From d08b9731e566a90b242009ae10dd97361ce874ae Mon Sep 17 00:00:00 2001 From: Niema Moshiri Date: Sun, 28 Apr 2024 14:05:18 -0700 Subject: [PATCH] Fixed link to other page, added tags for links --- teach_online/academic_integrity.md | 16 ++++++++++++++-- teach_online/acknowledgements.md | 2 ++ teach_online/assessment_types.md | 12 ++++++++++++ teach_online/content_delivery.md | 18 +++++++++++++++++- teach_online/general_tips.md | 6 ++++++ teach_online/instructional_materials.md | 6 ++++++ teach_online/intro.md | 1 + teach_online/modalities.md | 11 +++++++++++ teach_online/postface.md | 1 + teach_online/preface.md | 4 ++++ teach_online/spicy_takes.md | 4 ++++ 11 files changed, 78 insertions(+), 3 deletions(-) diff --git a/teach_online/academic_integrity.md b/teach_online/academic_integrity.md index 4e81222..78492e4 100644 --- a/teach_online/academic_integrity.md +++ b/teach_online/academic_integrity.md @@ -1,3 +1,4 @@ +(academic-integrity)= # Academic Integrity ```{note} @@ -12,6 +13,7 @@ but this chapter will be structured in a way that is hopefully agnostic to speci This chapter draws heavily from {cite:t}`eaton_second_2024`, a resource I *strongly* recommend for anyone curious about Academic Integrity. +(academic-integrity-deterrence-vs-detection)= ## Deterrence vs. Detection Before discussing *any* techniques for maintaining Academic Integrity, @@ -23,6 +25,7 @@ There are two key terms that describe two closely-related yet distinct concepts: whereas {term}`deterrence` is the act of stopping/preventing people from cheating {cite:p}`eaton_remote_2024` (e.g. by proctoring/monitoring students, convincing them they will get caught and receive a severe penalty, etc.). +((academic-integrity-exams)= ## Exams One of the most frequent concerns I have heard regarding maintaining @@ -30,6 +33,7 @@ Academic Integrity in online courses is with respect to online exams. Instructors often rely on exams to serve as comprehensive evaluations of student mastery, and ensuring the integrity of this form of evaluation is an important goal. +(academic-integrity-exams-remote-proctoring)= ### Remote Proctoring When administering remote exams, @@ -86,6 +90,7 @@ the following services may be of interest: * [Proctorio](https://proctorio.com/) records students while they take exams and performs automated software-based video analysis as well as live human review * Depending on the size of your class, your course staff can proctor students live using [Zoom](https://zoom.us/) or similar video conferencing services +(academic-integrity-exams-exam-similarity-detection)= ### Exam Similarity Detection Beyond just proctoring students *during* the exam, @@ -270,6 +275,7 @@ which is available as an open source project on [GitHub](https://github.com/niem The tools in this repository support exams with multiple choice, short answer, math, Parsons, etc. problems: they simply perform string equality comparisons between responses to determine response equality. +(academic-integrity-exams-exam-response-timestamps)= ### Exam Response Timestamps Beyond just looking at similarities in exam responses, @@ -304,7 +310,7 @@ is to calculate a "Time Synchronization Score" for a given pair of students $x$ * Find the submission time $t_x$ from student $x$ that is closest to $t_y$ * Add $\left(t_x–t_y\right)^2$ to $S\left(x,y\right)$ * Normalize $S\left(x,y\right)$ by dividing by $\left(n_x+n_y\right)$ - * *Note: In other words, we are calculating the [Mean Squared Deviation (MSD)](https://en.wikipedia.org/wiki/Mean_squared_error) + * *Note: In other words, we are calculating the [Mean Squared Deviation (MSD)](https://en.wikipedia.org/wiki/Mean_squared_error)* You can then calculate this score across all pairs of students in the class, and then sort the pairs in ascending order of this score. @@ -353,6 +359,7 @@ and I would personally also suggest looking at "Response-Time-Ratio" regardless of correctness), as I have found many cases in which the copying student submits many incorrect responses in the burst of rapid responses. +(academic-integrity-exams-llm-proof-problems)= ### LLM-Proof Problems All of the discussion about maintaining Academic Integrity in exams has focused on deterring and detecting collaboration, @@ -421,11 +428,13 @@ based on the grade distributions of my exams they seem to be LLM-proof (otherwise the number of students who respond correctly would be much higher). +(academic-integrity-programming-assignments)= ## Programming