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Many things to many people

Weblogs can be used for many purposes. This one is for sharing information relevant to teaching a distance course at UBC. So far, this has kind of been a one way street. But what about you? I’m sure many of you have comments, stories and issues to share with your colleagues, perhaps you’d like to seek some feedback or generate a discussion. One way to do this is through the use of Comments.

Click on the word Comments at the bottom of this entry and try it out! Your comment will appear as soon as it has been approved (annoying, I know, but the approval process cuts down on spam).

You might also want to post an entry on a subject of interest. In this case, for now, please send it to me and I will post it. If you want to post regularly, let me know and we’ll set you up as an author on the blog.

That’s all there is to it! Comment away!

Cindy

Categories
Administrivia

Adding Students Late




Late for Class

Originally uploaded by T Hall.

I know that some of you get requests (accompanied by begging and pleading) from students wanting to register for your courses well after the course start month. In some cases, it is clear that your course schedules and pedagogical approaches can’t easily accommodate this.

In other cases, you may be inclined to permit a student to register late with certain provisos regarding their responsibilities to catch up on the course work and reading.

UBC policy states : Except in special circumstances, a one-term course may be added to a student’s program only within the first two weeks of the course, and a two-term course within the first three weeks. If a course is dropped during these periods, no record of the registration in the course will appear on the student’s academic record.

It is the “special circumstances” that open the door to policy interpretation by both instructors and staff.

Here are a few guidelines that may help in your decisions around this issue:
• Adding a student after the course start month is not advisable for a whole variety of reasons and should be avoided where possible – referring students to the next offering of the course for example..
• The Bookstore may not have sufficient stock of texts – which could result in additional delays for students.
• Consider your course structure and pedagogical approach. Courses requiring early group interaction (for example) don’t lend themselves easily to latecomers. If your course has group work – you may want to just say no to student requests to be added late.
• Special circumstances (for adding courses) usually relate to a specific requirement that a student must meet in order to graduate. In this case, you can refer the student to his/her faculty advisor to seek permission (as long as you are in agreement to add the student if the Faculty recommends it).
• Students can be added to a course by his/her Faculty advisor or Enrolment services staff – they will advise your OLT Course Liaison so that course orientation information (including info about course materials) is sent to the student asap.
• Studentswho register late will be fully responsible for all course fees should they later decide to withdraw.

Front line learner support staff will honor your decision in admitting students late. These guidelines are meant to advise you.

Do you have a comments that you would like to share with other readers? If, so, click on the comments link below and post.

Categories
Teaching Resources

Student Centered Learning




03 The read/write web

Originally uploaded by leighblackall.

I was recently passed a link to some online readings from the All Ireland Society for Higher Education (AISHE) – thanks Michelle!. The article titled Student Centred Learning: What Does it Mean for Students and Lecturers? sparked my interest mainly because it seems such a misunderstood concept. The authors suggest a continuum for considering student centered learning and offer an overview of related teaching practices and critiques of the approach. Though not focused on distance learning, this article addresses various approaches that easily translate to an online learning environment.

If you like this article and want to check out other readings, try: 2005-1: Emerging issues in the practice of University Learning and Teaching.

Categories
Teaching Resources

Need some help with WebCT?

The e-Learning Institute and the Office of Learning Technology will be holding a series of WebCT drop-in sessions for faculty throughout the fall. These are informal question and answer sessions with WebCT specialists in attendance. Bring your questions and they’ll do their best to provide answers.
Next Session? Sept 27th, 2006 12:30 – 2:00 p.m.
Where? IT Services, Telestudio, Lower Level, 2329 West Mall, Rm#0110

Cindy

Categories
Learning Resources Start of Term

Un-confusing the confused




+five.me

Originally uploaded by discotraxxx.

For whatever reason, many students seem to be confused this term. Here are some of the more common confusions:
Is my course online or print-based?
How do I get my course materials?
When is my course going to start – I don’t see it on my webCT list (it’s a print-based course)?

As you know, students are sent a welcome email at the start of the term by our Course Support Liaison. You should have received a copy of this. If not contact our CSL. Sadly, some students have set their spam filters on high alert and consequently some of the emails were not received.

