.

Transcript

1. Matt Clare Manager, eLearning Brock University, Niagara Region, Canada brocku.ca/pedagogical-innovation http://go.mattclare.ca/apereo13 1 Friday, 31 May, 13
2. About Matt From Brock University, Niagara Region of Canada - Manager of eLearning, in the Centre for Pedagogical Innovation - Teach intro courses in Interactive Arts & Sciences 2 Friday, 31 May, 13
3. Grounded in Chickering & Gamson Seven Principles for Good Practice in Undergraduate Education. 1.Good Practice Encourages Student-Faculty Contact 2.Good Practice Encourages Cooperation Among Students 3.Good Practice Encourages Active Learning 4.Good Practice Gives Prompt Feedback 5.Good Practice Emphasizes Time on Task 6.Good Practice Communicates High Expectations 7.Good Practice Respects Diverse Talents and Ways of Learning Chickering, A. and Gamson, Z. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, 39(7), 3-7. See the Website: www.tltgroup.org/programs/seven.html for Chickering, A. and Ehrmann, S. (1996). “Implementing the Seven Principles: Technology as Lever.” 3 Friday, 31 May, 13
4. Might be some Bloom’s Taxonomy But not this 4 Friday, 31 May, 13
5. Might be some Bloom’s Taxonomy But not this 4 Friday, 31 May, 13
6. Teaching Hacks are NOT 5 Friday, 31 May, 13
7. Hacks: Tricks involving technology that likely aren’t using technology as it was intended. Teaching hacks add pedagogy to technology to cleverly improve teaching. The balance between pedagogy and technology varies 6 Friday, 31 May, 13
8. A growing collection of hacks in no particular order. Please share your “hacks” too. 7 Friday, 31 May, 13
9. The Hacks 1.Clandestine Attendance Tracking 2.Course Outline Quiz 3.Learning About Your Students 4.Forums/Discussions 5.Get a fake student account 6.Embedding Content 7.Simple Student Showcases and Spaces fro Collaboration 8.Copyright/Public Release 9.Track Usage 10.Explain how your course site works 11.RSS/News Tool 12.Grades and Spreadsheets 8 Friday, 31 May, 13
10. Clandestine Attendance Tracking 9 Friday, 31 May, 13
11. Start of Class Quizzes Simple, "open computer", quiz on the previous class' content has a number of benefits: 1. It encourages students to pay attention in class, knowing that there is a quiz next class 2. Forces students to reflect and apply learning from previous class within a few days of learning it, helping knowledge make it into student's long-term memory 3. The results of the quiz give students a gauge of how a student is doing in the class and identifies areas in which the student needs to study more 4. Encourages students to attend class, as quizzes are given a small weighting in the final mark 10 Friday, 31 May, 13
12. Start of Class Quizzes Simple, "open computer", quiz on the previous class' content has a number of benefits: 1. It encourages students to pay attention in class, knowing that there is a quiz next class 2. Forces students to reflect and apply learning from previous class within a few days of learning it, helping knowledge make it into student's long-term memory 3. The results of the quiz give students a gauge of how a student is doing in the class and identifies areas in which the student needs to study more 4. Encourages students to attend class, as quizzes are given a small weighting in the final mark 10 Friday, 31 May, 13
13. Start of Class Quizzes Simple, "open computer", quiz on the previous class' content has a number of benefits: 1. It encourages students to pay attention in class, knowing that there is a quiz next class 2. Forces students to reflect and apply learning from previous class within a few days of learning it, helping knowledge make it into student's long-term memory 3. The results of the quiz give students a gauge of how a student is doing in the class and identifies areas in which the student needs to study more 4. Encourages students to attend class, as quizzes are given a small weighting in the final mark 10 Friday, 31 May, 13
14. What to cover today A one question quiz asking what to cover today -- if not topic then order. This will give a less-than-perfect record of who was present. 11 Friday, 31 May, 13
15. What to cover today A one question quiz asking what to cover today -- if not topic then order. This will give a less-than-perfect record of who was present. 11 Friday, 31 May, 13
16. Check-in / Check-Out Ask one or two questions about how students learning is going. At the start of class ask questions to reflect on what they've learned so far: hi-lights, insights, outstanding questions or similar questions at the end. These test results or assignment submissions not only let the instructor know who is in the room but they also let the instructor know where to focus their teaching. 12 Friday, 31 May, 13
