U N I V E R S I T Y
“What’s my grade in the class?” Do you get these emails frequently? By using Moodle’s Grade tool (this month’s Hybrid News focus), students will be able to view their grades and keep track of their standing in your class. A ques on o en asked by instructors is “They won’t see their classmates grades, correct?” and the answer is cor‐ rect—only their own. This should result in few, if any, inquiries from students about their grades. Sound appealing? By clicking on “Grades” (under the Administra on block), Moodle allows the instructor to enter grades into a spreadsheet format. It
accommodates instructors who calculate grades using total points or who use a weighted grade scale. Tired of having spreadsheets that go on and on? By using categories, it allows instructors to be er organize their grade book , allowing them to easily collapse those categories. This can greatly reduce the spreadsheet width. Communica ng to students how well they’re doing in your class via Moodle’s grade book is February’s best prac ce.
Teaching Circle Update
The Hybrid Teaching Circle began 2012 with a mee ng at noon on January 25 and a lively discussion on several topics. First, Kris n presented us with an opportunity to partake in a Magna Online Seminar en tled “Ten Ways to Improve Blended Course Design” on March 6 between 1:00 and 2:30 in the Faculty Technology Center—212 Library. Joan will be sending out more infor‐ ma on to all faculty on this which is par cularly useful for those in‐ structors trying to improve their blended course design. As a com‐ mi ee, we would like to take a closer look at this webinar during our mee ngs a er spring break.
A endance ‐ This is a new tool in Moodle. See how (2:05) to add it
We also decided to look at a few ar cles from the Online Cl@ssroom and discuss them at our next mee ng. Specifically: Instructor Characteris cs That Aﬀect Online Student Success Don’t Think Teaching Online is Right for You? Think Again! When You’re Down and Out – Recharging and Remo va ng the Online Instructor Time was spent in a discussion of “storytelling” and how eﬀec vely this teaching technique works in the classroom. Faculty who share their personal stories or re‐tell an event from a par cular perspec ve, find that students take away much more from the class when they can see key concepts applied in real life situa ons. How do we bring storytell‐ ing and emo ons to the online classroom? Finally, we looked at the concept of “Techno‐stress” – which we deal with as we are all connected to our electronic devices and the mely demands they put on us. Are we really available to our students 24/7 instead of the tradi onal 8‐10 oﬃce hours we keep each week? How are communica on expecta ons diﬀerent today than they were sever‐ al years ago? What does this mean in terms of student responsibility? The next mee ng of the Hybrid Teaching Circle is Wednesday, February 15, at noon in CBH 211. All are welcome! Alice Griswold - Associate Professor of Business
to your Moodle course.
Why can’t I see my uploaded, edited file? If a er uploading an edit‐ ed file (kept the same file name) and the “old” one s ll displays, clear your recent browser history/cache to no ce the change. (Tools > Clear Recent History)
Blocks (Note: Edi ng must be on to do the following:) ‐Dele ng: Remove unwanted blocks (i.e. Upcoming Events, Latest news) on your Moodle course page by clicking on the red x. ‐ Collapsing & Moving: Double‐click the tle bar to collapse; to rear‐ range blocks, click and drag the block tle bar to its new posi on. ‐Adding: Did you know there’s a Quickmail block? It’s an easy and conven‐ ient way to quickly email your students. Find “Blocks” from the “Add” menus, select “Quickmail v2.5”.
For those who would like to use it, we’ve added Turni n, the leading plagiarism detec on tool to Moodle. The only diﬀerence you will no ce in Moodle is that you now have a choice when adding ac vi es to create a Turni n Assign‐ ment.
Turni n’s demo on their web site does a good job explaining and showing all of the features of Turni n. Peermark is currently una‐ vailable at Clarke
Clarke‐specific video on how to create a Turni n an assignment in Moodle.
