Workflow control, guidance, or punishment?

Yes, I’m practicing using the Oxford comma. But I’m also practicing guided pathways for student work.

In the LMS, you can restrict access to one assignment until another assignment has been done.

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Having completed well-designed Learning Units to prepare students for their writing assignments, I added them to all my classes. Then I made the writing assignment unavailable until they took the Learning Unit. I was nice, demanding only a score of 1% before they could submit it and access the writing assignment — I just wanted to be sure they opened it and went through it, practicing the skills they’d need with instant feedback.google-chromescreensnapz002

Having done that, I waited for next semester. But it kept eating at me. Why was I insisting they do this task before another, forcing them to do it, forcing them into what I was sure would be the last-minute opening of a writing assignment due that night, and the angst when they realized they couldn’t just write it and get it over with?

It seemed to violate my willingness to let them fail.

Fact is, when I started developing these units this semester, I posted a few as extra credit, just to see if they helped the writing. Why wouldn’t a student do the unit for extra credit, especially if it was designed to help them get a better score on the assignment. Yet 2/3 didn’t do it.

So I should force them? To what end? Better assignments? Doesn’t seem likely. Because not all of them care about feedback, or about their grade, or about doing well. Those who do will do the unit anyway. Those who don’t will be mad, or frustrated, or annoyed. Not good for getting work done. It feels…punitive. Rush your work in my class, will you? Well here — splat — take that!

So I went back and removed all restrictions, and replaced them with a request. The writing assignmets now say “please do the Learning Unit first!” That’s it. Asking nicely. Feels more respectful of all their needs, not just the need to do good work. We’ll see what happens.

Perils of the OEI Rubric

As you may know, our campus is going over to Canvas from a two-LMS system (Blackboard in house, Moodle outsourced). I have, of course, deep concerns about Canvas as an LMS. But it isn’t just Canvas. It is Canvas sponsored by the state of California through their Online Education Initiative. Back in April, I commented on that arrangement. While I have discussed at my college how it’s being implemented, I haven’t posted on it yet.

Although not required at this time for the colleges adopting the free state-sponsored Canvas, there is a rubric and a review team for any course that will be offered on the “exchange”. The ultimate goal is to have any California community college online class count for credit at any other, a goal I have supported since, oh, 1998.

The 2015 rubric is hereoeichunked, and has been implemented fiercely. I have already spoken with faculty who have been told that the materials they set up for sound pedagogical reasons will not do — they must be changed to provide students simpler, clearer pathways and simple downloadable materials. The intent is clearly to reduce the complexity of all online classes in order for them to be seen as “excellent” by OEI.

Complexity, of course, may be a pedagogical goal in itself. Pathways to learning are not always in straight lines, either in education or in the working world. Exploration may need to be encouraged. Perhaps the instructor doesn’t want to provide too much guidance, in order to force discovery.

In some cases cognitive dissonance is being confused with cognitive overload. If a student has to click around to find something, this may cause some frustration but it may also created learning. Learning is not clean – it is messy.

Having gotten some pushback, OEI is now revising that rubric. But it isn’t really any better. Here is my annotation of that rubric (my comments are in the right-hand column). At this point, they seem to be only taking internal feedback, so all I can really do is post it here.

Some faculty are going ahead and doing whatever they want, and their dedication to offering their course on the exchange is admirable. Enforced pedagogy, however, is not my style.

Bad tech – no donut

I normally offer students the chance to do revisions of assignments, but I won’t be able to do it anymore because Canvas makes it too difficult to grade individual items in a forum.

And really, the reason I have to grade so many revisions is that students don’t read the instructions carefully.

So I figure, hey, we spend so much time on how to display content online. How about concentrating on teaching them how to do process, how to demonstrate the skills in our student learning outcomes?

I do this some. I have several videos and tutorials on how to create historical themes. But that’s for the last few weeks of the class, as they head toward the final essay. I don’t have tutorials for how to create the writing assignments or post a source. Instead, I have instructions. And checklists. Lots of writing. They don’t read them. They just do the work they think they’re supposed to do, post it, get it graded by me, then re-do it.

So I’m thinking, interactive trails through the skills. Like a Moodle branched lessons, only for Canvas. Canvas’ advantage (there is one! this may be the only one!) is that you can block something (like an assignment) until they’ve done something else first (like a tutorial). Adaptive release. So let’s use that. I’ll make tutorials they have to do first, before they post.

I started with hp5, because I want something that’s on my server, not someone else’s. (Those who got burned painstakingly making interactive videos on Zaption know what I’m taking about.) I also didn’t want to make a bunch of Canvas-dependent page-quiz-page modules that won’t move from semester to semester. But hp5 only works in Drupal, Moodle (sniff), or WordPress.

I create a new WordPress blog, with the five minute setup. Set up my database and frantically search around for my db username. Install the hp5 plugin. Try to install the libraries for all the cool things h5p can do, but it told me I exceeded the max upload size. Oh, gosh, php.ini. Where did I put that thing? Doesn’t it go in wp-content? No…wp-admin. How many php.ini’s does it take to screw in a lightbulb? OK, got it. Uploaded libraries.

I open Interactive Video. I find the YouTube video I made for the start of class, and put that in. I create some little interactive things. OK so far.

So now it’s in a WordPress post. How to get it into Canvas? Try embed code on a page. Nope, it strips the Javascript, of course (according to h5p, I’d need to put it in the global javascript, but of course I don’t have that kind of access to the Canvas install).

Try as a link inside a module. It opens the thing really huge and you can’t resize it (that Javascript was for resizing, of course) or find the button because it’s below the screen space. Embed it in my own webpage with a set iframe size, then link to the page inside Canvas. Ugly. Makes you go all external.

Try making my own webpage SSL to make it stay inside the Canvas shell. No go. Shows a blank page no matter what. Even without the Javascript.

So after five hours, I’m at a dead end, because hp5, WordPress, SSL and Canvas won’t play nicely together.