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Tag: online writing courses

What a Teaching Writing Online course can do

What a Teaching Writing Online course can do

Any way I look at it, teaching writing online is more work for faculty than teaching in the face-to-face classroom. It is also more work for students, but this post will be looking at it from the faculty side and counting the costs, most of […]

ENG 704: Choosing a Blog Platform

ENG 704: Choosing a Blog Platform

An earlier version of this post was done for an ENG 725 on “Teaching Writing Online.” I will be updating those posts to include what’s new since then and to better fit the new course. In my ENG 704: Teaching Writing Online class this spring, […]

More LMS review

After the great Moodle breakdown last semester, I had to scramble to find something to replace it that did not require me to do the upkeep. The one-click options that remained with my host were not going to work. Canvas has changed its terms. I’m probably doing too much for an edublog to satisfy me anymore. So, with great regret I started filling my university-provided Blackboard 9.1 course sites with content. I would finally have the benefit of student familiarity with the LMS and the habit of checking it.

Now that I am all but done with course prep, I find that Wikispaces is now split into a educational build and an enterprise build. The Wikispaces Classroom is free and looks like a modest LMS. I had more than a moment of regret that I hadn’t found this sooner. In the end though, I’m not even sure I’m going to use it for the reason that I searched for it–to use for a course-long project where students build a series of wikis to hierarchically write and organize notes for the different novels, novellas, and short stories they will be reading in my science fiction class. I started with the Blackboard wiki module, but decided that if I didn’t have the patience to make it do what I want, it was highly unlikely that my students would follow through without a high level of frustration. I decided on Prezi instead, which acts like a very visual wiki with good templates. I think the way the Wikispace looks like a LMS will confuse students with all the options. I really just needed a wiki and a plain old wiki is not possible, I could one-click MediaWiki software into a new subdomain on my web space. I’ve used MediaWiki before of course, but feel that it is overkill for this. The Collaborative Notes project is more ephemeral. We will not be building for the ages here.

I won’t use Wikispaces this time unless I get a sudden burst of energy once I’ve updated the rest of the assignments. What I will do though, is save this idea and the knowledge that I set up an account for when I teach ENG 704: Teaching Writing Online. This could be a great solution for prospective online writing teachers who need more than WordPress yet less than Blackboard.


ENG 704: Enter the Wiki World

This is based on an earlier post, now retooled for ENG 704. This post is for my ENG 704: Teaching Writing Online class, but others are welcome to read it too. Oh, the wiki. So lightheartedly named, so prone to being fundamentally a part of […]

ENG 704: Getting started with Teaching Writing Online

An earlier version of this post was written for a ENG 725 on “Teaching Writing Online” I’m teaching a graduate seminar in rhetoric and composition this semester and next week is the first week, the week to get our collective feet wet, and while we’re splashing in that virtual […]

Are they changing or is it me?

This has been a long day with many “welcome to the class” emails sent to new enrollees for my online class. I guess that means my welcome email works–I want students who think the class will be self-paced with no due dates or the ones who say “I’m not good with computers” to drop the first week and make room for others. Of course, my real hope is that they will change their expectations and meet the deadlines and do the work, just like in a face-to-face writing class, but sending that email a week before class starts and again the first day to those who have not yet enrolled in the class site, that is my way of playing fair. Telephoning the ones who are silent and absent after that email has been sent twice and after class update emails begin is my last resort way of playing fair. So, today then, was my day to be hung up on.

I wish things were different. I wish I didn’t feel that I failed to be a good consumer service provider, a role I don’t aspire to, but one that TV commercials for other “schools” promote, with online courses sounding so different from what they really are: courses that take more time, more work, and a lot more communication between student and instructor in order to get things done. Silence and absence are the enemies of effective online courses.

Since online late registration ends soon (tonight, I think), the roster may actually be set except for any more drops or written requests to add. All but one of the “missing persons” dropped, which is fine; it doesn’t take long to get behind in a writing class if one never attends. However, one person adding the class this afternoon, now the end of week one, dropped after the welcome email, and I question if I misstepped when I wanted him to go to the course site to see it all. It seemed so reasonable a thing to ask from my viewpoint. All the other newly enrolled students were on the site and participating, so why not him? I sent him the welcome email, and an hour later he emailed asking for the syllabus. I thought he hadn’t seen my email yet, and directed him to it and also gave him the URL for the site again, noting that it was where all the materials were. He emailed back that yes, he “saw” my email, but needed the syllabus so that he could decide whether to take the class now or next semester. I responded that the syllabus and all course materials were on the site, ready to be seen. Should I have attached a copy of the syllabus? it was late then, after 8:00 PM, and I had been teaching, in committee work, and writing/responding to students since 7:00 AM. It seemed to me as if he had some responsibility in this too, the responsibility to enter the room, so to speak, and not hover outside the door waiting for me to hand him a syllabus in the hall in case the class didn’t meet his standards. He dropped an hour or so later, not saying another word and never even looking at the course, even the syllabus.

So now I carefully reread my welcome email looking for hidden snark or meanness, but no. It really does have the tone I want–a teacher who is excited about the class, but also one with clear expectations that are reasonable, i.e., asking for writing in a writing class, set due dates, a discussion board for the readings, having readings for that matter, peer workshop, and being responsible for your own computer access (while noting where the 24/7 labs are). I’ve used this email for several years now. Something has changed. Perhaps things will look better in the morning after a full night’s sleep. Yes, there is always tomorrow, the tomorrow when I will be writing careful feedback for the first stack of drafts, more to come (virtually) on Wednesday.

Resources as resources

I’m making my final edits for the online Writing II syllabus and just added more to the “responsibilities” section. This section is a shorter version of an email I send to all online student a week or so before the class begins. The syllabus section […]

Asking for what you want in an assignment

Over on Facebook, some of my teaching peers are struggling with an old problem–what to do about the many file formats students will use to turn in work. A semi-new twist has developed: some less-honest students will purposely turn in either a properly labelled incorrect […]