Assignments Instructors of computing-related courses will likely want to maintain Academic Integrity on programming assignments. -### Detecting Code Similarity +(academic-integrity-programming-assignments-code-similarity-detection)= +### Code Similarity Detection The most standard approach for maintaining Academic Integrity is to check for code similarity, and the most frequently used tool for this task (to my knowledge) @@ -443,6 +452,9 @@ The URL of the report will expire after ~2 weeks, so instructors can download a local copy as needed (e.g. using [MossNet](https://github.com/niemasd/MossNet)). +(academic-integrity-glossary)= +## Glossary + ```{glossary} Detection The act of correctly identify cases of cheating {cite:p}`eaton_remote_2024`. diff --git a/teach_online/acknowledgements.md b/teach_online/acknowledgements.md index deb672d..9d7d3a9 100644 --- a/teach_online/acknowledgements.md +++ b/teach_online/acknowledgements.md @@ -1,3 +1,4 @@ +(acknowledgements)= # Acknowledgements ```{note} @@ -26,6 +27,7 @@ I would like to thank the following people for fruitful conversations that have * [**Leo Porter**](https://leoporter.ucsd.edu/), Associate Teaching Professor, Computer Science & Engineering, UC San Diego * [**Gerald Soosai Raj**](https://jacobsschool.ucsd.edu/people/profile/adalbert-gerald-soosai-raj), Associate Teaching Professor, Computer Science & Engineering, UC San Diego +(acknowledgements-funding)= ## Funding This online training module was developed with the support of a diff --git a/teach_online/assessment_types.md b/teach_online/assessment_types.md index 22c5c3f..d793831 100644 --- a/teach_online/assessment_types.md +++ b/teach_online/assessment_types.md @@ -1,3 +1,4 @@ +(assessment-types)= # Assessment Types ```{note} @@ -10,6 +11,7 @@ You will likely be familiar with most of these, but some might be new, and all are worth discussing. +(assessment-types-true-false)= ## True/False A {term}`True/False Problem` is a problem in which the student @@ -17,6 +19,7 @@ must select either "True" or "False" as their answer. This problem type lacks any open-endedness in student responses, and it is trivial to automatically grade. +(assessment-types-multiple-choice)= ## Multiple Choice A {term}`Multiple Choice Problem` is a generalization of a @@ -33,6 +36,7 @@ but constrained to a set of predefined options due to the large number of potential selections), and it is trivial to automatically grade. +(assessment-types-short-answer)= ## Short Answer A {term}`Short Answer Problem` is a problem in which the student @@ -46,6 +50,7 @@ you may be able to add flexibility by using a correct answer [Regular Expression (Regex)](https://en.wikipedia.org/wiki/Regular_expression) or writing a script (e.g. in Python) to check a response for correctness. +(assessment-types-essay)= ## Essay An {term}`Essay Problem` is a longer version of a {term}`Short Answer Problem` in which @@ -54,6 +59,7 @@ Because it is *completely* open-ended, this assessment type is extremely difficult to grade automatically: it typically requires an instructor to read and evaluate manually. +(assessment-types-numerical)= ## Numerical A {term}`Numerical Problem` is a special type of a @@ -64,12 +70,14 @@ the assessment tool will have you specify the correct number to check against, and most assessment tools will also support some level of error in student responses (e.g. due to rounding). +(assessment-types-reorder)= ## Reorder A {term}`Reorder Problem` is a problem in which the student is given multiple blocks of text, and the student must rearrange them into the correct order to form an answer. The correct answer may include just a subset of the given blocks of text. +(assessment-types-programming)= ## Programming A {term}`Programming Problem` is a problem in which a student must @@ -86,6 +94,7 @@ as well as for giving accompanying feedback (e.g. a custom message if the student's code didn't compile, a differenti message if the student's code compiled but crashed, etc.). +(assessment-types-parsons)= ## Parsons For situations in which a {term}`Programming Problem` is too open-ended @@ -95,6 +104,9 @@ a {term}`Parsons Problem` is a special type of a Just like in a {term}`Reorder Problem`, the correct answer could include just a subset of the given blocks of code. +(assessment-types-glossary)= +## Glossary + ```{glossary} Essay Problem A longer version of a {term}`Short Answer