We often think of Qualtrics, Purdue’s online survey software, as primarily a research or data gathering tool, but it will also allow you to set up quizzes with scores and display results to students. Though the tool is by nature anonymous, a simple solution would be to ask students to fill in their name using a text fill in the blank question, if they want the credit for a given quiz. Results may be viewed in Qualtrics to provide the instructor with a composite view of the classes’ responses; as well as downloaded to Excel for further analysis or uploading to a grade column in Blackboard. It is not as robust as assessments in Blackboard, but if you are looking for a different kind of student self-study guide or short quiz format, this might be worth exploring.
For example, let’s review setting up a self-study quiz. To set up the quiz, create the questions in Qualtrics as you would usually do using multiple choice, ranking, fill in the blank or true/false formats. You may also create question display mapping based on certain responses to questions. What this means is that you may provide additional questions to a student if they had an incorrect response to an earlier question or to proceed past those extra questions, if their original response was correct. A mapping technique based on their answer choices is often useful as a self-study guide to develop mastery over course content outside of the traditional class environment.
To apply the scoring feature, while in Edit Survey mode, click on the Advanced Options button in the upper right of your screen. Then select Scoring on the lower half of the Advanced Options menu.
The next step is to select the correct answers by clicking on the answer choice that is right. It will default to 1 point value. You can click on the number 1 and type in a different value if desired. For fill in the blank questions, you may add alternative answers by clicking the plus sign to the right of the answer choice. Note each alternative answer needs a score value entered to the left of it to be scored properly.
The final score displayed to the student will look like the snapshot below after they click the submit button. Score displays per question may be used in addition to a final display.
If you would like to read more about scoring, use the following link http://qualtrics.com/university/researchsuite/advanced-building/advanced-options-drop-down/scoring/ or please contact one of our Ed Tech staff at firstname.lastname@example.org.
Purdue is currently collaborating with CourseNetworking (CN) to explore the possibility of offering faculty an alternative learning management system (LMS) that requires little administration and allows first-time users to quickly create courses independently. This light-weight LMS uses a familiar interface and focuses on academic social networking.
Ali Jafari, , professor of computer and information technology at Purdue’s School of Engineering and Technology and director of the CyberLab, Indiana University-Purdue University Indianapolis, and the founder of CN was quoted in a recent Purdue News article:
“The learning systems we have today were developed almost two decades ago,” Jafari says. “We need to invent the next generation. We need to learn a lesson from Facebook and Twitter that connecting people together and let them learn from each other is a more effective way to go.”1
A new social learning-based system focused on networking and collaboration that produces a highly interactive learning environment, CN has the potential to connect instructors and students from around the world based on shared interests and subject areas. The walls between classrooms are broken down enabling learners from different classes and schools to have dynamic discussions and freely share learning resources through: Posts, Polls, Events and more. CN transforms the traditional teacher-centered learning environment to a more engaging and effective student-centered learning environment. Students enjoy their learning experience by “following” and “colleaguing” other learners, by compiling learning resources on their own, and through a unique reward system, collecting Anar seeds, that many instructors use to incentivize the learning and engagement.
Randy Bass in his 2012 Educause article, Disrupting Ourselves: The Problem of Learning in Higher Education, discusses the pressures that are being felt in higher education due at least in part to the evidence that significant learning experiences are happening outside of the formal curriculum. He describes the pressures coming from two sides: 1) “data surrounding experiential learning, and 2) the informal learning and the participatory culture of the Internet.”2
Instructors can create tasks in CN that include “Smart Links”. These links allow the students to quickly access functionality such as: creating posts, responding to polls, and submitting assignments into a “Dropbox” area of the course for grading.
The course interface is familiar to the students. CN is designed to allow students to post multimedia easily and efficiently. Students frequently share resources found on the Internet. This informally appears to be quite motivating for the students. Their observed interactions frequently indicate their understanding of the content being learned and their ability to connect it to real life experiences, making the learning relevant.
