tag:blogger.com,1999:blog-31053540900631246202024-03-05T09:13:46.900-05:00Adventures in online teachingFran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.comBlogger99125tag:blogger.com,1999:blog-3105354090063124620.post-85287077644419685112013-01-27T08:47:00.001-05:002013-01-27T08:47:06.727-05:00Getting students to read the Constitution<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_VWXRkHJ5iyPq9MMuqeHQpqErCPOBRCaUPa_Ni11l-qy5iAZBw19Qa46HJnWc5nTo75RgiUyQi1qX5B66ha-Oy8M1R1AViTC-Ig14f40bDfsbvDjTpZ7G8Cp-9xAq3v49OJRngM-V4VHa/s1600/const+conv.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="113" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_VWXRkHJ5iyPq9MMuqeHQpqErCPOBRCaUPa_Ni11l-qy5iAZBw19Qa46HJnWc5nTo75RgiUyQi1qX5B66ha-Oy8M1R1AViTC-Ig14f40bDfsbvDjTpZ7G8Cp-9xAq3v49OJRngM-V4VHa/s320/const+conv.PNG" width="320" /></a></div>
My fiendish plot was simple - get my students to actually read the US Constitution, which is dry and long. I came up with a Constitutional Convention, having them work in small groups, with each group taking on the role of an important stakeholder during this time period - merchants, farmers, slaves and free African-Americans, craft workers, indentured servants, and plantation owners.<br />
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They had to evaluate eight issues that were critical at that time, using the lens of their particular stakeholder. The activities are described in the <a href="http://www.scribd.com/doc/122426647/Constitutional-Convention" target="_blank">study guide posted on Scribd</a>. <br />
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I used some of the role descriptions from the <a href="http://zinnedproject.org/posts/1160" target="_blank">Zinn Education Project's </a>version of a Constitutional Convention, developed by Bill Bigelow. This helped my students understand their roles.<br />
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Each student had to find the parts of the Constitution that related to at least two of the critical issues that were hotly debated during this time - slavery, balance of power within the government, balance of power between states and Federal government, commerce and money, defense, personal liberties (since Bill of Rights was not yet part of the Constitution), religion, balance between big and small states. Then each had to present the issue from the point of view of their role - and we had some spirited discussions as students really got into their roles.<br />
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We voted on each issue by group - although some were unable to agree - and found that there was little consensus. But when we voted on the Constitution overall, when faced with the alternative of the Articles of Confederation, students opted for the Constitution in some form. Only one team across two classes voted to ratify the original Constitution. Most also demanded a Bill of Rights, and one team asked for the elimination of slavery. <br />
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The only technology I used was posting a lot of resources online. Could have added online discussions. But this was glorious face-to-face. <br />
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A good time was had by all, and the essay test I gave my students
demonstrated that they really understood the Constitution and the issues
that surrounded its creation and ratification. This could have been the deadliest unit of the year - instead it was one of the most memorable. <br />
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Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0tag:blogger.com,1999:blog-3105354090063124620.post-81459491351954960482012-07-27T17:21:00.002-04:002012-07-27T17:21:52.868-04:00Demo course, Moodle 2.3What fun to convert a course from 1.9 to 2.3 without <i>too </i>many wrinkles. To play with new features of Moodle (blocks!). And to create an image interface to link to each unit (something I've wanted to do for ages). <a href="http://tinyurl.com/demomrslo"><span style="font-size: small;">http://tinyurl.com/demomrslo </span></a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7o57d-JYe_VfscRKCnPa2xmk9WzRCYR06OhN5HYbqU6zLCFqOdJICZ6CnDmMxR-_h4v39eHBbkOzM5qxRYb6E8JujdmqRCMKeNBR4HB4KkMNW6uUOYJ149IzD6wlIbsUIbELMwvafFdbc/s1600/demo+clip.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="143" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7o57d-JYe_VfscRKCnPa2xmk9WzRCYR06OhN5HYbqU6zLCFqOdJICZ6CnDmMxR-_h4v39eHBbkOzM5qxRYb6E8JujdmqRCMKeNBR4HB4KkMNW6uUOYJ149IzD6wlIbsUIbELMwvafFdbc/s320/demo+clip.PNG" width="320" /></a></div>
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<span style="font-size: small;">Many thanks to Russ Willis of <a href="http://globalclassroom.us/" target="_blank">GlobalClassroom</a> for helping me work out the Moodle 2.3 surprises. </span>Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com2tag:blogger.com,1999:blog-3105354090063124620.post-3869166798453220972012-07-14T10:22:00.000-04:002012-07-14T10:22:04.383-04:00Moodle 2 Cheat Sheet<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvZKaeacxLjNZgyc5roXqM5YKvcCZyakphH-0dgoo8MFnhNwSEbXdgQoEpmbFYgdvsFp2BqHVABo1qT3nt4mf4dteRO50hNVImKu9gQkrSXWAGYSIQS3Tu0ZCR55g6PnGnSC6rMHQelriT/s1600/moodle+how+to+screen+shot.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="screen shot" border="0" height="115" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvZKaeacxLjNZgyc5roXqM5YKvcCZyakphH-0dgoo8MFnhNwSEbXdgQoEpmbFYgdvsFp2BqHVABo1qT3nt4mf4dteRO50hNVImKu9gQkrSXWAGYSIQS3Tu0ZCR55g6PnGnSC6rMHQelriT/s320/moodle+how+to+screen+shot.PNG" title="" width="320" /></a></div>
Here's a Moodle 2 "cheat sheet" to help users get through the basics of creating course content in Moodle. If you see errors or something you think I should add, please leave a comment. <br />
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<a href="http://www.scribd.com/doc/97460871/Moodle-How-to-Basics-2-x" target="_blank">http://www.scribd.com/doc/97460871/Moodle-How-to-Basics-2-x </a><br />
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Thanks!Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com2tag:blogger.com,1999:blog-3105354090063124620.post-10690783361716481792012-07-10T18:44:00.000-04:002012-07-10T18:44:23.188-04:00Menu avoids scroll of death, Moodle 2<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1tYOHaFAuqLFRN7eLG1cCtIcKjvG78kgpIgqSvFgj7tausgcjx4MkSo2Ja97f0gSeFTRy08syZdc_vJGXA8T3HA_y62XZNfrL9OeOZBfGPcobAjtD6dGiel61M7Faf_f2I1AXFCHO3wbH/s1600/menu.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1tYOHaFAuqLFRN7eLG1cCtIcKjvG78kgpIgqSvFgj7tausgcjx4MkSo2Ja97f0gSeFTRy08syZdc_vJGXA8T3HA_y62XZNfrL9OeOZBfGPcobAjtD6dGiel61M7Faf_f2I1AXFCHO3wbH/s1600/menu.PNG" /></a></div>
I wanted to stop having my students scroll around to find work - and also wanted to stop having to drag units up and down as we move from one to the next.<br />
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So I used Mary Cooch's lovely idea of making my Moodle courses more like web pages (see her video at <a href="http://www.youtube.com/watch?v=XtHPUh_BaxM">http://www.youtube.com/watch?v=XtHPUh_BaxM</a>) and expanded on it.<br />
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<b> Create a table with a cell for each unit in the unit summary</b> (this is the first Edit icon you see in a topic - when you have editing turned on). I first added the text, then added an image. I had to play around with the image sizes a bit to make them all consistent, so the text would all line up. I put the table in topic 1, but it would probably have been better to put it in the news forum topic. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBFdhU-NMuGD0wiueQQTQ0o6KS9TvLsnlNcBg4ZfieaXlELTxSFRw9at6Km3dqXnK63FQa6ITsuQC6-6WL6K0poXOQLRy6P502YiQeZKF3UTuwysJ0qwGvOhLEYcpYCQkYJMfkN-FBJU4e/s1600/section+links.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBFdhU-NMuGD0wiueQQTQ0o6KS9TvLsnlNcBg4ZfieaXlELTxSFRw9at6Km3dqXnK63FQa6ITsuQC6-6WL6K0poXOQLRy6P502YiQeZKF3UTuwysJ0qwGvOhLEYcpYCQkYJMfkN-FBJU4e/s1600/section+links.png" /></a></div>
<b>Create a section links block.</b> This will give you a list of blocks. You can make the block invisible later, but it will give you the locations for each topic, which you want to link to the correct picture. Keep it, since you might want to use it later when you add/change topics.<br />
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<b> In the section links block, <i>right</i> click on the number associated with the first picture.</b> One of your choices is "Copy link location." Click on that. <br />
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Then (with editing turned on), while editing your menu, <b>click on the image you want to associate with the link</b>, then click on the link icon, paste the link in, and click on Insert. I let the default stand - to stay on the same web page.<br />
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<b>Save your edit, then click on the image to make sure you go to the correct topic</b> (so embarrassing when you go to the wrong one).<br />