Problem` in which the student must write an essay about a specified topic or prompt. diff --git a/teach_online/content_delivery.md b/teach_online/content_delivery.md index 00927e2..bd2594e 100644 --- a/teach_online/content_delivery.md +++ b/teach_online/content_delivery.md @@ -1,3 +1,4 @@ +(content-delivery)= # Content Delivery ```{note} @@ -11,6 +12,7 @@ we will discuss some different platforms for instructional content delivery. This section of *How to Teach Online* is the most prone to going out-of-date, so contributions are *especially* welcome here. +(content-delivery-lms)= ## Learning Management System (LMS) A {term}`Learning Management System (LMS)` is a @@ -21,14 +23,17 @@ so you may not have much freedom to choose between LMS options. Regardless, in this subsection, we will provide an overview of common LMS choices. +(content-delivery-lms-canvas)= ### Canvas TODO +(content-delivery-lms-blackboard)= ### Blackboard TODO +(content-delivery-course-website)= ## Course Website Many instructors simply use their {term}`Learning Management System (LMS)` as their course website, @@ -41,22 +46,27 @@ I strongly encourage you to point to it directly from the landing page of your c In this subsection, we will provide an overview of common choices for hosting course websites outside of a course LMS. +(content-delivery-course-website-google-sites)= ### Google Sites TODO +(content-delivery-course-website-github-repository)= ### GitHub Repository TODO +(content-delivery-course-website-github-pages)= ### GitHub Pages TODO +(content-delivery-course-website-self-hosted-website)= ### Self-Hosted Website TODO +(content-delivery-discussion-board)= ## Discussion Board Many courses utilize an online discussion board system to enable asynchronous communication between students and course staff. @@ -64,14 +74,17 @@ The {term}`Learning Management System (LMS)` that you are using may already incl but in this subsection, we will provide an overview of common choices for dedicated discussion board platforms. +(content-delivery-discussion-board-piazza)= ### Piazza TODO +(content-delivery-discussion-board-ed)= ### Ed TODO +(content-delivery-instructional-text)= ## Instructional Text It has become increasingly user-friendly to author fairly robust text-based content on the internet, @@ -80,11 +93,14 @@ rather than relying entirely on a textbook, many instructors have become empowered to write their own instructional materials (in part, or potentially even in full!). We provided an overview and discussion of different options for authoring one's own instructional text resources -in the [Instructional Materials](instructional_materials.html#online-text) section of this online resource, +in the [Instructional Materials](instructional-materials-online-text) section of this online resource, so rather than repeating ourselves (and inevitably becoming outdated in two separate pages), we will just point you to that page for this specific topic. +(content-delivery-glossary)= +## Glossary + ```{glossary} Learning Management System (LMS) A software application for the administration, documentation, tracking, reporting, automation, diff --git a/teach_online/general_tips.md b/teach_online/general_tips.md index 6b58bcc..707b0a8 100644 --- a/teach_online/general_tips.md +++ b/teach_online/general_tips.md @@ -1,3 +1,4 @@ +(general-tips)= # General Tips ```{note} @@ -9,6 +10,7 @@ we will be giving some general tips and suggestions that broadly apply to many/a These will not necessarily be grounded in specific pedagogical techniques: they will more so be general ideas and philosophies to keep in mind while designing and executing online teaching. +(general-tips-avoid-user-confusion)= ## Avoid User Confusion When you teach online, @@ -52,6 +54,7 @@ solicit unique student IDs or accounts from the external tool *once* at the begi and create a system (using e.g. Python script, Excel tools, etc.) to automatically map student points from the external tool to the appropriate entry in your course gradebook. +(general-tips-reduce-technology-fatigue)= ## Reduce Technology Fatigue University education has looked almost identical for *hundreds* of years: @@ -98,6 +101,9 @@ Thus, my general tip is to try to reduce {term}`Technology Fatigue`: * When possible, try to have a single "main" technology/website that students can bookmark, and seamlessly *embed* other technologies *within* it * Try to avoid manual interaction