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HAL 9000, the computer from the movie '2001: A Space Odyssey'
"It can only be
attributable to
human error."

When I started working in CAT+FD, way back in 2015, faculty who were interested in attending one of our workshops would send an email saying they were interested in attending that workshop. It was not a particular efficient system, as someone had to regularly check the CAT Box (our name for that email account) and update the list of attendees. As many people know, I'm a big fan of automation: any system that can be set up to work on its own, should be set up to work on its own. It saves time and cuts down on mistakes. So, I started playing with Google Forms and Google Sheets, and by the end of that first year, I'd built a system that let people register and that created an always up-to-date list of attendees for each of our upcoming workshops without the need for anyone in the CAT+FD office to do anything.

That system has worked (I think) pretty well for the past five years. There have been a few hiccups along the way, as there usually are with an automated system, but those were few and far between. Since its launch, we've had over 2,000 registrations recorded through the system. (No, we don't keep any records of those registrations.) When, in March 2019, we had to rapidly pivot to fully online workshops, changing the system required only a few small changes.

This summer when we learned that Xavier faculty and staff would be migrated from G-Suite to Microsoft 365, we knew that was the end of our hombrewed system. Even though we've been told that all of the documents in our Google Drives will be converted for us to the corresponding Microsoft application, the system itself is heavily dependent upon functions that only work in Google. Transferring the system to Microsoft would require starting mostly from scratch.

Fortunately, our friends and colleagues in the Library have given us space on their LibCal account, which includes its own events management system. Although it works in much the same way, it does look different in many ways. And it also offers a few new features that we think will be very useful. If you take a look at the CAT+FD home page, you won't notice much of a difference: we're still listing the next few events with links to more information. Likewise, our full events page, which lists all of our upcoming events, doesn't look all that much differece. And again, our weekly email won't look all that different either. However, when you click on the link for any event from those sources to get more information or to register for the event, things will start to look different.

A screen capture of the information page for an event listed in LibCal.
The pages for each of our events are where you will see the main difference with this system.

As you can see above, this screen is very different from what you might be used to, and this blog post is mostly just to prepare you for that change. In addition to the different visuals, please note that you can now print the information about an event, save an event to your calendar, or post about an event to social media (We'd love it if you did that! Be sure to tag us @xulacat if you do!). We've also been able to add categories to our workshops, which will help us keep things more organized and may help you identify workshops that interest you. For example, if you wanted to just see a list of our upcoming #LEX Advanced workshops, you can do that now.

Another change is how the registration process works and the format of our workshops, but I will save that for another blog post.

female students looking at a laptop screen

In a recent Inside Higher Ed blog post, Steven Mintz discusses lessons learned from the pandemic about effective teaching. His lessons learned are:

  • Teaching online is tough work.
  • It’s easy for online students to disengage, self-isolate and fall off track.
  • Social and emotional issues are as important as course content.
  • Coverage and pacing pose a big challenge.

Steven goes on to list eight ethical issues around online learning that will persist after the pandemic. Those ethical issues are:

  1. Equity: How to ensure that every student has an equal opportunity to learn and to fully participate in our online courses.
  2. Learner diversity: How to address the special challenges that e-learning poses.
  3. Support: How to ensure that students have the ready access to the academic, technological, mental health and other supports that they need to succeed.
  4. Feedback and responsiveness: Making sure that students receive the guidance and feedback they need to succeed academically.
  5. Privacy: How to ensure that students’ right to privacy is protected.
  6. Netiquette: How to ensure that all participants in the class behave in a civil, respectful manner.
  7. Assessment: How to maintain academic integrity in an online environment.
  8. Intellectual property: What rules should govern respect for copyright in online classes.

If you are interested in Steven’s strategies for addressing these ethical issues, read his What the Pandemic Should Have Taught Us about Effective Teaching blog post.

Image credit: #WOCinTech Chat / CC BY 2.0

hand holding pencil over a bubble answer sheet with some answers bubbled in

Traditional testing relies on multiple choice, true/false, and written response type questions. In authentic assessments, students apply concepts to real world situations by completing meaningful task-based assessments. This type of assessment engages a variety of skills and effectively measures higher levels of learning than traditional assessment.