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Then, if you don't want your students to see anything but your menu, go into Settings, and change the number of topics to 1. Your students will still be able to get to all those other topics, but when they enter your course, they'll only see the menu. Caveat: at least, that's the way I understand that it's supposed to work - not working that way on my installation of Moodle 2 just yet.Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com2tag:blogger.com,1999:blog-3105354090063124620.post-11263731252618084032012-06-19T17:43:00.001-04:002012-06-19T17:43:40.036-04:00Getting to know Moodle 2<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJh81alD5xsKVLgV2XU2POI9vLCkxqR7sZEcg-SRzOVH9wNLxSOGlrclKu2esEC_gjnGXXTxFgIvwbR_x_xJ0xlORWCKsEpWZZiS24VXVd0nufnRPCmRQHKAuO4LW8dREjS3bZARsl3jpc/s1600/moodle+blog+forum.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJh81alD5xsKVLgV2XU2POI9vLCkxqR7sZEcg-SRzOVH9wNLxSOGlrclKu2esEC_gjnGXXTxFgIvwbR_x_xJ0xlORWCKsEpWZZiS24VXVd0nufnRPCmRQHKAuO4LW8dREjS3bZARsl3jpc/s320/moodle+blog+forum.PNG" width="320" /></a></div>
Since my Moodle host, GlobalClassroom, has just moved to Moodle 2 from 1.9, I'm doing it, too.<br /><br /> GlobalClassroom nicely upgraded my existing courses into a new URL, so I can have both old and new courses to compare (and can do some strategic copy and paste).<br /><br /> Since <b>all the nice blocks I created disappeared during the conversion (almost the only thing I lost),</b> having both old and new open at the same time has been a good thing.<br /><br /> And I <b>lost some of my images</b>, but not all. I'm happy about that, because I use a lot of images. My students are very visual and really don't respond very well to lots of unadorned text. I'm getting better and better at original images (screen shots, Wordles/Tagxedos, my own photographs...), as well at resizing images so the pages will load more quickly.<br /><br /> Since I'm scrutinizing everything, I'm switching embedded videos to links. The videos converted well, but they make the courses take forever to load in 1.9 and 2.x). Embedded looks snazzy, but a speedy course is easier to use. <br /><br /> Have found some really nice features of Moodle 2. For example,<br /><br />
<ul>
<li><b>It's much easier to move individual resources and activities</b>. Drag the 4-pointed arrow for the item around.</li>
<li><b>It's much easier to move a topic.</b> Just drag the 4-pointed arrow for the topic/week around. </li>
<li><b>It's much easier to move a block.</b> Just edit the block and set its relative location. 0 is top, 1 under that and so on. (Don't forget to set relative location in both "this page" and all pages.) It's easy to move a block left or right while in edit, too. One can even pick whether the block is on all pages (example: a help block), or just some.</li>
<li><b>Topics can have names instead of numbers! </b> This especially makes sense if you move topics around. </li>
<li>The <b>new blog-like forum</b> type shows exactly what I've been looking for (see example). Instead of lists of threads, <b>you can see what each student has written without first having to click on each thread. </b>This is much friendlier when you want to have multiple threads, but also let students see what's in each thread. This will be much more engaging and should encourage interaction. </li>
</ul>
<br /> Still exploring. Such fun to have a new toy. ;-P Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0tag:blogger.com,1999:blog-3105354090063124620.post-45774103217308672302012-06-18T17:08:00.000-04:002012-06-20T13:31:31.881-04:00Moodle Resources (especially 2.x)<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibfRDpnzVkOeDYWD49TFk5PW0yXnvJKg1ECjJrzpqxnGfvY5n7RAiyefLj-2n4H-M_INHNL07CBk3d-UiqOADbBs9KbS_2Yzp2z9DNY2lJQ8PZt-jS0nUJWh7KiPCkiDYY8LqNxaoiMlNc/s1600/help+button_opt.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibfRDpnzVkOeDYWD49TFk5PW0yXnvJKg1ECjJrzpqxnGfvY5n7RAiyefLj-2n4H-M_INHNL07CBk3d-UiqOADbBs9KbS_2Yzp2z9DNY2lJQ8PZt-jS0nUJWh7KiPCkiDYY8LqNxaoiMlNc/s1600/help+button_opt.png" /></a></div>
Decided this information needed updating.<br />
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<b>Moodle Community</b><br />
· Moodle.org forums <a href="http://moodle.org/forums/%20" target="_blank">http://moodle.org/forums/ </a><br />
· Moodle.org documentation <a href="http://docs.moodle.org/%20" target="_blank">http://docs.moodle.org/ </a><br />
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<b>Sample courses: </b> (sample courses to see how they’re put together)<br />
· Moodleshare <a href="http://courses.moodleshare.com/%20" target="_blank">http://courses.moodleshare.com/ </a><br />
· Moodle Commons <a href="http://www.moodlecommons.org/">http://www.moodlecommons.org/</a><br />
· Mt. Orange School Demo (example of 2.x course) <a href="http://school.demo.moodle.net/%20" target="_blank"> http://school.demo.moodle.net/ </a><br />
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<b>Moodle Tool Guide for Teachers:</b> (marvelous summary of functions, ease of use, relation to Bloom’s Taxonomy, from Joyce Seitzinger)<br />
· 1.9 <a href="http://www.cats-pyjamas.net/2010/05/moodle-tool-guide-for-teachers/%20" target="_blank">http://www.cats-pyjamas.net/2010/05/moodle-tool-guide-for-teachers/ </a><br />
· 2.0 <a href="http://www.somerandomthoughts.com/blog/wp-content/uploads/2012/03/AMoodle2ToolGuideforTeachers.pdf%20" target="_blank">http://www.somerandomthoughts.com/blog/wp-content/uploads/2012/03/AMoodle2ToolGuideforTeachers.pdf </a><br />
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<b>Blogs include:</b><br />
· Moodle News – regular updates and news about Moodle. Very helpful. <a href="http://www.moodlenews.com/">http://www.moodlenews.com</a><br />
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<b>Hosting – some possibilities</b><br />
· <a href="http://globalclassroom.us/%20" target="_blank">http://globalclassroom.us/ </a><br />
· <a href="http://www.moodlerooms.com/markets/k-12/">http://www.moodlerooms.com/markets/k-12/</a> <br />
· Free: <a href="http://moodle.org/mod/forum/discuss.php?d=146897">http://moodle.org/mod/forum/discuss.php?d=146897</a> <br />
· Free – collection of free hosting possibilities <a href="http://www.moodlenews.com/collections/hosting/%20" target="_blank">http://www.moodlenews.com/collections/hosting/ </a><br />
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<b>Tutorial resources include:</b><br />
· <a href="http://www.freetech4teachers.com/2012/05/moodle-tutorial-videos.html%20" target="_blank">http://www.freetech4teachers.com/2012/05/moodle-tutorial-videos.html </a><br />
· <a href="http://jasonrenshaw.typepad.com/jason_renshaws_web_log/moodle-tutorials-from-english-raven.html">http://jasonrenshaw.typepad.com/jason_renshaws_web_log/moodle-tutorials-from-english-raven.html</a><br />
. New! <a href="http://www.youtube.com/user/Gr8TechTools" target="_blank">http://www.youtube.com/user/Gr8TechTools </a><br />
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<b>Books about Moodle include:</b><br />
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Moodle 2.x<br />
· Moodle 2.0 First Look, Mary Cooch<br />
· Moodle 2 Administration, Alex Büchner<br />
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Moodle 1.9<br />
· Moodle 1.9 for Teaching 7-14 year olds, Mary Cooch<br />
· Moodle for Dummies, Radana Dvorak<br />
· William Rice<br />
· Administration – Using Moodle, Moodle AdministrationFran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com2tag:blogger.com,1999:blog-3105354090063124620.post-49468074066899159712012-03-03T20:08:00.000-05:002012-03-03T20:08:49.384-05:00Logistics: assessing online discussions<div class="separator" style="clear: both; text-align: center;">
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Moodle provides a wonderful variety of discussion forums – they provide for reflection, engagement, deeper understanding, broad participation, and much else – but the work also needs to be assessed. Here’s one way to handle it:<br />
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<b>I’ve set each discussion forum to send me an email whenever a student posts. </b>I can read the post on the spot and even click on a reply button in the email. But I prefer to group replying and grading into clumps, rather than doing them piecemeal. My replies and assessments are more consistent that way. But I like to see if there are problems, misunderstandings, or the occasional inappropriate post that I need to address now. <br />
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Replying at one time every day works well – otherwise you’ll feel like you’re being nibbled to death by ducks, and lose a sense of how the discussion is developing.<br />
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Since I’m usually looking for students to engage with the question and with each other, and since these are evolving skills, my focus is on <b>formative assessment</b>. Can I use my replies to coax the student into deeper thought? Does the student have a question that needs answering? (Since I teach blended classes, I often bring these items up during F2F class, benefiting both the student who posted and the entire class.)<br />
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<b>Moodle forums are a bit cumbersome to grade.</b> To see the posts in context, one must click on the forum, then on the post to open it (unless using the single, simple discussion). Then click on Reply and write the reply. Then click on Post to forum. Then on Continue. Then on the name of the forum. And on to the next student. But this gives me the flavor of the entire discussion that I don’t get from the emails. <br />