17. Course Outline Quiz 13 Friday, 31 May, 13
18. Quiz + Selective Release Configure the course Resources to contain only the course outline and a quiz on the course outline when student first access the site. The rest of the course Resources will only be revealed once the student has taken the quiz. If the quiz on the course outline is sent to the Gradebook then all of the Resources can have a conditional release based on the course outline quiz's results for each student. 14 Friday, 31 May, 13
19. Quiz + Selective Release Configure the course Resources to contain only the course outline and a quiz on the course outline when student first access the site. The rest of the course Resources will only be revealed once the student has taken the quiz. If the quiz on the course outline is sent to the Gradebook then all of the Resources can have a conditional release based on the course outline quiz's results for each student. 14 Friday, 31 May, 13
20. Release conditions, groups & Gradebook 15 Friday, 31 May, 13
21. Lesson Builder in 2.9! A awesome, and overdue, tool in the Sakai CLE! Can be added to 2.8 systems Structure material by unit or week Release activities and information sequentially 16 Friday, 31 May, 13
22. Learning About Your Students 17 Friday, 31 May, 13
23. Entrance Quiz on "How I Learn Best" Profile your learners about how they learn, what their preferences are, what helps them best understand complex topics and what their experience with learning [online] might be. You could ask specific questions or quickly get students to select from a quick multiple choice question about classic learning styles from KOLB or VAK or to identify with a set of fictional learner profiles. 18 Friday, 31 May, 13
24. Learning Student's Names & Introductions: Roster Tools like the Roster tool can help. The Pictures view can be particularly useful if your institution populates rosters with pictures or has students actively using the profile tool. One can always offer to friend-back anyone who friends the instructor with their picture added - and perhaps add a funny joke or fact in your own profile notes. 19 Friday, 31 May, 13
25. Learning Student's Names & Introductions: Roster Tools like the Roster tool can help. The Pictures view can be particularly useful if your institution populates rosters with pictures or has students actively using the profile tool. One can always offer to friend-back anyone who friends the instructor with their picture added - and perhaps add a funny joke or fact in your own profile notes. 19 Friday, 31 May, 13
26. Learning Student's Names & Introductions: Roster Tools like the Roster tool can help. The Pictures view can be particularly useful if your institution populates rosters with pictures or has students actively using the profile tool. One can always offer to friend-back anyone who friends the instructor with their picture added - and perhaps add a funny joke or fact in your own profile notes. 19 Friday, 31 May, 13
27. Learning Student's Names & Introductions: Assessment Ask students to submit a quiz or Assignment about themselves, potentially with a picture attached. 20 Friday, 31 May, 13
28. Learning Student's Names & Introductions: Introductions in Blog or Forums Ask students to introduce themselves in the blog or forums tools. Instructors should provide either a model posting or some suggestions for what is relevant and/ or acceptable. In some cases, a URL might be all that is needed? 21 Friday, 31 May, 13
29. Learning Student's Names & Introductions: Introductions in Blog or Forums Ask students to introduce themselves in the blog or forums tools. Instructors should provide either a model posting or some suggestions for what is relevant and/ or acceptable. In some cases, a URL might be all that is needed? 21 Friday, 31 May, 13
30. Learning Student's Names & Introductions: Introductions in Blog or Forums Ask students to introduce themselves in the blog or forums tools. Instructors should provide either a model posting or some suggestions for what is relevant and/ or acceptable. In some cases, a URL might be all that is needed? Email or Phone Password Log In Keep me logged in Forgot your password? Favorites Music Deltron 3030 Television Ice Pilots NWT Games Rollers Of The Realm Athletes Wrong Matt Clare? Try Again Matt Clare Others Named Matt Clare Matt Clare-Driving Instructor Clare Morgans Matt Clare Matt Clare Matt Clare Matt Clare is on Facebook. To connect with Matt, sign up for Facebook today. Sign Up Log In Search Add Friend Matt Clare 21 Friday, 31 May, 13
31. Forums/Discussions 22 Friday, 31 May, 13
