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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 email@example.com.
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 faculty looking to create videos to provide supplemental instruction to students, there may be questions on how to effectively deliver the videos to students.
There are three important considerations when creating videos for your students:
- Blackboard Learn has a size quota in place for each individual course site, which could easily be exceeded if several videos are added within the course.
- Students use a variety of devices and operating systems, whether they’re using a Windows or Mac computer, or a mobile device using iOS or Android. Videos should be as platform-independent as possible.
- While many students do have access to high-speed internet, some students may have slower internet services depending on where they live.
Fortunately, Purdue offers two video tools within Blackboard that can make it easy for faculty to both create and upload videos for student use. These tools are Video Everywhere and Kaltura. The benefits of both tools are:
- Videos are saved to an external server, meaning that the videos will not impact the size quota for the course.
- Videos will work on personal computers (Windows, Mac, etc) and mobile devices
- Videos will be streamed, so students will not have to download the video files, and students with slower connections will be able to see the videos.
Both tools will also allow faculty to quickly create a video by using a webcam and microphone within the tools themselves. For more advanced videos, faculty will be able to use the video recording hardware and editing software of their choice to create their videos for upload.
Video Everywhere is a feature within Blackboard that utilizes YouTube as the video creation and storage tool. The link to Video Everywhere is located in the text editor.
Video Everywhere gives users the option to either create a video with a webcam and microphone, or browse to find a video that has already been created by a user that has been uploaded to YouTube. Faculty using this tool must have a YouTube account to be able to use Video Everywhere (note: having a Google account also provides a person with a YouTube account).
Videos created using Video Everywhere will be uploaded to YouTube as private videos, meaning that they will not be available when a user does a search on YouTube. Users can change the visibility of your video in YouTube if they wish to make the video publicly available.
Video Everywhere videos will appear in the text editor as a thumbnail (which will open in a pop-up window when clicked) or they can be played directly on the page without a pop-up. In both cases, no “suggested” videos will be displayed after the video completes playing.
Kaltura works in a manner similar to Video Everywhere, except it does not require logging in to a separate service in addition to logging into Blackboard. You can create a video with a webcam, upload a video that has been created and edited with the hardware and software of the faculty member’s choice, or Kaltura can do a two hour screen capture with audio.
To add a Kaltura video in the text editor, click the Mashups menu, and select Kaltura Media.
A screen will open that will display any videos that may already be created. To use an existing video, click Select for the video to be used. Otherwise, click Add Media in the upper right hand corner to select what type of video will be added to the course.
After you create or select the Kaltura media you want, the video will appear in the text editor with video information to the right of the link. This information can be modified or removed. Once the link to the video is added, when clicked the video will pop-up in a new window.
Using video can be a great way to enhance your courses. Faculty can go into greater detail on difficult topics, or provide a post-lecture “breakdown” to emphasize key concepts covered in lecture. The Video Everywhere and Kaltura tools offer ways for faculty to quickly add video to their courses. With the addition of Video Express labs on campus, faculty who create videos using these labs can use those labs in conjunction with the tools in Blackboard to quickly create and publish more complex videos for student use.
If you have questions about how to use Video Everywhere or Kaltura in your classes, please contact us at firstname.lastname@example.org.
There is an electronic device on campus that can greatly improve student participation, with none of the distractive elements of laptops, mobile phones, and tablets. You may have heard of it from your colleagues, or happened to see it demonstrated in an IT/Education workshop.
What is it? I>clicker. And we believe it can work for you. (more…)