A common question in online learning is “How do we keep students from cheating in online exams?” A shift from traditional means of assessment (quizzes, tests, exams) to authentic and alternative assessments is critical in virtual settings.
If faculty try to assess their students the same way they did in a face-to-face setting, they will most likely find themselves frustrated, as well as frustrating their students.
In a recent Faculty Focus article, Laura McLaughlin, EdD, and Joanne Ricevuto, EdD, provided some recommendations to improve the use of assessments in virtual environments and decrease concerns regarding cheating. Their recommendations are:
Allow choice in assessments: Let students decide how they will demonstrate their learning.
Authentic and stackable assessments: Students should be told why they are assigned a particular assessment, and why it is relevant to their learning.
Trust students: Provide alternative assessments (not quizzes and tests) where the concern of cheating is off the table.
Frequent feedback and communication: Provide feedback that helps learners improve their learning.
Teaching in a virtual environment creates an opportunity to rethink your practices, try something new, and embrace deeper and more engaging ways of assessing students without using lockdown browsers or worrying about students cheating.
Did you miss our (Re)Thinking Exams workshop? If you want to learn about ways you can challenge your students to demonstrate what they've learned while teaching in an online environment, watch this (Re)Thinking Exams workshop recording. In this workshop, Dr. Elizabeth Yost Hammer and Dr. Jay Todd discussed and demonstrated ways that focused active learning activities can be used in place of more traditional methods of assessment like quizzes and tests.
The sudden shift to remote learning has led to concerns about new opportunities for students to engage in unauthorized shortcuts. Last spring, three academic integrity and STEM professionals from the University of Maryland Global Campus, a primarily online institution, shared research on academic integrity in online courses, strategies for promoting integrity in remote learning environments, and examples of how content learning is achieved in any setting designed for online education. ICYMI, here's a link to the Proactive Approaches for Academic Integrity in Remote and Online Learning workshop recording.
Image credit: image by mohamed_hassan from Pixabay
Many faculty are teaching remotely as a result of the pandemic. One topic related to teaching remotely that comes up often is student engagement during Zoom class meetings. Instructors who meet their students synchronously through Zoom want to know that the students are paying attention and are engaged during the class session. Some instructors feel that for student engagement in a synchronous class they should force the students to turn their cameras on during the class meetings. This article by Karen Costa, a Faculty Development Facilitator, explains why it is a really bad idea to force students to turn their cameras on from a trauma-awareness and equity perspective.
Are you looking for ideas for student engagement in Zoom sessions that do not require you to force your students to turn their cameras on? In an article posted on LinkedIn, Karen Costa provides some practical strategies that can help you to engage your students in a Zoom session. A few of her strategies are:
Encourage students to use non-verbal feedback including raise/lower virtual hand, answer yes/no to questions, speed up/slow down, and emoji reactions (clapping hands, thumbs up).
Ask informal questions throughout the session and encourage students to use the chat to engage with you and their peers.
Use formal and/or informal polls.
Embrace the pause. Pause during the class session to give students time to think and answer.
Invite students to share out via audio and or audio/video in addition to answering in the chat.
Teach students how to be on-camera in a Zoom session (e.g., lighting, background, virtual background, mute/unmute microphone).
Normalize the fear of being on-camera.
Try using breakout rooms.
Make the chat the heart of your session.
Set the tone for engagement from moment one.
If this has piqued your interest, you can read more about these strategies in Karen’s Making Shapes in Zoom article.
Also, we have Zoom how-to resources on our CAT FooD blog. You can find links for the Zoom how-to resources here:
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:
In a Faculty Focus article, Dr. Linda Shadiow and Dr. Maryellen Weimer suggested using end-of-semester evaluations to get information from your students that can help you develop your teaching persona (the slice of your identity that constitutes the “public teaching self.”)
Your teaching persona should be created from a series of choices made with the aim of enhancing student learning. In the article Drs. Shadiow and Weimer write,
By the end of a semester, we have a sense of how a course went and what activities and actions supported student learning. But through some painful experiences we’ve learned that sometimes what we thought happened was contradicted by what students experienced.
Getting a “learner-sighted” view of the course-experience can add to your understanding of the learning environment, including aspects of your teaching persona that have framed it.
The authors suggest you begin by telling students that you’re asking questions only they can answer. Explain that this is feedback that can help you become a teacher who helps students learn more effectively. Here is their sample note that introduces students to the concept of evaluating the course experience and some examples of sentence stems that can yield useful information:
Your insights into your learning in this course can help me see our course from your side of the desk. Please respond to any three of the statements below (more if you’d like). Submit these anonymously; I will use them as I plan for my courses next semester.