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<b>I keep a blank class list to write comments on </b>and often just use:<b> </b><span style="font-family: Webdings; font-size: 11pt; line-height: 115%;"></span><span style="font-family: Webdings; font-size: 11pt; line-height: 115%;"></span>checkmark, +, or -. If I’ve asked for replies to at least two classmates, I make checkmarks for these. Keeping this information in one place for each assignment makes keeping track of student work and coming up with a grade easier. My grading for most discussions is done/not done, though with loss of points when there is not much effort. I’m focusing on building confidence and participation.<br />
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If I see that there is nothing on the class list/grading sheet for a student, <b>I’ll then go to Participants and pull up the student’s record, which has all their forum posts in one place</b>. This shows me quickly if the student posted and I somehow missed it (perhaps the student replied to somebody else when they were supposed to create a separate thread). <br />
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My school has an online gradebook, Gradequick, so I mostly use that gradebook rather than Moodle’s. It takes about a minute to enter one class’ grades there.<br />
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I wish there were a quicker way to get through the process of replying to Moodle discussions, so if anybody knows of one, please let me know!Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0tag:blogger.com,1999:blog-3105354090063124620.post-71619508621431405532012-02-11T14:31:00.000-05:002012-05-14T20:38:15.264-04:00Two-way journals with 7th graders<div class="separator" style="clear: both; text-align: center;">
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This year I’ve introduced my 7th graders to Moodle (used already with 8th graders for two previous years). As always, the 7th graders demonstrate how very different they are from 8th graders. For example, more and more of my students are choosing the online/ Moodle option for their two-way journals; in my <b>blended classroom, students read a book both have picked, and then write back and forth about it</b>. For more about these journals, see: <a href="http://adventuresonlineteaching.blogspot.com/2011/02/two-way-journals-students-writing-to.html" target="_blank">http://adventuresonlineteaching.blogspot.com/2011/02/two-way-journals-students-writing-to.html</a> While only about a third of 8th graders choose Moodle, with their second two-way journal project, only a few 7th graders are still writing on paper. (Some students still prefer cool-looking diaries, or spiral notebooks.) <br />
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Three big differences. First, the already-mentioned <b>7th grade enthusiasm for using online / Moodle for communications </b>(even though they see each other daily). Boys and girls used Moodle discussions at about the same rates. <br />
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Second difference, 7th grade students are reading faster. In the past, I’ve given students about 2 ½ to 3 weeks to read their books, and many have needed every single day. Lately, I’ve been hearing, <b>“Can we get a new book? We finished ours already,”</b> from the 7th grade. The 8th graders enjoy the project, but take a more blasé attitude. They finish the book and write reflections after they’ve finished. The 7th graders seem to prefer to keep on reading. On the other hand, I’ve had quite a number of “non-reader” 8th graders who have begged for us to do more two-way journals, “so we can read the next book in that series.” And 8th graders don’t have time set aside for reaching, while 7th graders still do.<br />
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Third difference, <b>students are writing more, and writing in more depth</b>. In most cases, I’m seeing deeper thinking. This is only the second two-way journal that the 7th graders have done. But boy do they get it. And are they into it! They’re even referring to things they learned in other classes. I’m seeing this across the spectrum of reading ability; with 8th graders, I see more of what I can only call “dancing on the surface.” 8th grade is more about being cool; 7th graders can’t manage that yet.<br />
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Two 7th grade pairs selected a book they decided they hated after just a few days of reading – <i>Canned</i>. Could they please, please change? Of course! I want them to find a book they’d rather read because then they’ll read. One pair selected <i>New Boy</i>. The other chose <i>One Fat Summer.</i> And they’re off and running. (The 8th graders when they didn’t particularly like the book, persevered. Too much trouble to find a new book?) It does help to have hundreds of books for them to choose from. <br />
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I’m curious to see how these 7th graders will use two-way journals next year when they are in 8th grade. Will they take a step back? Be less enthusiastic? I’ll need to find a way to make two-way journals become fresh for them – maybe require them to add images to their words, something the 7th graders occasionally do already without prompting.Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com2tag:blogger.com,1999:blog-3105354090063124620.post-63428145764292737612012-02-11T14:02:00.000-05:002012-02-11T14:02:14.317-05:00Using personal online conversations to help students achieve<div class="separator" style="clear: both; text-align: center;">
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When students are engaged in an extensive research project, I want them to have a way to converse privately with the teacher, to reflect about what they’re learning, and to have an opportunity to get extra help. I called these <b>Private Journals</b> to reinforce their private nature. In the past, I’ve used separate threads in a single discussion forum for this task, but that didn’t provide much privacy. Once I learned how to use the <b>Online Text Assignment in Moodle</b>, I switched to this instead. See: <a href="http://adventuresonlineteaching.blogspot.com/2011/12/private-teacher-student-conversation.html" target="_blank">http://adventuresonlineteaching.blogspot.com/2011/12/private-teacher-student-conversation.html </a><br /><br /> I’ve always thought providing this private communication channel was a good idea. But I’ve found evidence that it’s even better than I thought. <br />
<br /> After we finished the project, I asked students to tell me what worked well for them and what didn’t work; they answered free-form, not from a list. <b>Many of them spontaneously said they liked the Private Journals.</b><br /><br /> I wasn’t even sure they were looking at my replies in the Private Journals, but then I checked out the Participation Report (under Administration >Reports) where I could see how many times students edited or viewed the entries. (Thanks to Colin Matheson in the Moodle Mayhem Listserv http://groups.google.com/group/moodlemayhem?hl=en&pli=1 for this great idea). Students generally wrote their entry without further rewrites, but <b>many went back to either 1) see if I had replied yet, or 2) read my reply several times. How’s that for evidence that teachers matter?</b><br /><br /> I really enjoy this part of the project, as it allows me to give <b>undivided individual attention. </b><br /> Clearly students want this special attention. I could suggest resources or search strategies, or give attaboys, or listen to some new cool fact they had learned, or just share their enthusiasm for what they were learning. It was like having a mini-tutoring session with each student – without interruptions as well as with time for me to think. <br /><br /> I had been afraid that I wouldn’t be able to get the conversation going when each Private Forum post was separate from previous entries; in each, the student speaks and then the teacher speaks. This was more disjointed than using a separate thread in a discussion forum for each student. But we still managed.<br /><br /> <b> I also learned to add the due date to the title of the different posts so that students could distinguish them. </b>(I had originally just posted four Private Journals for students to post to, but they found this confusing, and were posting in random Private Journals – lesson learned). <br /><br /> As in the past, when I’ve used this tool (along with making sure students have found a subject they really want to research,) the result has been well-researched and well-written reports from a great variety of learners. <br /><br /> I always thought this was a useful tool – I just didn’t know how much.Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0tag:blogger.com,1999:blog-3105354090063124620.post-64320588492778459632012-01-16T18:05:00.000-05:002012-01-16T18:05:06.245-05:00A bone to pick with Amazon alleged 2-day shipping<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiifH-tn2CWx9jUYanYtpDoDfY61Lzis6Xa2I13qwknSBxldSxFUbRCoKXdNloNfFLWPnCQ2qBtxDlMaqmXOurOCud_GHfS1F1WpnGEhwVYCMl-KGMGE_EllHpyhZEdv6V6lMT3ZHUEk7U0/s1600/amazon+shipping.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="134" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiifH-tn2CWx9jUYanYtpDoDfY61Lzis6Xa2I13qwknSBxldSxFUbRCoKXdNloNfFLWPnCQ2qBtxDlMaqmXOurOCud_GHfS1F1WpnGEhwVYCMl-KGMGE_EllHpyhZEdv6V6lMT3ZHUEk7U0/s320/amazon+shipping.PNG" width="320" /></a></div>