on the student's end when at all possible +(general-tips-glossary)= +## Glossary + ```{glossary} Technology Fatigue A sense of overwhelming that can come about from the use of many different technologies TODO CITE. diff --git a/teach_online/instructional_materials.md b/teach_online/instructional_materials.md index d281977..559ab03 100644 --- a/teach_online/instructional_materials.md +++ b/teach_online/instructional_materials.md @@ -1,3 +1,4 @@ +(instructional-materials)= # Instructional Materials ```{note} @@ -20,6 +21,7 @@ and we will provide suggestions regarding how to design and implement these mate We want to emphasize that much of this advice can be used across multiple modalities of instruction (e.g. both in-person and online classrooms can use online videos or text resources). +(instructional-materials-videos)= ## Videos Many online courses utilize videos to deliver course content. @@ -74,6 +76,7 @@ potentially with added annotations and enhancements, to be used as shorter instructional videos in an online, hybrid, or flipped course {cite:p}`minnes_podcast_2019`. +(instructional-materials-online-text)= ## Online Text As mentioned in the previous section, @@ -157,6 +160,9 @@ you can refer to the two main MAITs I have developed: and [*Data Structures*](https://cogniterra.org/330), both of which are freely available to the general public and incorporate autograded coding challenges within the browser. +(instructional-materials-glossary)= +## Glossary + ```{glossary} Active Learning A method of learning in which students are actively involved in the learning process {cite:p}`bonwell_active_1991`. diff --git a/teach_online/intro.md b/teach_online/intro.md index 7c6ad51..8e53381 100644 --- a/teach_online/intro.md +++ b/teach_online/intro.md @@ -10,6 +10,7 @@ kernelspec: name: python3 --- +(welcome)= # Welcome! ```{note} diff --git a/teach_online/modalities.md b/teach_online/modalities.md index 922d796..c4a8f1b 100644 --- a/teach_online/modalities.md +++ b/teach_online/modalities.md @@ -1,3 +1,4 @@ +(modalities-of-instruction)= # Modalities of Instruction ```{note} @@ -15,6 +16,7 @@ can be used across multiple modalities (e.g. both in-person and online classrooms commonly use online discussion boards and assessments), and we will dive into specific components in later chapters. +(modalities-of-instruction-fully-in-person)= ## Fully In-Person While it might seem strange for a resource titled *How to Teach Online* to begin with a discussion about fully in-person instruction, @@ -29,6 +31,7 @@ such as having students read/watch materials and solve problems asynchronously b {term}`Flipped Classroom` framework {cite:p}`bishop_flipped_2013,akcayir_flipped_2018,compeau_establishing_2019`, but the core instructor-to-student interactions still occur synchronously in-person during class time. +(modalities-of-instruction-fully-in-person-the-good)= ### The Good A primary benefit of fully in-person instruction is that it can make @@ -38,6 +41,7 @@ which enables instructors to employ engaging teaching techniques such as {term}`Peer Instruction` {cite:p}`crouch_peer_2001,knight_peer_2018,porter_halving_2013` and {term}`Small-Group Discussion` {cite:p}`cohen_restructuring_1994,pollock_learning_2011,bennett_talking_2010`. +(modalities-of-instruction-fully-in-person-the-bad)= ### The Bad A key downside of fully in-person instruction is its inflexibility: @@ -58,6 +62,7 @@ Employing innovative pedagogical techniques such as can help improve the scalability of in-person instruction, but these methods typically require significant staff resources at scale. +(modalities-of-instruction-fully-online)= ## Fully Online In contrast to fully in-person instruction, @@ -70,6 +75,7 @@ in which all core instruction is by definition synchronous, the core instruction in a fully online class can be synchronous, asynchronous, or a mix of both. +(modalities-of-instruction-fully-online-synchronous-vs-asynchronous)= ### Synchronous vs. Asynchronous In synchronous fully online instruction, @@ -95,6 +101,7 @@ Further, instructors who hold synchronous sessions in a fully online classroom can record these sessions so students who are unable to attend synchronously can watch recordings according to their own schedule. +(modalities-of-instruction-fully-online-the-good)= ### The Good A key benefit of fully online instruction is its flexibility: @@ -121,6 +128,7 @@ It can also enable flexibility with