In this course …
it most helped my learning of the content when…because…
it would have helped my learning of the content if…because…
the assignment that contributed the most to my learning was… because…
the reading that contributed the most to my learning was… because…
the kinds of homework problems that contributed most to my learning were…because…
the approach I took to my own learning that contributed the most for me was…because…
the biggest obstacle for me in my learning the material was… because…
a resource I know about that you might consider using is…because…
I was most willing to take risks with learning new material when… because…
during the first day, I remember thinking…because…
what I think I will remember five years from now is…because…
What are good ways to gain insights from student feedback? Put some distance between the course and the feedback. It’s particularly beneficial to review the feedback when selecting course materials, developing assignments, and constructing the syllabus for the next semester. Another option is to have a colleague compile the results and return them to you prior to planning for the next semester.
Additionally, Brightspace has a survey tool that allows you to get anonymous feedback from your students. You can get more information about using Brightspace surveys in my Get Feedback from your Students tip.
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:
A common assignment given in an online class is for students to participate in a discussion forum. Many online discussions forums are setup so that students are asked to respond to a prompt and reply to posts from their classmates. The discussions are likely to be underwhelming if the discussion forum is not setup to encourage substantive discussions.
When planning and facilitating quality online discussions, you should provide:
Discussion prompts that encourage student engagement
Clear/specific instructions and expectations
Specific/descriptive grading criteria
Strategic feedback
The Association of College and University Educators (ACUE) developed a set of resources to help instructors teach effectively, whether in an on-campus classroom or in a virtual learning environment. Online Teaching Toolkit has resources and recommendations that can be immediately put to use by instructors, to benefit both faculty and their students. ACUE’s Plan and Facilitate Effective Discussions resource, which is a part of the toolkit, has recommendations for a general rubric for discussion forums, reflection activity, and discussion feedback that you may find helpful.
In a recent Quality Matters (QM) Success Story Webinar, Lisa Kidder and Mark Cooper shared a resource that has suggestions for Alternative Discussion Structures. The resource includes specific learner instructions and grading criteria for each alternative discussion format. Some of the alternative discussion formats in the resource are reflections, case studies, timeline collaborations, student facilitation, small group/share, video analysis, in the news, and debates. The resource explains where the connection to QM Specific Review Standards and Universal Design for Learning (UDL) Guidelines for the discussion formats are.
Many faculty find themselves teaching remotely because of the pandemic. One topic related to remote teaching that comes up often is student engagement during Zoom class meetings. Instructors who meet their students synchronously through Zoom want to know that the students are paying attention and are engaged during the class session. Some instructors feel that for student engagement in a synchronous class they should force the students to turn their cameras on during the class meetings. This article by Karen Costa, a Faculty Development Facilitator, explains why it is a really bad idea to force students to turn their cameras on from a trauma-awareness and equity perspective.
Are you looking for ideas for student engagement in Zoom sessions that do not require you to force your students to turn their cameras on? In an article posted on LinkedIn, Karen Costa provides some practical strategies that can help you to engage your students in a Zoom session. A few of her strategies are:
Encourage students to use non-verbal feedback including raise/lower virtual hand, answer yes/no to questions, speed up/slow down, and emoji reactions (clapping hands, thumbs up).
Ask informal questions throughout the session and encourage students to use the chat to engage with you and their peers.
Use formal and/or informal polls.
Embrace the pause. Pause during the class session to give students time to think and answer.
Invite students to share out via audio and or audio/video in addition to answering in the chat.
Teach students how to be on-camera in a Zoom session (e.g., lighting, background, virtual background, mute/unmute microphone).
Normalize the fear of being on-camera.
Try using breakout rooms.
Make the chat the heart of your session.
Set the tone for engagement from moment one.
If this has piqued your interest, you can read more about these strategies in Karen’s Making Shapes in Zoom article.
Also, we have Zoom how-to resources on our CAT FooD blog. You can find links for the Zoom how-to resources here:
Gamification is making a boring process interesting by using fun elements from games. Gamification is not the same as playing a game. Educators have been using gamification even before there was an official term for it.
The craft of deriving fun and engaging elements found typically in games and thoughtfully applying them to real-world or productive activities.
Why Use Gamification?