I buy hundreds of dollars of books every year from Amazon – used, new, Kindle. For me, for family, for school. Recently, I needed some leveled readers right away. As part of my regular English language arts class, I’m working with ELLs (English Language Learners) who need help reading English, and need materials that are high interest but have a simpler and gradually more difficult vocabulary; leveled readers fit the bill exactly. <br /><br />I ordered several of these books – <b>all listed by Amazon as “in stock.”</b> Ordinarily, I use the “free shipping if the order is $25 or more,” but this time I wanted the books ASAP. <br /><br />So I decided to spring for 2-day shipping – which cost almost as much as the books. But my students have been totally frustrated trying to read age-appropriate materials published for native English speakers that just have too much new vocabulary. I wanted my students to have something good to read. <b></b><b>After all, when you select shipping speed with Amazon, bold letters
next to 2-day shipping tell you you'll get your items on a date that's 2
days after today; they give the actual date.</b> (See example, right.) <br /><br /><b>But only one book out of 6 ordered came</b> (in 3 days). Then a second came a day later. Then nothing. Eight days after the order, I received an email that the last 4 books just were shipped. With 2-day shipping charges.<br /><br />According to Amazon’s friendly and courteous support email, 2-day shipping means it takes 2-days from when they actually ship to when it gets to you; Amazon has multiple fulfillment centers, and items aren’t all necessarily shipped right away. <b> More than half the order, listed as "in stock," wasn't even shipped for more than a week. </b><br /><br />
Amazon's policy certainly doesn’t mean Amazon ships the day you order and you’ll get your order in two days . Even though that's what you see when you order. <br /><br />Ironically, I ordered <i>used</i> leveled readers through Amazon and also from <a href="http://www.abebooks.com/">http://www.abebooks.com/</a> at the same time, and virtually all of those have already gotten here. The shipping for used books from Amazon cost me $3.99/book. The shipping from <a href="http://www.abebooks.com/">http://www.abebooks.com/</a> varied, but sometimes was as little as $1.00 per book. <br /><br /><b>Lesson learned. Don’t waste your money on Amazon’s 2-day shipping because you’re sure not going to get it in two days. </b> Amazon did refund the extra shipping for the books that weren’t even shipped out a week after I made the order. But shouldn't they be more honest about what a customer gets for "2-day shipping?" Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0tag:blogger.com,1999:blog-3105354090063124620.post-68030043958488648242012-01-01T18:00:00.000-05:002012-01-01T18:00:04.226-05:00Building Community in the Blended ClassroomWhether online, F2F, or blended/hybrid, to help our students learn, we need to build an effective community. That means learners feel a part of something bigger than themselves, they use bouncing ideas off of each other and working collaboratively to deepen their learning, and they want to take care of each other.<br />
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<a href="http://www.wylio.com/credits/flickr/471164507" title="license: http://creativecommons.org/licenses/by-sa/2.0/ - click to view more info about 'Community' or find free 'community' pictures via Wylio"><img alt="'Community' photo (c) 2007, Jeff Kubina - license: http://creativecommons.org/licenses/by-sa/2.0/" height="237" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAolSWIJTjWxzvIdJuFBou_QvkRVzy0VvifxQWsstDHnlIfUjYjVOyGkVA1GewbRW-zMwSxxTMwW8D5-KLOT036G-rGxskAKXtTCGoQ-E1BxdmOpwkxcioiQwI4YtqZck7v38eYygR348-/" style="float: right; margin: 0 10px;" width="356" /></a><br />
<b>In the F2F classroom, this happens, but shy kids might stay observers, rather than comfortable community members. </b> In small groups and work done in pairs, shyer kids have an easier time, and also get to use social learning to add ideas, possibly challenge their ideas, and work collaboratively. Working with a friend feels safer, but sometimes socializing becomes paramount. Also, if a student has poor social skills – whether in the whole class, small groups, or in pairs – both that student and others have difficulties.<br />
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In the purely online classroom, which I have only experienced with adults, the community gets created by effective facilitators build community using discussion forums (particularly where students are required to be active throughout the week) and sometimes small group work. There are still students who don’t like discussion, don’t like group work, who choose to lurk. They may be learning, but they are on the edges of the community.<br />
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In the blended classroom – partly F2F and partly online – I feel like we have the best of both words.<br />
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We build community in the F2F classroom. But we also build community online. Shy students have an opportunity to work privately; deliberate thinkers get to think as long as they need to before sharing. The playing field (to use an overused metaphor) is leveled, because <b>everybody can participate without needing to have the courage to raise their hand. (See </b><span style="font-family: "Calibri","sans-serif"; font-size: 10pt; line-height: 115%;"><a href="http://adventuresonlineteaching.blogspot.com/2011/05/looking-back-on-our-moodle-year.html">http://adventuresonlineteaching.blogspot.com/2011/05/looking-back-on-our-moodle-year.html</a>).</span><br />
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But in the blended classroom, I’m not limited to posting information or replying to discussion forum posts or uncovering new and interesting resources and activities. I can also talk with students F2F. Kids like to hear the words. And because <b>I can’t count on middle schoolers to go back to a discussion forum to see what I wrote</b> (they tend to consider themselves done once they have posted and replied to other posts), I need to make sure they actually hear from me. I have to say my kids sure like hearing, “Good post!” or “I enjoyed what you wrote last night,” or “Good point!” And dealing with problematic posts is easier to do <b>F2F, where communication isn’t restricted to written words, but can include my tone, gestures, and posture. (See </b><span style="font-family: "Calibri","sans-serif"; font-size: 10pt; line-height: 115%;"><a href="http://adventuresonlineteaching.blogspot.com/2011/02/dealing-with-nastiness.html">http://adventuresonlineteaching.blogspot.com/2011/02/dealing-with-nastiness.html).</a></span><br />
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As I’ve written before, the blended classroom seems more cohesive and there is more risk-taking. Many more students raise their hands in the blended F2F classroom because they’ve had success online. And not just from me. There are also the “Gee, I didn’t know you were so smart” comments from peers. <br />
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<b>Finally, everybody gets a chance to be successful somewhere</b>. For example, some students have great computer skills but aren’t strong writers – they get to shine when we’re in the computer lab. Middle school is not a time when kids feel confident or successful. And I think the blended classroom lets them find a place to experience success and confidence.Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0tag:blogger.com,1999:blog-3105354090063124620.post-28529119456665950182011-12-13T06:04:00.000-05:002011-12-13T06:04:00.738-05:00Using Hot Potatoes with Moodle<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkxEog4JclZMKwSNyd-Xbf9doPtb9MVO_Pshjp0j5YWaRuwux2sPql1OpUiCyBV8bkZmHwmFOLqFgAKQKNQEes8dZQfr8MGllYQFTNLvcVb-k1c8TZTd6uhwwyfebZGJNw1PRv7Ocp5wJE/s1600/hot+potato.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkxEog4JclZMKwSNyd-Xbf9doPtb9MVO_Pshjp0j5YWaRuwux2sPql1OpUiCyBV8bkZmHwmFOLqFgAKQKNQEes8dZQfr8MGllYQFTNLvcVb-k1c8TZTd6uhwwyfebZGJNw1PRv7Ocp5wJE/s1600/hot+potato.PNG" /></a></div>I’ve never used the quiz module in Moodle both because it’s hard to use, and because multiple choice isn’t something I use a lot. As an English teacher, I usually want my students to write. <br />
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But I still want to be able to use quiz-type activities, especially for review. So I was delighted to see that my Moodle host, GlobalClassroom, supports <b>Hot Potatoes, which provides matching, multiple-choice, cloze, and similar activities, with very minimal effort</b> on my part.<br />
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Here’s how it worked for me.<br />
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First, <b>I downloaded Hot Potatoes </b>to my PC, available from the University of Victoria at <a href="http://hotpot.uvic.ca/">http://hotpot.uvic.ca/</a> . It will also work on Mac and Linux. <br />
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<b>T</b><b>hen, using the Hot Potatoes program that is now on my desktop, I created a matching exercise to help students review what they know about homophones</b>, with the words on the left and short definitions on the right. Students drag the correct definition to the word and then check their work. You choose the type of quiz and enter the questions next to the correct answers (students will see the answers scrambled). You can use the default directions or add your own. And you can set the number of tries as well as a time limit for each try. <br />