Authentic assessments are widely viewed as pedagogically superior, yet multiple-choice assessments are often preferable to instructors and students alike.

In an Inside Higher Ed opinion piece, Eric Loepp challenges instructors to rethink the premise that multiple-choice questions cannot meet the standards of authentic assessment. He argues that there are situations where higher-order multiple-choice questions can be used for assessment. If this has piqued your interest, you can read more in his “The Benefits of Higher-Order Multiple-Choice Tests” opinion piece for more information.

Image credit: Exam by Alberto G. licensed under CC BY 2.0

student with hands on laptop keyboard receiving instruction from another individual

In a recent Inside Higher Ed blog post, Steven Mintz discusses lessons learned from the pandemic about effective teaching. His lessons learned are:

  • Teaching online is tough work.
  • It’s easy for online students to disengage, self-isolate and fall off track.
  • Social and emotional issues are as important as course content.
  • Coverage and pacing pose a big challenge.

Steven goes on to list eight ethical issues around online learning that will persist after the pandemic. Those ethical issues are:

  1. Equity: How to ensure that every student has an equal opportunity to learn and to fully participate in our online courses.
  2. Learner diversity: How to address the special challenges that e-learning poses.
  3. Support: How to ensure that students have the ready access to the academic, technological, mental health and other supports that they need to succeed.
  4. Feedback and responsiveness: Making sure that students receive the guidance and feedback they need to succeed academically.
  5. Privacy: How to ensure that students’ right to privacy is protected.
  6. Netiquette: How to ensure that all participants in the class behave in a civil, respectful manner.
  7. Assessment: How to maintain academic integrity in an online environment.
  8. Intellectual property: What rules should govern respect for copyright in online classes.

If you are interested in Steven’s strategies for addressing these ethical issues, read his What the Pandemic Should Have Taught Us about Effective Teaching blog post.

Image credit: #WOCinTech Chat / CC BY 2.0

African American using laptop and mobile phone at the same time

James M. Lang has written a series of articles for the Chronicle of Higher Education on distraction and attention in higher education. The articles draw from his new book, Distracted: Why Students Can’t Focus and What You Can Do About It. In his book he makes a compelling argument that rather than thinking about how to ban distractions you should focus on creating learning environments that support and sustain attention. If this has piqued your interest, you can find his series of articles on distracted minds at these links:

Photo Credit: #WOCinTech Chat / CC BY 2.0

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How & Why to Humanize Your Online Class

African American using laptop and mobile phone at the same time

James M. Lang has written a series of articles for the Chronicle of Higher Education on distraction and attention in higher education. The articles draw from his new book, Distracted: Why Students Can’t Focus and What You Can Do About It. In his book he makes a compelling argument that rather than thinking about how to ban distractions you should focus on creating learning environments that support and sustain attention. If this has piqued your interest, you can find his series of articles on distracted minds at these links:

Photo Credit: #WOCinTech Chat / CC BY 2.0

I find that attending a teaching conference is a great way to get inspiration and new ideas, especially at the beginning of a semester (and a new year and a new decade). And this year we have one right in our own backyard!

The Center for Engaged Learning & Teaching (CELT) at Tulane has a similar mission as CAT+FD, and we support each other when possible. Plus, registration is free!

According to conference chair, Mallory Monaco Caterine, the 2020 Sparking Success Faculty Development Conference is shaping up to be a great event--with already over 150 faculty from around the New Orleans area signed up to collaborate and learn together. The more, the merrier! I know it falls during our registration, but Jay Todd and I are presenting, and we'd love to see you there!

 

This year's theme is Designing Equitable Foundations for Open Knowledge. Xavier has events for faculty, staff and students all week. Please refer to the schedule for more information.  RSVP for Wednesday's Faculty Lecture:  knichola@xula.edu.

Open Access Week Schedule

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This summer, I'm on the verge of accomplishing something I've never accomplished before: having all my classes completely planned and plugged into the LMS before the semester even begins. ...continue reading "How Do You Know When Your Course Is Ready?"