U N I V E R S I T Y
Kaltea, R., Garnham, C., and Aycock, A. (2005). Hybrid courses: Obstacles and soluƟons for faculty and students. 19th Annual Conference on Distance Teaching and Learning: University of Wisconsin Extension. In this conference paper, presented to the 19th Annual Confer‐ ence on Distance Educa on, Kaleta, Garnham, and Aycock (2005) iden fy and address various obstacles encountered by faculty and students in the hybrid learning format. Topics include course design, instruc on, student expecta ons, and student engage‐ ment. Readers are introduced to common mistakes such as the “course and a half” syndrome, lack “…faculty and students of focus on integra ng in‐ and out‐of must set aside tradi onal ‐class components, and avoiding thinking in the overes ma on of what may be ac‐ hybrid experience.” complished in the me allo ed. The authors suggest in their findings that both faculty and stu‐ dents must set aside tradi onal thinking in the hybrid experi‐ ence. They oﬀer a number of recommenda ons for overcoming the iden fied obstacles as oﬀered by experienced hybrid instruc‐ tors from a variety of higher educa on se ngs. Lim, D.H. and Morris, M.L. (2009). Learner and instruc onal factors influencing learning outcomes within a blended learning environment. Educa onal Technology & Society, 12 (4), 282–293. Lim and Morris conducted a mixed‐methodology study that fo‐ cused on the eﬀect of learner and instruc onal variables on learning outcomes in a hybrid learning environment. Examining demographic data, previous experience with distance educa on, delivery style preferences, and average study me, it was discov‐ ered that each of these factors contributed to student learning success. The study focused on a “…relevant and applicable single course delivered in a univer‐ learning experiences…most significantly [impact] learner sity se ng over the course of two years. Quan ta ve analysis stud‐ outcomes.” ied test scores and percep ons of learning applica on and instruc onal quality. Qualita ve analy‐ sis solicited responses to open ended ques ons regarding rea‐ sons that promote or hinder learning and applica on of knowledge. Among the variables considered, the researchers concluded that individual learning diﬀerences and maximizing student learning through relevant and applicable learning experi‐ ences were the two factors that most significantly impacted learner outcomes.
Amanda Matson Math Dept.
Do you grade by total points? Do you go by percentages? How do you feel about extra credit or dropping the two lowest quiz scores? Both Moodle and Excel have systems in place for han‐ dling all of these. Plan ahead; sketch out a rough idea of what you want your grading system to entail. Contact the Moodle Help Team describing (with examples) your personal grading system. I am a fan of the category system in Moodle; I have categories for every major part of the final grade. I like using Moodle Student1 and Moodle Student2 as my guinea pigs for tes ng; I assign them grades I like and make sure that their total grade is what I think it should be. Twice a semester, I back up my gradebook to Excel just to have a copy on my hard drive. Remember, this technology is here to help you; use it. For more informaƟon see this wiki: h p://moodle.clarke.edu/mod/wiki/view.php?id=56735&page=Gradebook+Tips+and+Tricks. While it is s ll under construc on, it has some great ps and tricks!
Moodle Support Update
Meet our new hire!
I am Paula Clough, the new E‐Learning Support Spe‐ cialist. I will be working part me with Jordan DeGroot to help students, faculty and staﬀ with technology issues. I have been a technology enthusiast for many years helping teachers and students in the school dis‐ trict I worked for. The last four years I was the Educa onal Tech‐ nology Coordinator for a district in southeastern Arizona. My love for technology in the classroom drove me to help get a Moodle server up and running in our district. I also taught online and face‐to‐face courses for our local community college and a local program from Arizona State University at various mes. I am very excited and happy to be a part of the Clarke family and am looking forward to mee ng all of you. New! A er you log into Moodle, a Need help? link can be found under “Quick Links”. While the help desk is s ll the main point of contact, Jordan and Paula are here to give face‐to‐face help, ex‐ tending evening and weekend hours for support. Help hours.
Contributors: Alice Griswold, Amanda Matson, Kate Hendel, Sco Schneider, Pat Maddux, Sherri Post, Jordan DeGroot:,
For those who would like to use it, we’ve added Turnin, the leading plagiarism detecon tool to Moodle. The only diﬀerence you will noce in M...