Clearly gamification is a motivation tool. So why would you take the time to set-up a gamification component to your courses? In an LearnDash blog post Justin Ferriman lists some benefits of gamification to consider. Those benefits are:
Provides Instant Feedback – Learners receive instant feedback on their understanding of the course content. This instant feedback highlights what they need to spend more time reviewing.
Prompts Change in Behavior – The ability to earn points and badges reinforces certain behaviors. Cashing in the points and badges for something tangible or real makes this even more true.
Better Learning Experience – Gamifiying a course offers the opportunity for learners to engage with the content in various ways.
Safe To Fail – Gamification can incorporate the “loss” of a reward instead of earning a reward. Making it safe for learners to fail and to learn from their mistakes.
What is considered as fun in games?
Winning or beating an opponent is an obvious answer. However, pleasure is also derived from activities such as:
problem-solving
exploring
creating
imagining
collecting
role-playing
collaborating
simply chilling out
What gaming elements can be used in the learning process?
Gamification strategies include elements such as gamifying grading, incentivizing students with rewards and adding competitive elements such as leaderboards. From the non-exhaustive list of gaming components and mechanics, here are a few from a Bright Classroom Ideas blog post by Savas Savides, which can be particularly useful to educators:
Narrative - Nothing can beat a well-told captivating story, whether you are a child or an adult. Text, audio, video, cartoon, they all have the same denominator: a storyline.
Progression - Learners need to know they are acquiring skills and getting better. Student portfolios and ‘can-do’ statements help them reflect on their own learning.
Challenges - Tasks should be easy enough to tackle, but hard enough to challenge and motivate. And, following the previous point on progression, they should have a gradually rising level of difficulty.
Competition - Motivates students to perform better. Through competition, students not only do what is required to accomplish the required goals, but also do the best they can do. Competition allows the students to come forward with better ideas and clearly highlight their skills in front of their teacher and classmates. Competition is closely linked to rewards.
Cooperation - Apart from competing against each other, students also like working together. Never miss an opportunity to form pairs or groups to work on a project. It is more fun than working alone.
Rewards - With tangible rewards there is always the danger that they may substitute for the intrinsic motivation. It is better to use intangible rewards (e.g. points). Remember that the game is ultimately its own reward.
Win States - When the outcome is a winner.
Achievements - Create tangible things that serve as proof of student achievement. They can be certificates, posters, photos, videos etc.
Badges - Another tangible proof of individual achievement. They can be stickers, stamps, even your own drawings on the board.
Leaderboards - A classification of all learners-participants according to their performance. A really powerful motivational tool.
Points - Instant intangible rewards that help create leaderboards.
Teams - Either working with each other in a team or cooperating to beat another team, students can overcome shyness and benefit immensely.
A well-designed gamified course can grab and keep students’ attention, improve students’ knowledge retention, and improve students’ overall success in the course. Gamification may not suit everyone. But for those who use it, the benefits of gamification can be substantial.
For more information on gamification, check out these resources:
Anyone who has spoken with me in the past month knows that I am not a fan of synchronous remote teaching. Beyond the basic belief that teaching in the classroom and teaching online are two radically different pedagogies (in other words, A ≠ B (in other words, "You can't fit a square peg into a round hole")), there is the greater problem of imposed pedagogy -- requiring faculty to teach in a specific way rather than empowering them to teach in the way they think best. Moreover, the use of Zoom and other teleconferencing systems as a means of achieving that required synchrony have raised other concerns, such as the unfortunately named zoombombing, wherein bad actors disrupt the virtual classroom, often with hate speech, and the as yet unnamed problem of invading our students privacy.
Despite all that, I have done my best to follow the expectation to meet online with my classes according to the original class schedule, and to be honest, many of those meetings have not gone well, in part because getting students to engage in a large-group synchronous discussion online is even more difficult than getting them to do so in person. I find they are more willing to do small group discussions, using Zoom's Breakout Rooms function (here's a quick tutorial on setting up Breakout Rooms), but I have learned over the years that while consistency in teaching is good, redundancy in teaching is not good. So, I've been trying to find ways to run my classes that give them work that both challenges them but that keeps them connected to the actual class.
One of the classes I'm teaching this semester is called Dystopias, Real & Imagined (I think I deserve some kind of award for that level of prescience, to be honest), so for the past six weeks, I've been able to do a lot more just-in-time teaching than I had anticipated. Last weekend, I came across a video interview with Edward Snowden talking about the risks to civil liberties that come with the COVID-19 pandemic. Under normal circumstances, I would have posted the link to Brightspace and told the students to watch it on their own before Thursday's class, since under those normal circumstances, I don't like using class time to deliver content. Given our current circumstances, I thought about using Zoom's screen sharing function to watch the video together during class, but I've seen other people try this, and the video usually ends up being unwatchable (choppy audio and such).