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<b>After saving the Hot Potatoes exercise on my PC, I opened Moodle, and clicked on Add an Activity and then on Hot Potatoes Quiz. Then I uploaded the file I just created and voila, there it is. </b><br />
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Today my students practiced with the new quiz in class, some several times until they got it right (or at least better). Some asked, <b>“Can I try this some more at home?”</b> which is just what I want to hear. <br />
I learned to use Hot Potato from the Moodle eAssessment course I took through LearnNowBC <a href="http://www.learnnowbc.ca/educators/MoodleMeets/default.aspx">http://www.learnnowbc.ca/educators/MoodleMeets/default.aspx</a>. Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com2tag:blogger.com,1999:blog-3105354090063124620.post-62129538372519811482011-12-11T18:13:00.001-05:002011-12-11T18:13:24.417-05:00Private teacher-student conversation, the Online Text Assignment tool in Moodle<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAgtlpk5_wWySOxr4wVOA7vdL6mKkWbI3KcU1-rgi5xqqTlc5YQBtLhX_ZgvDJfLW_FhyphenhyphenKVX2E03hZ1ZRlKDucjEDzRDw2kaAIfXQPuY4_GWbG_eQ8om3ImVSQQYiR1Ds_VjTyoH5aM6mG/s1600/reflections.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="148" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAgtlpk5_wWySOxr4wVOA7vdL6mKkWbI3KcU1-rgi5xqqTlc5YQBtLhX_ZgvDJfLW_FhyphenhyphenKVX2E03hZ1ZRlKDucjEDzRDw2kaAIfXQPuY4_GWbG_eQ8om3ImVSQQYiR1Ds_VjTyoH5aM6mG/s320/reflections.PNG" width="320" /></a></div> <b>Ever want to have a way for your students to converse with you online that allows the student privacy from their peers?</b> Email seems obvious, but my students don’t check their email. Ever. And I’ve had students “converse” with me via separate threads in a discussion forum (one thread per student). But that’s not private (unless I want to set up each student as a separate group, which is way too much work when one has 100+ students in secondary school). <br />
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Happily, Moodle has the Online Text Assignment tool, which allows students to post what they’re thinking and allows me to respond. My students find this to be very like posting to a forum, but they know that <b>only the teacher sees what they write.</b> Since we’re in the midst of student-written and –directed plays, done in small groups, there is a fair amount of tension as some students take the work more seriously than others. It’s useful to provide a private place to vent, as well as a place for students to reflect on the experience. And I get to make suggestions (also private), or address the problem in the F2F class. <br />
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It isn’t quite the same “conversation” I’ve had when I had students post to separate forum threads about a research project, but it is more private, which I know students appreciate. I get an email whenever a student posts a reflection. This is similar to emails when a student posts to a forum – except forum posts show in the email, whereas the content of the online text assignment is not included in the email. I like getting the emails especially for students who post early – so I can respond immediately – and for students who post late – so I can still respond.<br />
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I'll be using this tool again. <br />
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I learned about the Online Text Assignment during the eAssessment in Moodle course I recently took through LearnNowBC <a href="http://www.learnnowbc.ca/educators/MoodleMeets/default.aspx">http://www.learnnowbc.ca/educators/MoodleMeets/default.aspx</a>. So happy to expand my assessment repetoire.Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0tag:blogger.com,1999:blog-3105354090063124620.post-77234217289795229712011-11-29T17:39:00.000-05:002011-11-29T17:39:39.215-05:00Using the Lesson tool in Moodle<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYz-yxPA_kW3FjIKZdNl-wjltCBXB6Ho2FwwHEV_Bt-etUJuczJ8Dcn5GT3iu9Ce1gE7hWipFn4uluUm6ZT9iqpaBoFbY_7ERo57Od9jDILhp6UKpLuc1a51SYGiyzFgLA_PnH-MLz38Qg/s1600/lesson+example.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="117" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYz-yxPA_kW3FjIKZdNl-wjltCBXB6Ho2FwwHEV_Bt-etUJuczJ8Dcn5GT3iu9Ce1gE7hWipFn4uluUm6ZT9iqpaBoFbY_7ERo57Od9jDILhp6UKpLuc1a51SYGiyzFgLA_PnH-MLz38Qg/s320/lesson+example.PNG" width="320" /></a></div> Thanks to the Moodle eAssessment course I took through <a href="http://www.learnnowbc.ca/educators/MoodleMeets/default.aspx" target="_blank">LearnNowBC</a> I’ve learned how to create a lesson – a highly structured way to take students through activities and a variety of possible assessments.<br />
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<b> I decided to try creating a lesson for technology in an area where students really blow through the work I give them without really looking at it – evaluating websites.</b> I decided to make Moodle the “bad guy,” remembering that my brother used a computer chess program to teach his kids how to play chess. The computer wouldn’t let them make any invalid moves, so they were forced to follow the rules. I hoped the same thing will happen here.<br />
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I set up quite a simple, linear lesson. I start with a PowerPoint which I actually present in class so that we can discuss it, showing students some examples of websites that are less than honest or not very balanced. (If a student missed that class, they can still watch the PowerPoint).<br />
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Then I walk the student through an example. Here’s a real website. Look first at who’s the author. I give some examples of where to find the author, then ask a multiple choice question (could also do T/F, short-answer, essay, and a few others) to see if they can identify the author. <b>The wrong answers explain why they’re wrong and return the student to the information and question for another try</b>.<br />
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I do the same thing with other facts I want them to evaluate, such as, who links into this website, what links out are there (and are these current and valid), how accurate is this information, and so on. Students must get the right answer before they can go on.<br />
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Next, I give students two other websites to evaluate using the same criteria, but without quite as much hand-holding. I use multiple choice to make sure they “get” it again.<br />
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<b>Finally, I ask students to evaluate a really biased website. This time they have to write a short essay</b> explaining why / why not they think it is a valid website to use, using evidence from their own evaluation. <br />
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Though I’ve gone through a similar process with paper directions, I find that students skip many steps and I have had to spend a lot of time redirecting. Now, Moodle is doing this for me.<br />
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The result? A few students blew right through, but I could tell that from their final written assignment. I’ve told them to go back and do the actual work. The rest… got it! Some didn’t get every single part of what I wanted them to learn, but they understood the basic concepts and could articulate their thought process. <b> (We also learned that Lesson doesn't seem to work with Internet Explorer, but works fine with Firefox, </b>and that if you stop a lesson in the middle, Moodle saves your place<b>.)</b><br />
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<b>And I didn’t have to remind kid after kid after kid to look at the details – the program did it for me. I’m sitting here smiling.</b>Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com3tag:blogger.com,1999:blog-3105354090063124620.post-30540861409890394302011-11-22T06:01:00.000-05:002011-11-22T06:01:18.109-05:00Moodle eAssessment Course I’m taking a fabulous ecourse,<b> eAssessment in Moodle</b> at <b>LearnNowBC</b> <a href="http://www.learnnowbc.ca/educators/MoodleMeets/default.aspx">http://www.learnnowbc.ca/educators/MoodleMeets/default.aspx</a>, one of many courses offered.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSHEzpkzIsuTt0fPvqNizk57cH-b7L423LxOECUEF05MbeVqDlCn2gBfI-whGdsrcgCWlVve4aiNcWwPRSDxgYTIkN9G6UEnCKChUgbSiRNF9JHKzXgkQQnsV8kQUnISAZS158qiBLjzpV/s1600/groups+in+moodle.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="58" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSHEzpkzIsuTt0fPvqNizk57cH-b7L423LxOECUEF05MbeVqDlCn2gBfI-whGdsrcgCWlVve4aiNcWwPRSDxgYTIkN9G6UEnCKChUgbSiRNF9JHKzXgkQQnsV8kQUnISAZS158qiBLjzpV/s320/groups+in+moodle.PNG" width="320" /></a></div> The course is well-organized and very hands-on, and has many opportunities for sharing ideas as well as learning unexpected things. <br />
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For instance, I’ve learned how to set up groups (one group for each student) so that I can set up a forum that can be completely private for each student – that way when I want to have an extended private conversation with each student about their work, then I can. Without using groups this way, every student has a separate thread, but the conversations could be potentially read by any other student, which can make students uncomfortable. The forum is set up with separate groups, and only viewable by group members (see illustration).<br />
