WebCT news at SFU

I`ve been sending out regular emails to our users at the beginning, middle and end of each semester. Here is the end-of semester email:

As the end of semester approaches, enclosed are some quick links to information on moving grades to SIMS, student access and preparation for the next semester.

Move final grades to SIMS
Save time in calculating final grades: if you have access to the TEACH tab in WebCT, you can use the gradebook to create a file that is ready for uploading final grades to SIMS. Step by step instructions are available here: http://wiki.sfu.ca/webct/index.php/Student_grades#WebCT_grades_and_SIMS

Students have access until the last day of the semester
Unless you have requested otherwise, students will have access to WebCT containers for Fall 2007 courses until January 6th 2008 (the day before the spring semester starts).

How did the Fall semester go?
Is there anything you’d like to streamline? Use more frequently? What are you spending the most time on? Contact instructional_support@sfu.ca if you wish to discuss any of these questions.

Request new course container
Get ready for planning the new semester: beat the early semester rush and request your Spring 2008 WebCT course container now. Use the course request form found at: http://webct.sfu.ca

Use the date rollover
Do you use the calendar tool, the assessment or assignment tools? All WebCT tools that have a date field can be updated all at once using the date rollover function. In your new course container, go to the TEACH tab. Click on the Instructor Tool “Manage Course” and choose the option “Date Rollover.” Follow the instructions there to adjust either all dates or individual dates. Note that if you have old calendar items (from previous semesters) it can impact the calculations.

Course planning: decide on tools
You may wish to try something new in the Spring semester.

• Reflective practice: a journal topic (found in the discussion tool) can encourage weekly reflection on course readings.
• Group Work: The group manager tool can create custom or automatic groups, and provide a private group forum in the discussion or chat area for group members.
• Self-tests: The assessments tool can be used to create either quizzes or self-tests (ungraded, and for immediate, formative feedback).
• Surveys: Why wait until the end of the semester? The assessments tool can also be used to survey your students at the beginning of the semester to assess their prior knowledge, or mid-semester to find out what they are thinking.

Delete old files from your File Manager
The end of the semester is a good time for spring cleaning. In your new Spring 2008 course container, go through the “My Files” and delete old files (such as old semester outlines), rename files for clarity, and organize files into folders. Folders such as “course outline,” “assignments,” and “course content” will make it easier for you to find and update necessary files. This organization will not impact how your students see any uploaded files.

Demonstrate your use of WebCT
We would like to host a series of show and tells by SFU faculty, instructors and TAs in the spring semester. Volunteer to demonstrate to the community how you use WebCT, and get valuable feedback and ideas during the discussion. Contact Amy Severson (ajs@sfu.ca) for more details.

When creating an announcement, there are two items that are worth noting.

1. You cannot edit an existing announcement. If you make a spelling mistake, your only option it to delete the offending announcement and post it again.

2. Later announcements appear at the bottom of the announcements list, not at the top, in reverse chronological order (which would make more sense).

Both of these observations have been sent to the developers at WebCT/Blackboard. They are aware of the issues, and the development team is looking at them.

In the quizzes, you can currently post settings so that a student can do the same quiz more than, and you take the highest, average or first score of their attempts. This is a means of encouraging students to learn immediately from their mistakes.

How it’s set up

This is done when editing the properties of a quiz. Under the heading attempts, you can allow a set number of attempts, and under the heading student score, you can choose which score you choose as the students grade.

Under the section results properties it would seem logical to choose options 1 (show the question text), a) i) (show the percentage value of the students answer), 3 (show the students score for each question) and 4 (show the students total score of the assessment).  Ideally, this would tell the students which questions they got wrong, but not give them the right answer.

The bug

It seems that if you do choose option 1 a) i) (show the students response for each question and show the percentage value of the students answer), then the quiz results will also show the correct answer. It makes the subsequent quiz attempts much easier if the student can simply copy down the correct answers, and misses the point of formative assessment.

The solution

I’ve recommended that under the results properties section, choose only option 1, 3, 4. Student will not see their response for each question, but they will still know which question they got wrong, and which they got right.

This is a short term solution. I’ll also look into this at the online forum, and send in this feedback to WebCT/ Blackboard.

Your students will have varying levels of comfort and self-sufficiency. Consider how your online presence will help guide and support your students. When they first log in to WebCT, will they know what your objectives are, and what kind of information they should look for online and what they should ask you about? You spend time in the face to face classroom introducing them to yourself, each other and the course content and assignments. Some time spent showing them the online environment will likely reduce repeat questions, and show them the resources you’ve compiled to help their learning.

I found a posting the other day that provides some excellent ideas on giving students an effective introduction to your online course container. In particular, I like the one that suggests giving the students a low-stakes quiz on the syllabus or other course information. It will give them more reason to read it, reinforce your points, and also give them an introduction to the quiz tool. If you use the quiz or self-test tool later in the semester, this familiarity will provide them with some extra confidence.