Using Slack for Online Teaching

Today’s post is by guest contributor William R. Wilkerson, Professor of American Government and Politics at SUNY-Oneonta. He can be reached at bill [dot] wilkerson [at] oneonta [dot] edu.

As I noted in my previous post, I am teaching Law Courts and Politics as an online course this summer. In the past, I have used email and the Blackboard LMS for communication in online courses. Students don’t respond to email as they once did, and while Blackboard has about every tool you could imagine, discussion forums are clunky and the mobile app is unsatisfactory. After listening to a podcast interview with political scientist Steven Michels, I decided to give Slack a try. My wife uses Slack at work as an officer of a professional association board and she had good things to say about it. Examples of teaching with Slack are described here and here.

Slack is an integrated team communication tool. Only invited participants can be part of a team workspace, and it has tools for group discussion that can be divided into forums that are called channels. Channels can be open to the entire team or part of the team. Slack also has features like direct messaging, file sharing, video conferencing, and tagging of individuals. The free version works great for most purposes and its apps are fully compatible across platforms. Continue reading

Specification Grading In An Online Course

Today we have another post by guest contributor William R. Wilkerson, Professor of American Government and Politics at SUNY-Oneonta. He can be reached at bill [dot] wilkerson [at] oneonta [dot] edu.

This summer for the first time I am teaching an online version of my judicial process course, Law Courts and Politics. I adopted a specifications grading system, something that has been discussed by people like Linda Nilson at Inside Higher Ed and Amanda Rosen on this blog. With specifications grading all assignments are graded on a satisfactory or unsatisfactory basis and course grades are based on assignment bundles.

My course is five weeks long with a distinct theme for each week’s lesson. Each lesson includes an online quiz made up of multiple choice and short essay questions on the textbook (Corley, Ward and Martinek’s American Judicial Process ), various discussion topics on the text, other assigned readings, video and audio, as well as a 600-750 word writing assignment. Each of these elements—quizzes, discussion, and the writing assignment, along with a summative assignment for those wishing earn a B or an A—are tied to course learning objectives. The grade bundles are as follows: Continue reading

Connected Course in Cultural Anthropology

credit: Chad Raymond, amateur Orientalist

Check out Anth101.com, a free online course in cultural anthropology created/hosted by Michael Wensch of Kansas State University. This project is one of the best designed exercises in online learning I’ve ever seen. Michael and his collaborator, Ryan Klataske, discuss the deep pedagogical principles behind the project at the anthropology blog Savage Minds. As someone with a long history of being a pretend anthropologist — which began by sneaking into an American Anthropology Association meeting long before I started my doctoral studies — I’m very impressed with how the course abandons teaching about anthropology as an academic discipline in favor of presenting it as an understanding of one’s individual and collective existence in the world. I know that sounds like the lofty clap-trap one often hears from idealistic academics, but Wensch has built the course around a series of exercises that show people how to experience the concept in some very practical and relevant ways. And his textbook The Art of Being Human, which accompanies the course for free, is an excellent read.

The Change All Around, Part 2

An ideal teaching environment

In my second post about factors that are affecting my teaching this semester, I’m going to zoom out to the institutional environment. When the spring semester ends, I will have taught seven distinct courses, two of which were online and in two sections each, so a total of nine classes for the academic year. I am also a department chair, for which I receive one course release each semester. My contractual teaching load is seven courses per academic year, so as calculated by the university, the overload teaching and department chair duties boost my workload by 57 percent. Yet in relation to my salary, I am only compensated an additional 18 percent.

Economically this is irrational, so why do it? Continue reading

Online Learning Teams

John RothgebToday we have a guest post from John M. Rothgeb, Jr., professor of political science at Miami University of Ohio. He can be contacted at rothgejm[at]miamioh[dot]edu.

Do online learning teams help students recall facts and/or analyze political problems? Instructors often use online chat rooms and discussions as convenient tools for engaging teams of students in the process of writing, reading, and reacting, helping them recall information, and giving them opportunities for analyzing problems.  Despite much agreement about the benefits of online teams, there is little evidence supporting their value.

I collected data on this subject from four sections of my introductory world politics course. Two sections from 2014 with a total of 75 students employed online learning teams, and two sections from the Fall of 2015 and Spring of 2016 with a total enrollment of 86 did not.  The classes met at the same time, the same days, in the same classroom, and received the same lectures.

The learning teams were created by randomly assigning five or six students to groups, with each group given its own online chat room.  Students received careful instructions regarding the use of chat rooms.  They were required to post chat room comments at least twice each week, first with a response to the week’s assignment and second with their reaction to other students’ posts. This activity counted for ten percent of the final grade. Students in the sections that did not use online learning teams were instructed to study material on their own.

I assessed students’ learning with in-class exams on conceptual definitions and a take-home essay in which they used theory to analyze an historical event—for example, applying deterrence theory to the outbreak of the Gulf War in 1990.

A chi square analysis showed that students’ grades on exams and the paper assignment did not significantly differ between the sections with the online learning teams and those without. The findings imply that the online learning teams had no effect on student performance.

These results invite reflection as to why online teams did not lead to evidence of superior factual recall or analytical ability.  More than two-thirds of students across all sections earned a B or better on the exams, indicating good recall. While fewer students earned an A grade on the analytical paper, only a small number earned grades below a C+. Perhaps the lectures, problem exercises, and readings that were part of all course sections were enough to generate this result.

Further research should explore the relative efficacy of online teams and weekly study guides. Given that my research did not control for variables like a student’s prior GPA, year in college, major, or extra-curricular activities, it also might be useful to include this kind of data in future investigations.

For additional information, please refer to John M. Rothgeb, “The Efficacy of Learning Teams: A Comparative Analysis,” Journal of Political Science Education 9, 3 (2013): 336-344, or contact him at the email address listed above.

Zendo Revisited: A Simple Methods Game for Large Classes

Zendo is a methods game that is the subject of the very first post I wrote for ALPS back in 2011. Since then, I have used it regularly on the first day of my research methods course.  Among its many advantages is that it helps reduce the anxiety students face on their first day of methods (a well-documented issue; at least six articles in recent years reference this concern) by having their first activity being a game.  The game itself allows students to engage in hypothesis generation and testing and begin to understand issues of generalizability and scholarly collaboration. It is a great introductory activity, but its utility has been limited due to the necessity of purchasing the physical pieces required for play.  Until now, that is! We now have a way of playing Zendo that requires no pieces and works for large classroom settings as well as small.

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Engaging Students, Part 1: Quotes

Hello ALPS world!  I’ve been letting Chad and Simon do all the talking lately, and we can’t have that!  I’m back with the new year and ready to share more ideas on how to make our classes more active.  My focus is going to be on techniques, large and small, aimed at engaging students and improving learning, all which you can apply in your classes without a lot of extensive planning.  Many of these ideas are published, but that doesn’t mean they are widely known, so my plan is to feature some of them on this blog.  Try those that appeal and let us know how they work!

This week’s technique comes from Elizabeth Barkley’s (2010) book, the aptly named ‘Student Engagement Techniques: A Handbook for College Faculty’.  What I like about this book is that it talks about general tips and strategies for improving engagement as well as specific techniques.  Each of the techniques is explained and categorized, has step by step directions, examples, and ways to vary the technique or apply it in an online environment.  It is a great resource for promoting active learning in your classes. Today’s technique is the fourth in her book, called ‘Quotes’.

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