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A tip of the hat to moderator David LeBlanc who has shared so generously of his knowledge and experience.Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0tag:blogger.com,1999:blog-3105354090063124620.post-65938298614633509342011-11-19T17:52:00.000-05:002011-11-19T17:52:35.219-05:00Sharing what you learn<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdlET_uoQwP4evi_pgGQo4p5LpYz4_CXqdcRbLRPxXUrW0Vqb8ZVBZF3gldDuByRIJkJ5czuSopIELrcyZOpDbotjjNSazh9iGgWKxoZzhWROpm3GjSa-VuyOVvtRu5vx7VILdAk9bdZlS/s1600/issues+from+moodle+discuss.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="149" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdlET_uoQwP4evi_pgGQo4p5LpYz4_CXqdcRbLRPxXUrW0Vqb8ZVBZF3gldDuByRIJkJ5czuSopIELrcyZOpDbotjjNSazh9iGgWKxoZzhWROpm3GjSa-VuyOVvtRu5vx7VILdAk9bdZlS/s200/issues+from+moodle+discuss.PNG" width="200" /></a></div> Last month I had the chance to present at a <a href="http://www.ceca-ct.org/page.php?pid=119" target="_blank">state computer teachers’ conference about using Moodle for discussions</a>. It was nerve-wracking to plan carefully so that I could be sure that the technology would work right (it did). <br />
<br />
I thought I’d have extra time left over, but instead ran out of time just as I was finishing. There were lots of good questions, from concerns that kids can post before teachers can check what they post (yes, they can – just like kids can say inappropriate things in the face-to-face classroom) to "how-to" sorts of questions. <br />
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What I didn’t expect: <b>it was fun</b>. It’s a blast to talk about what happens with your students in your classroom, organized in a way that can help other teachers. <br />
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I posted resources on Scribd, which meant I didn’t have to drag around a lot of hand-outs. <a href="http://www.scribd.com/doc/68072602/Presentation-Resources-CECA-about-Moodle-Discussions">http://www.scribd.com/doc/68072602/Presentation-Resources-CECA-about-Moodle-Discussions</a> Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0tag:blogger.com,1999:blog-3105354090063124620.post-45769138753126796802011-10-31T06:03:00.000-04:002011-10-31T06:03:51.181-04:00Learning what's appropriate On my 8th grade class Moodle, I added a new feature this year – the Coffee House. It’s a place for off-topic discussions. A place to play.<br />
<br />
I get an email whenever anyone posts there, so I can keep an eye on what’s going on. And students have asked me specifically if I'm checking what they post there, so I know they think about this. There has been silliness, brief conversations about singers they like (or don’t), starting of stories for people to continue, recording of athletic feats. <br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3SAdZFzSrglr74Rsu-crLrdwdS0YBYUuDE3jwThlj3IQy7RiYO50KhLg9pm9ir9nv_QfV2MZHo4p0M6S0MCjcK_M5LYL9F9IU0nm7QX6ADGucLFyOPx4fjYuI_35TlPceu2YDQj5EVSef/s1600/trolling.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="80" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3SAdZFzSrglr74Rsu-crLrdwdS0YBYUuDE3jwThlj3IQy7RiYO50KhLg9pm9ir9nv_QfV2MZHo4p0M6S0MCjcK_M5LYL9F9IU0nm7QX6ADGucLFyOPx4fjYuI_35TlPceu2YDQj5EVSef/s320/trolling.PNG" width="320" /></a></div> There has also been some inappropriate content in the form of disrupting somebody else’s discussion. Some students posted a thread about unicorns, and how much these students like them. This resulted in some disruptive posts by other students. I held back because I wanted to see how the original posters would handle it – which they did well. In no uncertain terms they told the disruptive posters to knock it off. And if they don’t like unicorns, start their own threads on a topic they do like. <br />
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Since the disruptive posters continued to post, I also posted, telling them to stop, and to start their own thread on a topic that interested them. One post was an outright put-down, so I replaced its content with the words “Inappropriate content deleted;” Moodle shows that I was the one who did this. <br />
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Disruptive posts just about stopped, but still continued once in awhile, so I took one of the posters aside to remind the poster that it needed to stop. It has. <br />
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This is middle school, and not everybody has great social skills. What am I saying?! Nobody in middle school has great social skills. But some are even less adept than their peers and need a little guidance. <br />
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No harm has been done beyond ruffled feathers. And everybody is getting a lesson in handling themselves online.Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0tag:blogger.com,1999:blog-3105354090063124620.post-55867110742164041002011-10-23T17:47:00.000-04:002011-10-23T17:47:51.881-04:007th grade vs 8th grade<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_Bs7V_9Y2wwO5GSeYZIZvYLnzinI7ZPUgWtb5wAbkmKl33GJf-XgdBm5TZpgTAxzholudytOe8V20z5Dl0PzEihrXHpCAgq6T_LJxr2r9YSKpNhmIW56wkaLPCtDOrbWd9jMpX4jG-12t/s1600/7th+grade+vocab.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="157" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_Bs7V_9Y2wwO5GSeYZIZvYLnzinI7ZPUgWtb5wAbkmKl33GJf-XgdBm5TZpgTAxzholudytOe8V20z5Dl0PzEihrXHpCAgq6T_LJxr2r9YSKpNhmIW56wkaLPCtDOrbWd9jMpX4jG-12t/s320/7th+grade+vocab.PNG" width="320" /></a></div> This is the first year 7th graders have participated in using Moodle. While the content offered to both 7th and 8th grade is similar (vocabulary forums, for example), how they handle the work is poles apart.<br />
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8th graders explore. They poke around to see what’s there. They have been enthusiastic users of the Coffee House forum, for off-topic conversations. They get involved and post their opinions, seemingly unafraid of what others will think. 8th graders have confidence.<br />
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7th graders follow the rules. They really enjoy using the Moodle, and go into the vocabulary forums with gusto, enjoying sharing just the right images. But they don’t use the Coffee House at all, even the student who asked me to include it. <br />
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7th grade is probably the hardest year in middle school. Kids’ bodies are growing and changing constantly. This is the most mercurial and moody year. Kids are inward-focused, and convinced the entire world is watching them under both a spotlight and a microscope. <br />
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8th graders have started to get a grip on their changing bodies and emotions. They are outward-focused. At least some of the time they are confident, even cocky. <br />
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Because I'm been feeling my way with the 7th grade, we haven’t done much online discussion yet. I suspect I’ll see differences there, too. Can’t wait!<br />
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<i>(Note: spelling error image from dozens of website, origin unclear.)</i>Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0tag:blogger.com,1999:blog-3105354090063124620.post-4935683088361920962011-10-08T06:26:00.000-04:002011-10-08T06:26:43.974-04:00Dealing with parent plagiarism This past week, I had two instances of <b>parent plagiarism</b>.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1u3siQyUnZ8jA7ZRq5AvGZYIfCdq7Pvn_hkh1dQB46KKO1OzguVsNgoy_qYlWKLtbtdA9gxQ7Ru9qo_ym3ypveep_tiej_ch1HK4QSNL1y1JlnRAEDZvehBt9SUR66nrUKTSV6AfCgAdC/s1600/parent+plagiarism.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1u3siQyUnZ8jA7ZRq5AvGZYIfCdq7Pvn_hkh1dQB46KKO1OzguVsNgoy_qYlWKLtbtdA9gxQ7Ru9qo_ym3ypveep_tiej_ch1HK4QSNL1y1JlnRAEDZvehBt9SUR66nrUKTSV6AfCgAdC/s1600/parent+plagiarism.PNG" /></a></div><br />
In one, a student copied and pasted an essay from the internet. I told him to write it over in his own words, but then his mother stepped in and rewrote his words into clearly adult words. <b>As frustrated as I was with the situation, the student was ten times more frustrated, because HE knew this was wrong and his mom had messed up what he knew he was supposed to do. </b> So I wrote on his paper that I really needed the work to be just done by him. Fortunately, he still had the draft he had written before his mother got into the act, and I was able to grade that.<br />
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He did well, and I complimented him in writing on the paper and in person, including the words, “I’m so pleased you did this yourself.” He grew about 3 inches in front of my eyes, and was tickled to take his paper home to his mom. <b>He was proud of doing the work, and proud of doing the right thing.<br />
</b><br />
Another child brought in an essay that was clearly written by… his mom. This is no longer an aberration – I get more of these every year. Arggh!!<br />
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In the past I’ve taken on the mom who inevitably gets defensive and swears that her child wrote the paper (even though the child can’t explain what the words and concepts in the essay mean). Or they’ll claim first that they had no hand in it, but then will say, “Well, I edited it” which unfortunately includes substantial rewrites from typical 7th grade choppy sentences to the sophisticated, fluent prose that is a dead giveaway.<br />
