Poet Ponders the Digital

Earlier this semester, there was a "glitch" with the Blackboard shell for my writing course. I had spent hours and hours uploading content, organizing the shell, and trying to perfect the course. And then it was gone. The Blackboard team eventually restored most, but not all, of the content. It was a tough reminder that online systems are, like all computing systems, imperfect. Systems crash. Databases get corrupted. Things go wrong and you need a contingency plan. The Blackboard bungle left my students frustrated and has cost me more than few hours. While I had copies of all materials, they were scattered about my hard drive. I didn't want to duplicate files, which I thought would waste space. I sometimes used "links" (aliases) to original files, as a compromise. On my computer, which is backed up to three external drives and mirrored to another computer, I now have a directory system that aligns with my Blackboard shell. There are folders for each w...

Back to school means back to Blackboard. My frustration with most learning management system (LMS) platforms is well known. The administration of a class, depending on your institution, is often left to the instructor. This includes layout and design choices that I have long believed should be standardized, at least minimally, at the institution level. Because instructors can do everything from the "massive single page" dump of materials to atomized folders by week or topic, students end up trying to relearn navigation of the system with each new course. I'm now teaching at a top university with the best Blackboard install I've used. It still has problems, of course, but it is much better than any previous version and installation I've used. I theorize that part of this is streamlining the tool choices and layout options. Requiring few choices of the instructor lets me focus on the course, not the website. There might be a model shell at the university, b...

Back to school means back to the battles with Blackboard (I've posted on that plenty of times). Even if BB was the perfect learning management system, there would still be the days spent planning and organizing online content for a new course. This week, I'm gathering the reusable materials I will upload and preparing new materials. By next week, the shell for the writing course I'm teaching will be reasonably complete. My summer was meant to be spent learning to program in Objective-C. It was also meant as a time to finished a research project and revise an academic book chapter. None of those things happened. Life in the digital age doesn't seem to give us more time, but it does give us more potential tasks. My to-do list kept growing faster than I could complete projects. Maybe it is a time management issue. I completed a lot of tasks in the last few months, many of them creative writing projects. I also am preparing a new website complementing my creative inte...

I spent most of today trying to get an online course ready to launch this weekend. I've never been a fan of Blackboard and the last 48 hours or so have been a reminder as to why. There are also some tool-related issues that are not purely "technical" (more on that later), but are leading to frustration. Uploading files into Blackboard, as with most online systems, is straightforward enough. But when you have dozens or even hundreds of files to import it can be a miserable experience. It is not all Blackboard issues, either, but these have been issues that didn't creep up in my life until this struggle. Issues of the last two days include: 1) Safari doesn't support the latest Adobe Acrobat plug-in. Neither did FireFox, Camino, or Chrome until I updated Chrome to the latest "beta" version. Safari does display PDFs with a built-in viewer, but PDFs within frames still require a plug-in to function. So, while I've been working with PDFs on dozens of...

Every instructor using a course management system / learning management system (CMS/LMS) ends up discovering the various annoyances unique to the system. Some have more annoyances than others, which is one reason I prefer Moodle but still have plenty of "kind suggestions" for the developers. I also like that if you do spot a problem with Moodle, you can participate in fixing the weakness or error. Then, there is Blackboard. It isn't one or two annoyances. It seems there's one annoyance after another when I try to deal with Blackboard. The hosted Blackboard Learn system we use at my university seems to be one challenge after another. I don't know why, but it is more annoying than the previous versions of Blackboard and its other products I have used as an instructor. Tonight's list of complaints is incomplete, a mere hint of my frustrations. 1) Editing announcements, discussion threads, and other content is inconsistent. I've tried editing the HTML di...

For the last few weeks I have been eagerly waiting to start preparing online course shells related to my new university post. Unfortunately, I still do not have access to the Blackboard servers used by the university. The delay, I am told, has something to do with the HR department. The odd part of that explanation is that I do have access to the other online services to which the university subscribes. As with many smaller colleges and universities, the information technology at this university is contracted out to specialists. I believe the Blackboard services are subscribed to directly via Blackboard, while email and website services are hosted by other companies. Currently, the university email and calendar system is on a Novell GroupWise hosted service, while website and intranet servers running Microsoft SharePoint involve yet another service provider. I don't know if HR and other departments farm out IT to yet more companies, but I wouldn't be surprised. When you create ...