So I did what I often find myself doing and borrowed an idea from my wife, who teaches high school English. Since going remote at her school, she has been using EdPuzzle, a site that lets you create assignments by embedding videos and inserting questions and commentary at specific points during the video. While this can be used to simply test understanding/attention (by asking a simple multiple choice question about something that was just said in the video), they can also be used to encourage/demonstrate critical thinking and to prepare students for a post-video discussion.
Active Listening
At one point in the video, Snowden starts to talk about the expanded surveillance powers the federal government gave itself after 9/11. Before he does so, I inserted a multiple choice question that asked students when they thought those emergency powers were retracted. After they answered the question, the video resumed, and Snowden gave them the correct answer. (Take a look at the screen shot below for the answer.)
A question like this one about the Patriot Act prompts students to speculate on what is about to be discussed in the video. Prediction is a key function of active learning.Making personal connections to course content is another important aspect of critical thinking.
At another point, Snowden explains how our cellphones are being used to analyze social distancing at the local level. Here I paused the video and gave the students a more complex task by asking them to use Unacast's Social Distancing Scoreboard, a site that uses the data Snowden discusses in the video, to look up the county in which they are currently living. Although the text box seems small, it expands with whatever the students type. A few of my students wrote short essays on why they think their home counties are getting such bad grades for social distancing.
One of the best functions of EdPuzzle is that you can prevent students from skipping ahead or even going backwards, so in order to answer these questions, they had to watch the entire 22-minute video. While this is a useful way to monitor student engagement, it's also, I think a way to make the task more transparent -- the system makes it impossible for the student to misunderstand what is being asked of them. Moreover, EdPuzzle tracks everything they do with the video -- when they started it, how much of it they watched. For the MC questions, EdPuzzle will automatically grade them; whereas for the open-ended questions, I went through after class and read each one and awarded the points.
To be honest, I was hesitant to use this. The interface for EdPuzzle is clearly designed for grade school teachers, as are many of the settings (EdPuzzle integrates very well with Google Classroom, but not at all with Brightspace). Also, sometimes my students get frustrated with my attempts to trick them into learning more actively. Two things convinced me I was wrong to worry though. First, about a third of my students, without any prompting, told me how much they enjoyed this activity.
this is a really cool activity
Second, once everyone was done with the video (after probably about 40 minutes, since some wrote really long answers), we had the best discussion we've had since going remote. Both these things really moved me. I don't know about you, but this past week, the students have really seemed to sink deeper into the malaise they've been in since going remote. They've been a lot less engaged, so it was great to see that must natural positivity coming through the screen.
A common assignment given in an online class is for students to participate in a discussion forum. Most discussion forums are setup so that students are asked to respond to a prompt and reply to posts from their classmates. Do you want to setup your online discussion forums to encourage substantive discussions among your students?
In a recent Inside Higher Ed blog post, Dr. Steven Mintz (Senior Adviser to the President of Hunter College for Student Success and Strategic Initiatives) writes,
We don’t simply want our students to respond to a question, but, rather to engage with the course material and take part in a genuine dialogue.
In his blog post, he goes on to give strategies for better ways to embed dialogue and interaction into asynchronous online classes. The strategies he suggests are:
Provide Better Prompts – Prompts that involve higher-order thinking skills and require the students to apply, analyze, compare and contrast, critique, evaluate, explain, infer, predict, propose, solve, and synthesize.
Ask Students to Do Something – Ask students to solve a problem, analyze a case study, take part in a debate, adopt a role or relate the topic to a current event.
Raise the Stakes – Ask students to rate individual posts. Nothing focuses the online student’s mind better than a sense that their writing is being evaluated anonymously by their classmates. You can also raise the stakes by limiting the number of students who participate in each discussion and asking the rest of the class to provide feedback on the discussion as a whole (not on individual postings).
Reimagine How Online Conversations Are Displayed – Help students better visualize the discussion by displaying networks of comments or use word clouds to underscore the key issues that have arisen.
Adopt a Different Model – Perhaps it’s a mistake to transpose a mode of communication that works well in face-to-face, synchronous or one-on-one contexts into the asynchronous realm. There are other ways to create a sense of community, promote collaboration and elicit meaningful ideas and debate.
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