<b><br />
</b><br />
<b> This year I am trying to work through the child.</b> Kids know who is supposed to do their homework, and while sometimes they are happy to have work taken off their hands, THE KIDS know it is lying. <b>The cheating makes them uncomfortable, and they really don’t want to be a party to it, but when it’s their mom, what are they going to do? </b><br />
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<b> I’ve been trying to become the ally of the kid</b>, gently asking the mom through my notes on the paper and through my words to the child, to please let the child do the writing. And remind the parent that the child will learn to be a better writer by doing the writing him/herself. This has worked better than confrontations. In the past, I was sometimes reduced to requiring students to write in front of me. <b>Now, the students know I want to trust them, and they want to show that they are trustworthy. <br />
</b><br />
As in the first instance, the child was happy to write his own work instead of having to lie and say the work was his own when we both knew it was his mom’s. And, no surprise, his own actual writing is starting to get better, which tickles both of us. Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com5tag:blogger.com,1999:blog-3105354090063124620.post-74676256647859419972011-09-29T05:56:00.000-04:002011-09-29T05:56:42.112-04:00Off-topic supports community in Moodle<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjx66Qr0Jav91KoJK0OQ86S5hpKwEYer4zwPX2JVEBtGozh8-Il7VtQfXvDvPo4C5q30kBYJype07zcMZm2NPUTo4UfowyROGkstPHy4F1kpU0OZHFbvLwaipMXoHEIQSgGk-6Zq_PEFTU9/s1600/coffeehouseposts.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="233" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjx66Qr0Jav91KoJK0OQ86S5hpKwEYer4zwPX2JVEBtGozh8-Il7VtQfXvDvPo4C5q30kBYJype07zcMZm2NPUTo4UfowyROGkstPHy4F1kpU0OZHFbvLwaipMXoHEIQSgGk-6Zq_PEFTU9/s400/coffeehouseposts.PNG" width="400" /></a></div>This year, I gave my students a place to converse on the Moodle that didn’t have to be about school. In the past, I didn’t have this. I thought maybe it wouldn’t be necessary since many students are already on Facebook. But the Coffee House has been a popular place, at least for the 8th grade.<br />
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They have discussed Rebecca Black, running (I have some serious runners), peanut butter, birthdays... <br />
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My only rule is that language is respectful and appropriate. I get an email for every post. This gives me less of the conversation – because there are several threads going on – but I get to read each post without having to hunt through the threads for the latest posts (to get this, subscribe when you're setting up the forum). Clicking on the right place in the email takes me right into the conversation.<br />
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I called it the Coffee House because I want my students to think of it as a place to chat that doesn’t feel like school. So far, that’s what they’re using it for. <br />
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In an all-online course, I know from experience as a student, that this kind of forum really encourages connections, building relationships, and trust. I hadn’t thought this would be so important in a blended class, since students see each other in class every day. But I’m glad to see this it’s providing another place for connection. <b>I don't make them post. But they're there. </b>Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0tag:blogger.com,1999:blog-3105354090063124620.post-80744608069400659592011-09-26T06:01:00.000-04:002011-09-26T06:01:00.912-04:00Kid radar flags own errors<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMF4UjCbrozXDI_lsUb4srOcfe3DFICoEpcy08oZQJ5LG_c4zoece2Qi292Szha7z8f9MWs0qfGgWt77G6Ki7n8Nh_LfeI6CJcrGs9jqy2_KvNwtW6vwbX8ypTFS-Yni-Qd60wr6rgmt_m/s1600/radar.PNG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMF4UjCbrozXDI_lsUb4srOcfe3DFICoEpcy08oZQJ5LG_c4zoece2Qi292Szha7z8f9MWs0qfGgWt77G6Ki7n8Nh_LfeI6CJcrGs9jqy2_KvNwtW6vwbX8ypTFS-Yni-Qd60wr6rgmt_m/s320/radar.PNG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">from wunderground.com</td></tr>
</tbody></table><b>Yesterday, a student emailed me, begging me to remove a post he had made that he realized had crossed the line.</b> After 30 minutes, he couldn’t get back in to edit it (a Moodle restriction), so he needed me to make the change. He had gone over the bounds of good taste, using vocabulary that would be acceptable in the locker room, but not so good in the classroom.<br />
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As it happens, I had seen his post, but decided to wait until school to mention it and then take action. He beat me to it. <br />
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Last year, I had a similar situation with another student, only this was posting an image that was off-color. He, too, realized on his own that he had erred, and brought it to me before I ever had a chance to bring it to him. <br />
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Part of letting kids explore online environments like Moodle is that it lets them make these kinds of mistakes in a controlled environment (I get an email for every post) that doesn’t expose their mistakes to the entire world. <br />
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<b>Better still, they had the chance to listen to their own internal radar – that something was off – and to respond to it. Their self-corrections were spot-on. And they will remember this for a long, long time.</b><br />
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All I had to do was agree with their assessment and remove the offending material. <br />
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Not all “off” material even gets posted. Lots of kids will be working in the computer lab and ask me if something – especially an image – is okay. Their radar flagged it, but they want to get adult affirmation that their radar is right. Of course not all kids identify their posts as inappropriate, but I don’t get the usual protests when I discuss it with them, so I suspect they secretly agree when I flag their work.<br />
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So cool. Students get to try it out, use their radar to identify what shouldn’t be posted, and self-correct. Simple. Elegant. <b> The situation teaches them. My favorite kind of learning.</b>Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0tag:blogger.com,1999:blog-3105354090063124620.post-49902459592703351602011-09-22T05:58:00.000-04:002011-09-22T05:58:35.813-04:00Enthusiasm!<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKbRusKv0362hfc9roqqXcxeHH95UW5G5vFGKe8u-VzFH-5sJelhF-0kEF1QzVRAH48nkzFTOYGauBHO_V4UYaULCsFeUCY2ztHSQbasZfikJOzFC3Od7-wwYQTQExx0HAhPF-24tVa7NH/s1600/netiquette+example.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="187" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKbRusKv0362hfc9roqqXcxeHH95UW5G5vFGKe8u-VzFH-5sJelhF-0kEF1QzVRAH48nkzFTOYGauBHO_V4UYaULCsFeUCY2ztHSQbasZfikJOzFC3Od7-wwYQTQExx0HAhPF-24tVa7NH/s400/netiquette+example.PNG" width="400" /></a></div> So I introduced Moodle to my 7th and 8th graders this week. You know you’re doing something right when kids login from home without even being asked to. You also know you’re onto something when students ask hopefully if we’re going to the computer lab to work on the Moodle today. Some highlights:<br />
<div class="separator" style="clear: both; text-align: center;"></div><br />
<ul><li>Most of the students who keep “forgetting” their permission slips suddenly remember when they see that <b>everybody else is engaged in something they can’t participate in</b>. </li>
</ul><ul><li>Having <b>the Start Button activities helps a lot</b>. Students enjoy adding information about themselves to their profiles, even though some are describing themselves in silly hyperbolic terms. </li>
</ul><br />
<ul><li>Having <b>written directions at the very start reduces “what are we doing” questions. </b> I respond, “What do the directions say?” “Directions? Oh, yeah…”<br />
</li>
<li>Some kids still want to be spoon-fed. “I can’t find …” Have to remember to turn these questions over to their peers. <br />
</li>
<li><b>Students really like adding pictures to their profiles.</b> Some kids are very savvy about finding and uploading pictures, while others have never done it. Uploading pictures isn’t required, but if kids want to do it, they are motivated to struggle with these new skills. <br />
</li>
<li><b>Facebook-like posting is typical</b> – lots of terrible spelling, punctuation, capitalization (see sample). I’m living with that for now so students can focus on learning to use this environment. Kids do best when they focus on one thing at a time. </li>
<li><br />
The second day, students post to a Vocabulary discussion. The two discussions (netiquette and vocabulary) give them <b>a chance to find the Reply button, and figure out what discussions look like. </b></li>
</ul><br />