32. Student Questions Forum Why answer the same question over and over again? An instructor can create a forum topic named "course questions" that students can use to both post their question and scan for responses from the instructor, TAs or other students. Questions with answers in the course outline can be answered ASAP by anyone, deeper questions can be answered by the instructors once and for all. 23 Friday, 31 May, 13
33. Student Questions Forum Why answer the same question over and over again? An instructor can create a forum topic named "course questions" that students can use to both post their question and scan for responses from the instructor, TAs or other students. Questions with answers in the course outline can be answered ASAP by anyone, deeper questions can be answered by the instructors once and for all. 23 Friday, 31 May, 13
34. Discussion Boards/Forums as File Revision Tracking Forums can be used as a file versioning and storage system. This will allow students to access their files and share others' through a central location and maintain a conical file. The Wiki tool can be used as a revision control system, however only for simple text, and the interface is not very intuitive. 24 Friday, 31 May, 13
35. Embedding Content 25 Friday, 31 May, 13
36. Embedding Content 25 Friday, 31 May, 13
37. Watch out for HTTPS! Many LMS are behind hosted with SSL / HTTPS Watch out for mixed content! Browser plugins like HTTPS everywhere can help ensure that you are always copying HTTPS URLs OR It might mask problems that your students will experience! 26 Friday, 31 May, 13
38. Google Docs: Presentations One of the most faithful ways to transfer a PowerPoint presentation to the web is through Google Docs or other sites that allow you to embed actual slides with with animations, etc. Services include: http://docs.google.com http://slideshare.com 27 Friday, 31 May, 13
39. Google Docs: Presentations One of the most faithful ways to transfer a PowerPoint presentation to the web is through Google Docs or other sites that allow you to embed actual slides with with animations, etc. Services include: http://docs.google.com http://slideshare.com 27 Friday, 31 May, 13
40. Google Docs: Presentations One of the most faithful ways to transfer a PowerPoint presentation to the web is through Google Docs or other sites that allow you to embed actual slides with with animations, etc. Services include: http://docs.google.com http://slideshare.com 27 Friday, 31 May, 13
41. Google Docs: Forms Small forms can be embed in may places inside your course to seek student feedback. 28 Friday, 31 May, 13
42. Google Docs: Forms Small forms can be embed in may places inside your course to seek student feedback. 28 Friday, 31 May, 13
43. Audio (and some linked video) Yahoo's Media player http://mediaplayer.yahoo.com/ can be added wherever the <script> tag is allowed. Once the script is added any links to an MP3 file, etc are playable on the web page. <script type="text/javascript" src="http:// webplayer.yahooapis.com/player.js"></script> 29 Friday, 31 May, 13
44. Audio (and some linked video) Yahoo's Media player http://mediaplayer.yahoo.com/ can be added wherever the <script> tag is allowed. Once the script is added any links to an MP3 file, etc are playable on the web page. <script type="text/javascript" src="http:// webplayer.yahooapis.com/player.js"></script> 29 Friday, 31 May, 13
45. Audio (and some linked video) Yahoo's Media player http://mediaplayer.yahoo.com/ can be added wherever the <script> tag is allowed. Once the script is added any links to an MP3 file, etc are playable on the web page. <script type="text/javascript" src="http:// webplayer.yahooapis.com/player.js"></script> 29 Friday, 31 May, 13
46. Embed YouTube video 30 Friday, 31 May, 13
47. Simple Student Showcases and Spaces for Collaboration 31 Friday, 31 May, 13
48. General Student Folder Instructors can create a folder for students to upload items to the Resources tool. This can be a useful way for students to share their work with others in the site. Any regular folder in the Resources tool can be modified to allow students to add items to it by editing the folder permissions. Folders can also be limited to only allow access to individuals in specific groups set- up through Manage Groups. 32 Friday, 31 May, 13
49. Student Showcase Folder Instructors can create a folder with student presentations or other files. Once the instructor has proper permissions, the instructor can all students to edit the folder (potentially their own files, but practically all) as well as vary which files are public and which can only be accessed by the class. This approach creates a showcase of student work that students can update or remove AND respects students willingness to share with just their peers or the whole internet. More information https://kumu.brocku.ca/sakai/ Student_Folder 33 Friday, 31 May, 13