I recorded grades and the end is near. The last day of class was May 4… teaching is over for me, for now. The future isn't clear, yet, but it appears I won't be teaching next year and maybe for a few years to come. I'm not sure I'll have much of anything to say about teaching and technology, but you never know. I do leave thinking Moodle is much better than Blackboard's alternatives. Moodle was a much better experience, overall. The gradebook, forums, wiki, and other features were fantastic. Maybe I'll be teaching again sooner than I anticipate. In the meantime, I'll be writing away.

I still dislike the "pop-up" or "list" method for entering grades in Moodle. I could enter digits much faster; I hate being forced to use the mouse / touchpad to select grades. This is consuming a bit more time than it should, but it seems comparable to Blackboard in terms of the time and effort. At least I have Moodle set to always show the complete enrollment when I enter grades. For some reason, Blackboard always showed only ten students at a time, no matter how often I told the system I wanted to see 25 or more students at once. The grade book for Moodle is a bit confusing, still. I use a Numbers spreadsheet I migrated from MS Excel, so the online grades are only for students to track their progress. Still, I wish the display were a little easier to read. The last column is showing an average points earned per assignment, when what I would like to see is a points total. I'm sure I'll figure out how to change this… but it isn't a major issue right n...

Students have submitted their first assignments via Moodle and are starting to use the Moodle-based Wiki system for group projects. I have a lot of ideas for using this system, so I'll have to consider how the ideas might be shifted to Blackboard just in case. I like the use of standards within the Moodle Wiki and how easy it was to create a Wiki per group. I am going to be grading papers today, so I'll learn about returning them with grades tonight. So far, I'm obviously pleased with how flexible the system is. There are often too many choices, but I'm willing to tolerate some of the complexity for the extra power I seem to have as an instructor. Maybe newer versions of Blackboard will be as flexible. If I accept a post at a BB-only campus, I hope to have some time to play with any modules they have added. Moodle is working so much better for me that I'd hate to go back, though.

This semester I am using Moodle for online course content, after six years of Blackboard use (including WebCT, WebVista). I thought I'd chronicle my experiences; I know it helps me refine my thoughts and it might help other instructors. As I design my course, which starts Jan. 19, 2010, I am finding some things take a bit of extra work with Moodle. This is because the system tends to present every possible variable for an activity, even when only two or three are required. It would be nice to have a "show basic" option for some tasks. I realize some instructors use every option, so those should be easily accessible, but cut the clutter is a good design philosophy. When I do use an option, such as setting the maximum points for an assignment, the system uses a "pop-up" or "drop-down" list, when I would rather key in the numeric value and tab to the next field. Scrolling through every number, from 1000 to 1, for "points possible" is annoying. I...

How do I respond to student writing using online technologies? I tend to make extensive use of Microsoft Word's "track changes" and "reviewing" modes. The real challenge for me as an instructor is to not make every edit for a student. My primary concern, and research seems to support this, is that students have been inculcated with the notion that you make the suggested corrections, no more or no less, and that is what constitutes "revising" a paper. Online, this habit becomes even easier... cut-and-paste or simply "accept change" and the revising is "done" in the view of many students. When I first started student teaching, in the late 1980s, I fell into the trap of making too many comments on papers. Now, I try to minimize how often I correct mistakes students need to discover. I also do not make as many suggestions as I did years ago. Online tools have made editing and leaving short comments much easier. For all the dang...

Online composition and participation are always a requirement in the courses I teach. When I began teaching at Fresno State as a graduate student in 2004, I was one of the few instructors who required students use Blackboard on a weekly basis. I believe there are several reasons to use tools like Blackboard / WebVista: Students can read and respond to the thoughts of their classmates. I have a record of how writing (and thinking) improve during a semester Peer editing can occur online, in small groups. Students less vocal in class discussions tend to participate more online. Normally, I post a " Weekly Response Question/Topic " based on class discussions during the week. Students can then extend the in-class discussion online. Those who were unable to speak up during the class have time to reflect and post their thoughts, too. By requiring every student to post at least 50 to 100 words a week, they soon engage each other in discussion. I always use threaded discussions...