<span style="font-size: large;"><b>Students are conversing with each other and having fun with it. Yes!!</b></span>Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com1tag:blogger.com,1999:blog-3105354090063124620.post-85544740288938267972011-09-12T05:58:00.002-04:002011-09-12T06:03:26.715-04:00Introducing Moodle to studentsMy strategy: <br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf-GHiluZV7pcI4OiMLfUi2cEU2nsQwk5fzVB6DUqZzt5q7P4HTVg_h5FyQ4eCAzjdzSE2bBn9HAa40XIhuHLL52Z5-5bRhG0eJlJW53KxXbgOj5fWOYFkgeBosFNanC4kIYP0EqBsBOjg/s1600/moodle+intro.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="205" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf-GHiluZV7pcI4OiMLfUi2cEU2nsQwk5fzVB6DUqZzt5q7P4HTVg_h5FyQ4eCAzjdzSE2bBn9HAa40XIhuHLL52Z5-5bRhG0eJlJW53KxXbgOj5fWOYFkgeBosFNanC4kIYP0EqBsBOjg/s320/moodle+intro.PNG" width="320" /></a></div><span id="goog_1997383171"></span><span id="goog_1997383172"></span><br />
<ol><li><b>Bulk enroll all my students</b>, See this <a href="http://adventuresonlineteaching.blogspot.com/2011/09/bulk-enrolling-moodle-users.html">post about bulk enrolling students.</a> <a href="http://adventuresonlineteaching.blogspot.com/2011/09/bulk-enrolling-moodle-users.html%20"></a></li>
<li><b>Set up groups within each class</b>, so that I can have discussions within groups that are subsets of the class, and thus<b> reduce the reading load for my students.</b> It’s so much easier to read and respond to 10 or so others – instead of 25 or even (gulp) 50. It took me last year to get a handle around groups, but now I’m comfortable with them and find them surprisingly easy to do. See this post about using groups. <a href="http://adventuresonlineteaching.blogspot.com/2011/01/choosing-group-discussion-format-in.html">http://adventuresonlineteaching.blogspot.com/2011/01/choosing-group-discussion-format-in.html</a></li>
<li><b>Once students have returned parent permission forms</b> (see <a href="http://www.scribd.com/doc/61853337/Permission-slip-Introduction-to-Moodle-for-Parents">http://www.scribd.com/doc/61853337/Permission-slip-Introduction-to-Moodle-for-Parents</a> ), I give them userid (same as the school userid) an initial password which they will change, and the link to the URL for them to click on. This minimizes “I forgot my userid” and keying in the wrong address. </li>
<li><b>Students can then add their email, information about interests in their profile, and an image</b> (they love to add a photo that is either of themselves or of a personal interest). Our Moodles are private, so students can use their real names and images. </li>
</ol><br />
Of course, there are always a few students who “forget” to bring in their permission forms, but I have tweaked that, too.<br />
<ul><li>Students are still required to do the work, but don’t get to participate directly in any of the discussions and other activities (something to motivate them to get their forms in). </li>
<li>It’s a bit of extra work for me to post the basic assignments on the class Edline page (our non-interactive class webpages which are accessible to parents and students), but there’s an upside there, too. </li>
<li>If kids forget their Moodle password, they can still do the assignments (so no excuses). </li>
<li>And parents can see the work we’re doing, which they like. </li>
</ul><br />
The next post is about the Start Button and the first work students do in the Moodle. Stay tuned.Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0tag:blogger.com,1999:blog-3105354090063124620.post-32476391729839316512011-09-11T08:21:00.001-04:002011-09-11T08:23:40.478-04:00Bulk enrolling Moodle users<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFClpntib02OQ9r_PLe8HB8Q1seb0L3RD-Dkjo6FRQ1NDGyA4oqGphAWSDDHdGcAES36pbfLxlpyq8jCaEbIoLfRoEj_PXwPl1_nrxrr8yZVU0DIQYqnXHBDrE7j6YtsoalGQVazsJCjVs/s1600/bulk+upload+example+moodle.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="87" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFClpntib02OQ9r_PLe8HB8Q1seb0L3RD-Dkjo6FRQ1NDGyA4oqGphAWSDDHdGcAES36pbfLxlpyq8jCaEbIoLfRoEj_PXwPl1_nrxrr8yZVU0DIQYqnXHBDrE7j6YtsoalGQVazsJCjVs/s320/bulk+upload+example+moodle.PNG" width="320" /></a></div>It used to take me hours and hours to bulk upload my users and set up groups. This year, it took less than an hour, even though I’ve expanded from 8th grade to include 7th grade students. Having done it already made it go so much faster this time. It does get easier!<br />
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I create a spreadsheet with the necessary fields (first name, last name, user name, password, email (I use a dummy email). I use the CONCATENANTE command in Excel to link the first and last names together to make the user name. This is also the same user name students use to login to school computers, so students have one less thing to remember. <br />
<i> “What’s my user name again?” </i><br />
<i> “Same as your login.” </i><br />
<i> “Oh, yeah!”</i><br />
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I start everyone with the same password, because they are all opening their accounts at the same time in the computer lab in front of me and must change to a new password at that time. If a student is absent, I change their password. If my students were working remotely, I would give each a unique password.<br />
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The host of my Moodle, Global Classroom, lets me use a dummy email, none@local, since many younger students don’t have personal emails. (Students can add their actual emails later.)<br />
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It’s easy enough to type in first and last names for each student. In the first record I use CONCATENATE to create the user name, then enter the password and fake email (see sample). Then I just copy the rest of the information down the spreadsheet. <br />
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After that, I save as a CSV file and upload; each Moodle installation seems to be a little different when it comes to uploading, so ask your Moodle administrator/host or use a little trial and error. Also check out <a href="http://docs.moodle.org/20/en/Upload_users">http://docs.moodle.org/20/en/Upload_users. </a><br />
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While many Moodle books and Moodle Docs will recommend that you have students enroll themselves in your courses, I don’t do that. <br />
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Why? Because I work with young adolescents who are absolutely stellar in their ability to ignore directions, plunge ahead, and then need individual assistance when they get derailed. It’s a lot easier to bulk upload students than to spend a frustrating period or three just getting kids enrolled. And then there is at least one wise guy in every class who deliberately “doesn’t get it” just to jerk the teacher’s chain. My job is to help kids who need help, but I do object to kids who play dumb as a deliberate game, and yes, I do have a few of those. <br />
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<b>Bulk enrolling students minimizes time spent getting kids started, so we get to the good stuff! </b><br />
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More on what this looks like in class next time.Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com2tag:blogger.com,1999:blog-3105354090063124620.post-36280269324492490032011-08-30T09:22:00.000-04:002011-08-30T09:22:35.158-04:00Enter nature!<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2Tp7_Gp9QCKvBITickXWu-B7-WMhL88UC3AbfNEs0zDj3Vrzg7Mwj7R-PcUWCg5uF1YGRxTEW2_hGC3lJu7k1JiCKY3XOSV_pM1IwclrdYGJ-3sU-eZTnMcT6Do3QiXzbmpS3SA7Z6Z1P/s1600/hurricane.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="314" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2Tp7_Gp9QCKvBITickXWu-B7-WMhL88UC3AbfNEs0zDj3Vrzg7Mwj7R-PcUWCg5uF1YGRxTEW2_hGC3lJu7k1JiCKY3XOSV_pM1IwclrdYGJ-3sU-eZTnMcT6Do3QiXzbmpS3SA7Z6Z1P/s320/hurricane.PNG" width="320" /></a></div> I was thinking, before Hurricane Irene blew through, that we could use the strategies for “hurricane days” that we have used for “snow days.” For snow days, we post assignments, links and resources on the class webpage, while letting students and parents know the assignments are there and that the work is expected. <br />
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I forgot that snow days don’t usually mess with electricity. Hurricanes do.<br />
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It’s Day 3 without electricity, with no end in sight. Hard to ask students to get on the internet to get access to school-work when they have no electricity to run their computer, and may also not have the DSL or cable or fiber optic cable or even telephone for their Internet service either. I have DSL at home, but a faulty generator, so can’t use it there. <br />
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I’m typing this sitting at McDonald’s using their wonderful free wifi, eating a hot breakfast. Thank you, McDonald’s! Given the number of downed trees that still haven’t been cleared, I don’t think I can expect parents to drive their kids to the local wifi spot for them. I teach at a private school, where kids come from roughly half of one state and even from an adjacent state. <br />
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The school doesn’t have power either – and we are discovering how hard it is to communicate the message “no school today” to people without phones, electricity, internet, TV – or even a portable radio. I was kind of hoping for school today – at least to have access to running water. (Those of us who live in the country get our water from wells – which are pumped with – you guessed it – electricity.)<br />
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Humbling, isn’t it? Mother Nature: 1, school: 0. We will have lots to write about though, once we get back. Fran Lohttp://www.blogger.com/profile/05972960432315889588noreply@blogger.com0