50. Student Showcase Folder Instructors can create a folder with student presentations or other files. Once the instructor has proper permissions, the instructor can all students to edit the folder (potentially their own files, but practically all) as well as vary which files are public and which can only be accessed by the class. This approach creates a showcase of student work that students can update or remove AND respects students willingness to share with just their peers or the whole internet. More information https://kumu.brocku.ca/sakai/ Student_Folder 33 Friday, 31 May, 13
51. Student Showcase Folder Instructors can create a folder with student presentations or other files. Once the instructor has proper permissions, the instructor can all students to edit the folder (potentially their own files, but practically all) as well as vary which files are public and which can only be accessed by the class. This approach creates a showcase of student work that students can update or remove AND respects students willingness to share with just their peers or the whole internet. More information https://kumu.brocku.ca/sakai/ Student_Folder 33 Friday, 31 May, 13
52. Copyright/Public Release 34 Friday, 31 May, 13
53. Copyright/Public Release Add a question or item to assignment or tests and quizzes that asks for permission for content to be shared with the rest of the class, institution or the rest of the internet. Works with FIPPA, what about FERPA? Students may appreciate that opportunity to indicate that they would like to review the item first, place a condition on the grade received or have the ability to make revisions. Students should always be given the opportunity to change their mind. 35 Friday, 31 May, 13
54. Track Usage 36 Friday, 31 May, 13
55. Track Usage 2007 2008 2009 2010 0 25 50 75 100 36 Friday, 31 May, 13
56. Track Usage: Site Stats and others Either with Site Stats or embed something from another site or service like sitemeter.com that monitors traffic (keeping in mind your local privacy regime). Can shape where you put your efforts: is it worth producing the exam review sheet or should you instead host a chat, or not? Build reports! 37 Friday, 31 May, 13
57. Track Usage: Site Stats and others Either with Site Stats or embed something from another site or service like sitemeter.com that monitors traffic (keeping in mind your local privacy regime). Can shape where you put your efforts: is it worth producing the exam review sheet or should you instead host a chat, or not? Build reports! 37 Friday, 31 May, 13
58. Explain how your course site works 38 Friday, 31 May, 13
59. Explain how your course site works Take a moment to explain in video or in text how the course site works and place it in a prominent location, such as the home page or the announcements area when the students first gain access. Explain both how each to works and more importantly how you expect students to use it. Not all instructors or students conceive of tools like the Gradebook or the wiki the same way. Clear expectations help everyone. You can record your screen with Snagit, Jing, or Camtasia, Google Hangouts (which can go to YouTube) or other local tools 39 Friday, 31 May, 13
60. RSS/News Tool 40 Friday, 31 May, 13
61. RSS/News Tool 40 Friday, 31 May, 13
62. Published Feeds Link the course blog with the “official” course site Publishers feeds.. Journals... News sites... Stock Information... 41 Friday, 31 May, 13
63. Social Bookmarking While it still exists, http://del.icio.us can be used for groups to bookmark urls and tag them. Instructors could ask students to tag URL with very unique tags, for example a course code. From the http://del.icio.us web page you can go to the tags section http://www.delicious.com/tag and search the tag and find the RSS link at the bottom of the page. 42 Friday, 31 May, 13
64. Twitter Hastags and Other Searches If students or other communities are using a hashtag to communicate in Twitter an instructor can search for that hashtag at http://search.twitter.com and copy the URL from the "Feed for this query" link on the right. Adding the Twitter search link as a News/RSS tool will add the conversation about this hastag to the course site. 43 Friday, 31 May, 13
65. Twitter Hastags and Other Searches If students or other communities are using a hashtag to communicate in Twitter an instructor can search for that hashtag at http://search.twitter.com and copy the URL from the "Feed for this query" link on the right. Adding the Twitter search link as a News/RSS tool will add the conversation about this hastag to the course site. 43 Friday, 31 May, 13