regard to class scheduling (e.g. being able to enroll in classes that have conflicting synchronous times if asynchronous options are available for one), which could prevent delays in coursework and reduce time-to-degree. +(modalities-of-instruction-fully-online-the-bad)= ### The Bad A major limitation of fully online instruction is that it can be *incredibly* difficult for an instructor to engage students, @@ -144,6 +152,7 @@ We will discuss ways in which student collaboration and cheating can be detectin (including in unproctored online exams), but this is an incredible challenge for instructors. +(modalities-of-instruction-hybrid)= ## Hybrid As can be seen in the discussion above, @@ -186,6 +195,7 @@ but the result is that some students participate fully in-person, some students participate fully online in a synchronous manner via Zoom, and some students participate fully online asynchronously via recordings. +(modalities-of-instruction-hybrid-hyflex)= ### HyFlex I want to briefly revisit the following comment I made about my hybrid courses: @@ -210,6 +220,7 @@ The fundamental values in HyFlex design are the following {cite:p}`beatty_hybrid 3. **Reusability:** Capture learning activities in each mode to reuse in other modalities 4. **Accessibility:** Ensure that all students are equipped with the necessary technology access and skills to have equitable access to all participation modalities +(modalities-of-instruction-glossary)= ## Glossary ```{glossary} diff --git a/teach_online/postface.md b/teach_online/postface.md index c08957d..66f2ca2 100644 --- a/teach_online/postface.md +++ b/teach_online/postface.md @@ -1,3 +1,4 @@ +(postface)= # Postface ```{note} diff --git a/teach_online/preface.md b/teach_online/preface.md index 11f2af6..7005bc9 100644 --- a/teach_online/preface.md +++ b/teach_online/preface.md @@ -1,3 +1,4 @@ +(preface)= # Preface ```{note} @@ -12,6 +13,7 @@ We will try to provide multiple examples for each topic, and we will try to comment on feasibility and usefulness in the context of different disciplines, as some techniques and tools may lend themselves better to some types of courses than to others. +(preface-about)= ## About My name is [Niema Moshiri](https://github.com), and I am an Associate Teaching Professor in the [Computer Science & Engineering Department](https://cse.ucsd.edu) @@ -32,6 +34,7 @@ This is an open source Jupyter Book {cite:p}`executable_books_community_jupyter_ project that has been released under the [GNU General Public License (GPL) v3.0](https://www.gnu.org/licenses/gpl-3.0.en.html) license. +(preface-disclaimer)= ## Disclaimer This resource was written by a single person, @@ -42,6 +45,7 @@ so please keep in mind current evidence-based best practices as well as modern t Rather than treating this module as a *de facto* set of instructions for online teaching, think of it more as a repository of many (hopefully) useful tips that you can pull pieces of to incorporate into your own teaching. +(preface-contribute)= ## Contribute To try to combat my own biases as well as to hopefully keep this resource reasonably up-to-date, all of the source code is publicly available on [GitHub](https://github.com/niemasd/How-to-Teach-Online), diff --git a/teach_online/spicy_takes.md b/teach_online/spicy_takes.md index 3d368aa..68844ca 100644 --- a/teach_online/spicy_takes.md +++ b/teach_online/spicy_takes.md @@ -1,3 +1,4 @@ +(niemas-spicy-takes)= # Niema's Spicy Takes ```{note} @@ -27,6 +28,7 @@ and you should take *everything* I say in this chapter with *significantly* more grains of salt (a tablespoon of salt should suffice). +(niemas-spicy-takes-share-materials-free)= ## Share Your Instructional Materials Publicly for Free! Historically, @@ -75,6 +77,7 @@ And if you are someone who simply *uses* an expensive textbook, I encourage you to see if there exists an {term}`Open Educational Resource (OER)` that could be a reasonable substitute {cite:p}`nipa_assessment_2020,conole_fostering_2012` +(niemas-spicy-takes-dont-reinvent-the-wheel)= ## Don't Reinvent the Wheel! Somewhat expanding upon my previous hot take, @@ -109,6 +112,7 @@ hence why they appear in the videos most frequently, but one can imagine a world in which world experts on a given topic *all* contribute to producing instructional videos and text for that topic, and then sharing them all in a central organized repository. +(niemas-spicy-takes-glossary)= ## Glossary ```{glossary}