Here are a few things you can do to help un-confuse the confused (when they contact you):

  • copy the welcome email into the body of an email message and sent it to the student.
    inform the CSL of any course materials issues that students encounter at the Bookstore (so she can follow up).
  • refer students to the e-learning site to login to their course if it’s online.
  • refer students to our website to review the Learner’s Guide
  • contact the Helpdesk if student’s don’t see their online course on their list (if the course is, in fact, online). Sometimes this indicates a course population glitch that we can fix.
  • Cindy

    Categories
    Teaching Resources

    A few good articles




    Book Table

    Originally uploaded by okbokeh.

    The Centre for Teaching and Academic Growth (TAG) has recently obtained UBC site licenses for two teaching and learning related electronic newsletters: The Teaching Professor and Online Classroom.
    Some highlights from this month’s editions:

    Activities 101: Considering Collaboration
    By Patti Shank, PhD, CPT
    You may not have considered collaborative activities for the courses you teach. Even if you understand the benefits of collaborative activities, redesigning your courses to include them may seem daunting. You may also have questions about how to monitor and grade such activities. And you may have heard complaints from other instructors about the problems they have faced with collaborative activities. Easier to just stay with the same ole, same ole, right?

    Alignment: A Model that Responds to Teaching Tensions
    How do instructors balance demands to make courses challenging and at the same time make them accessible to students? How do instructors find a way to be informal and friendly with students at the same time they maintain proper authority and professional distance? How do instructors simultaneously meet the needs of learners who learn well in groups and those who learn better on their own? Donald Wulff believes that effective teaching rests on the ability to respond to tensions that are inherently a part of interactions between the professor, students, and context. Good teachers know how to make adjustments between competing demands—they “align” their instruction so that learning is achieved.

    All members of the UBC teaching community may register to receive free subscription(s) to either or both of these newsletters. Registration is only required once. With your subscription(s), you will receive a monthly email providing you with the current issue’s table of contents, and links to both individual articles and the entire issues.

    To register for your free subscription(s) enter the following Voucher Code and PIN number when prompted:
    Voucher Code: UBC
    PIN number: 0302

    Happy reading …

    Cindy

    Categories
    Administrivia

    Single sign-on to UBC systems

    Starting August 1st you will need a Campus-Wide Login (CWL) ID and password to log into the Faculty Service Centre (FSC).
    If you haven’t created a CWL ID already, please do so now: create my CWL.
    You will no longer need nor be able to use your FSC ID and password.

    Campus-Wide Login (CWL) is UBC’s single sign-on authentication system. It is designed to give you access to UBC’s online applications with the same username and password.

    Need help creating your CWL id? CWL help now.

    If you have any questions regarding your appointment status possibly delaying your CWL access, please contact OLT.

    Categories
    Online discussion

    Facilitating online discussions

    A few months ago, some colleagues and I had an interesting chat with some of our online instructors about a variety of issues related to facilitating and managing online discussions. Various questions emerged such as:

    How do I effectively enourage interaction?

    What is the role of assessment?

    What is the instructor’s role vs, students’ role in the process?

    Though we didn’t come up with all the answers, we did produce some fruits of our labour in this wiki on Online Discussion.. Please feel free to contribute your thoughts, suggestions and ideas to it!!

    Cindy

    Categories
    Administrivia

    Updating your contact info.

    Have you ever tried to track down the right person in payroll to get your address changed on the “UBC system”? This has been a source of aggravation for many, including, I’m sure, the staff in the payroll office!

    You can now update your contact information (including new email or mailing addresses and telephone numbers) through UBC’s Faculty and Staff Self Service Portal.

    Cindy

    Categories
    Administrivia

    Virus Protection

    If you accept assignments via email, you may be at risk for catching a nasty virus which can cause problems with your computer and, occassionally, render it inoperable. Rather than reverting back to snail mail and causing a revolt among your students, seek out some virus protection.
    UBC now offers free downloadable virus protection software for Faculty and staff. You’ll need a CWL to login to the site. It’s definitely something you’ll want if you don’t have it already!

    Cindy

    Spam prevention powered by Akismet