66. Twitter Hastags and Other Searches If students or other communities are using a hashtag to communicate in Twitter an instructor can search for that hashtag at http://search.twitter.com and copy the URL from the "Feed for this query" link on the right. Adding the Twitter search link as a News/RSS tool will add the conversation about this hastag to the course site. 43 Friday, 31 May, 13
67. http://iftt.com To protect their resources many web sites have ceased to provide RSS versions of their content, and instead have moved to APIs -- with credentials IFTTT is a great way to both interpret RSS and bridge authenticated APIs into RSS 44 Friday, 31 May, 13
68. http://iftt.com To protect their resources many web sites have ceased to provide RSS versions of their content, and instead have moved to APIs -- with credentials IFTTT is a great way to both interpret RSS and bridge authenticated APIs into RSS 44 Friday, 31 May, 13
69. http://iftt.com To protect their resources many web sites have ceased to provide RSS versions of their content, and instead have moved to APIs -- with credentials IFTTT is a great way to both interpret RSS and bridge authenticated APIs into RSS 44 Friday, 31 May, 13
70. Yahoo Pipes Graphical user interface for building data mashups Great list of pipes to start working from at http:// pipes.yahoo.com/pipes/pipes.popular 45 Friday, 31 May, 13
71. Yahoo Pipes Graphical user interface for building data mashups Great list of pipes to start working from at http:// pipes.yahoo.com/pipes/pipes.popular 45 Friday, 31 May, 13
72. Yahoo Pipes Graphical user interface for building data mashups Great list of pipes to start working from at http:// pipes.yahoo.com/pipes/pipes.popular 45 Friday, 31 May, 13
73. Grades and Spreadsheets 46 Friday, 31 May, 13
74. Dropping the Lowest Item (In the 2.9 Gradebook!) A good approach is to create a new column and apply a formula that will SUM all of the items and subtract the MIN of those items. The best approach is to confirm that the student completed all of the items thus accounting for the distinction between a null/exemption value and a score of zero. =IF(COUNT(B2,C2,D2,E2,F2,G2)=6,SUM(B2,C2,D2,E2,F2,G2)-MIN(B2,C2,D2,E2,F2,G2),SUM(B2,C2,D2,E2,F2,G2)) 47 Friday, 31 May, 13
75. Dropping the Lowest Item (In the 2.9 Gradebook!) A good approach is to create a new column and apply a formula that will SUM all of the items and subtract the MIN of those items. The best approach is to confirm that the student completed all of the items thus accounting for the distinction between a null/exemption value and a score of zero. =IF(COUNT(B2,C2,D2,E2,F2,G2)=6,SUM(B2,C2,D2,E2,F2,G2)-MIN(B2,C2,D2,E2,F2,G2),SUM(B2,C2,D2,E2,F2,G2)) 47 Friday, 31 May, 13
76. Low Grade Alerts: Visual Alerts In MS Excel or Google Docs select the relevant column (such as final grade), choose from the "Format" menu "Conditional Formatting", click to add a rule, choose one of the colour options and add it. You will then get colour based alerts behind the students relevant column. 48 Friday, 31 May, 13
77. Low Grade Alerts: Visual Alerts In MS Excel or Google Docs select the relevant column (such as final grade), choose from the "Format" menu "Conditional Formatting", click to add a rule, choose one of the colour options and add it. You will then get colour based alerts behind the students relevant column. 48 Friday, 31 May, 13
78. Turning usernames into E- Mail Addresses In many institutions (including Brock University) the "Student ID" field only has usernames, not the full E- Mail address with the @ and domain. One way to add the @ and domain is to add a column beside "Student ID" and paste into the cells a formula like =A2&"@brocku.ca" -- in this case adding @brocku.ca to the usernames/Student IDs. 49 Friday, 31 May, 13
79. Low Grade Alerts: E-Mail Students Sort the grades by the final grade (or other relevant column). Choose your braking point and then copy and paste the the "Student ID" column into your E-Mail clients BCC filed and send off a generic alert to students. 50 Friday, 31 May, 13
80. Future of these types of hacks is probably LTI. If you don’t have access to LTI as an instructor, or as an institution you should push for it today! 51 Friday, 31 May, 13
81. Future of these types of hacks is probably LTI. If you don’t have access to LTI as an instructor, or as an institution you should push for it today! 51 Friday, 31 May, 13
82. Future of these types of hacks is probably LTI. If you don’t have access to LTI as an instructor, or as an institution you should push for it today! 51 Friday, 31 May, 13
83. Thanks! Thanks to everyone who contributed, knowingly or not. http://go.mattclare.ca/apereo13 52 Friday, 31 May, 13
84. Hide Resources 53 Friday, 31 May, 13