To learn more about CN, visit http://www.thecn.com
Debbie Runshe, Educational Technologist
1Tally, S. (15 October 2013). “Purdue, Course networking to collaborate on next-generation edtech.” Purdue News.
2Bass, R. (2012, March/April). “Disrupting ourselves: The problem of learning in higher education.” EDUCAUSE Review. 47(2), 23-33. Retrieved from http://www.educause.edu/ero/article/disrupting-ourselves-problem-learning-higher-education
For some faculty, the use of wiki software during a class can provide a easy way for students to quickly develop content that can be easily edited, updated, or modified during the term. Students can obtain practical experience in creating online documentation on a myriad of topics.
Purdue supports two wiki platforms – Confluence Wiki and the Blackboard Wiki. While the Blackboard Wiki is a part of the overall Blackboard Learn course management system, the Confluence Wiki is a stand-alone system.
One of the key advantages of the Confluence Wiki over Blackboard’s Wiki tool is that the Confluence Wiki can be opened to the world beyond Purdue. Faculty can show student work through making their course’s wiki available for read-only access to anyone inside or outside of Purdue. Additionally, faculty can invite in colleagues from other institutions to interact with students within Confluence.
Confluence wikis are also not limited to a specific academic term. Faculty can create a Confluence wiki where students over several years can all add knowledge to the same wiki space. This can serve as a record of what students were learning about and focusing on during a specific term.
Confluence wikis created specifically for classes do keep track of what students are enrolled in the class. Currently enrolled students will enjoy the ability to create and edit pages within Confluence, and enrollment information is updated once daily. Students who withdraw from the course will lose their access privileges to the wiki, but any content they have added will be retained.
Furthermore, with a Confluence space (a specific site within Confluence), individual pages can be restricted to editing by certain users, while remaining open for all in the course to view. For example, if a group of students is assigned a topic, a new page for the topic can be created and only that group of students given access to edit the page. All other students can be given permission to continue to see the page, but they won’t be able to make changes.
The look and feel of Confluence is also similar to other wikis, and with options to add page sections and split individual sections into columns, Confluence provides more page formatting options than Blackboard, although it is easier to add multimedia content within the Blackboard Wiki. Confluence can also create a dynamic table of contents for individual Confluence pages to assist with navigation if the page includes a large amount of content.
One final advantage that the Confluence wiki has over the Blackboard Wiki is the ability to create a hierarchy of pages. Each space has a main page, but a tree of pages can be built from the main page, allowing for the creation of a series of child pages that exist in the hierarchy directly under the main page, and then each child page can have a series of sub-pages branching off of it. In the Blackboard Wiki, while there is a main page, there is no ability to create a hierarchy of pages.
The Blackboard Wiki does enjoy two advantages over the Confluence Wiki. First, the Blackboard Wiki is located within a course, so there is no need for a student to go to another website to complete assignments. The second advantage is that wikis in Blackboard can be integrated with the Grade Center, so grading of wiki assignments can be done completely within Blackboard Learn.
If you are interested in using the Confluence Wiki for your course, you can learn more about Confluence at http://www.itap.purdue.edu/learning/tools/confluence, and you can set up a space in Confluence automatically by going to the self-service application located at http://www.purdue.edu/apps/Confluence. If you would like to receive training for you and/or your students, please contact us at email@example.com.
Several students on Purdue’s campus use Kurzweil 3000 and Read & Write Gold on their own computers, either Windows or Macintosh. These programs require connection to a server on Purdue’s campus to work. This connection is easy to make
on campus through PAL (Purdue Air Link). There is one more step to the process when using either Kurzweil 3000 or Read & Write Gold from off campus. Users must launch VPN (Virtual Private Networking) before launching either Kurzweil
3000 or Read & Write Gold. Information on using VPN can be found at http://webvpn.purdue.edu. Technical assistance with using VPN can be found at the ITaP Customer Service Center (http://www.itap.purdue.edu/help/).