Author Archives: christopherson

About christopherson

I am a junior faculty member at a small private college in Iowa. This blog is my sometimes consistent, but usually inconsistent postings of whatever might be on my mind (professionally, personally, or randomly).

Active Learning Strategy – Digital Storytelling

A few weeks back I wrote a post about using Padlet in the classroom to help facilitate active learning.  Susie also facilitated another workshop on ways to incorporate active learning into your classrooms that gave a number of different strategies and tools both high and low tech.  This week I introduce another active learning strategy that incorporates some of the power of technology: Digital Storytelling. Digital storytelling is not a particular form of technology, but rather a strategy that uses the multimedia benefits of technology.  Digital storytelling requires learners to tell a story using digital means. These stories might be creative stories that students have created themselves, little autobiographies, documentaries, or even stories reflecting their progress on some large-scale project.

 

The art of storytelling requires the creator to understand the purpose of the story, organize important details, explain in clear language, and blend visual and verbal elements together in a meaningful and powerful way.  A good story often creates a mental image for the listener when crafted well. Multimedia allows for the creator of a digital story to present the visual image along with the verbal description. The cognitive skills needed to tell a good story are very complex and when a good story is told, there is evidence that the creator has deeply processed and understood their topic. What I tend to find most satisfying is when students can create an engaging and relatable story with the complex information that they have been learning in their classroom.  If these stories can be understood and appreciated by people not in higher-education, I think that is a significant gain. It’s a way for students to engage in ‘giving away’ their particular discipline to others and to demonstrate how their field is relevant to the general public in an engaging manner.

 

In a 2017 Inside Higher Ed Op Ed article, Kari Smalkoski, Linda Buturian, and Scott Spicer describe how they saw digital storytelling as a mechanism for transforming learning in a very powerful way including helping students to improve civic discourse and communicate multiple perspectives on an issue.  It does require instructors to break from the more familiar recipe of the traditional research paper, but allows for more student creativity and voice within the project. Here is a link to an initiative so-lead by Kari Smalkoski in the Twin Cities area in MN that presents a number of digital stories created by high school students on issues important to them (MN Youth Story Squad).

 

There are several resources available to those who might be interested in learning more about this strategy.

 

I could see this strategy being attractive to faculty who are interested in alternative ways of having students present in a class.  The technical skill needed to accomplish many of the tasks in digital storytelling can be made relatively easy through the variety of programs available, but time should be given and some structure provided to help students select tools and begin to use them to create products.  Having students collaborate on projects like this might be a unique way to present information. For those who are interested in cross-course collaborations, this might be one option for a project that students might collaborate with.

Civic Responsibility: Digital Citizenship

This summer, the International Society for Technology in Education (ISTE) has publicly announced a more focused initiative to promote digital citizenship (ISTE Blog, July 2018). Digital citizenship is not simply online safety practices.  Online safety includes maintaining good practices such as strong passwords, not becoming victims of phishing, spear fishing, or other social engineering digital attacks, and protecting one’s identity in online spaces. Digital citizenship is not simply about protecting yourself or your institution online. It is about creating a meaningful community, engaging in respectful debate, helping to shape public policy, and engaging in effective digital information literacy (ISTE Blog, July 2018).

 

Digital citizenship is meant to combat the tsunami of cyberbullying, trolling, toxic comments, online arguments, and fake news that we all see in our online environments.  Similar to being a good citizen in one’s physical community, one needs to be a good citizen within their virtual environments. As we move into this week where most of our undergraduate students will participate in their local community through Into the Streets, we need to remember and remind ourselves that citizenship is not limited to our physical geography.

 

What is perhaps most important to remember is that people who are not good digital citizens can (though certainly not always) actually be generally respectful people IRL (in real life).  The anonymity and physical distance provided by the online environment can provide temptations for individuals to engage in actions that they otherwise might not if they were able to be identified.  I explored this very issue over 10 years ago when I was in graduate school and today these same psychological principles continue to contribute to the sometimes toxic nature of the Internet world (see Christopherson, 2007).

 

So what might we do?  What are some of the ways that we in higher education can help ISTE meet their goals to encourage digital citizenships? Many of these strategies are actually easy for us to do as individuals:

  • When engaging in disagreements, do so with civility.  If the ‘other side’ continues to use toxic forms of disagreement, disengage so that you remove one of their platforms for incivility. Do not engage ‘trolls.’
  • If you notice someone being cyberbullied through comments or posts, post positive comments and encourage others to do so as well.  Doing nothing, does something. See StopBullying.com for other strategies to prevent and address cyberbullying
  • Be vigilant about fake news and spreading misinformation.  Stop and think before forwarding or sharing a post. Help others to identify these types of fake stories and images. See FactCheck.org for strategies to identify fake news and images.
  • Use digital mechanisms for engaging in social policy.  Engage in meaningful debate, post well researched solutions, share perspectives, use digital means to raise funds or awareness for meaningful causes.
  • Use digital materials ethically.  Appropriately give credit for multimedia you might use. Do not use someone else’s materials without permission.  Check for the permissions that are provided by the creator. Familiarize yourself with the copyright of information and materials you use (creative commons as an example).
  • Model digital citizenship through all online interactions and communications.

 

If the concept of fostering digital citizenship is of interest to you, I encourage you to explore ISTE’s site on Digital Citizenship.  Though ISTE is more focused on the K-12 educational environment, these basic principles and ideas can be translated into higher education.  This page provides a number of short articles on ways to incorporate digital citizenship into the classroom and how to create learning activities (such as problem-based learning and authentic learning tasks) that help students engage in digital citizenship.

Christopherson, K.M. (2007). The positive and negative implications of anonymity in Internet social interactions: “On the Internet, nobody knows you’re a dog.” Computers in Human  Behavior, 23(6), 3038-3056.

Active Learning Tool – Padlet

When Susie Lubbers sent out the interest survey before the start of classes one of the items that faculty appeared to have the most interest about was how to incorporate active learning strategies into their courses.  On October 15th Susie and I will be facilitating a faculty development workshop on this very topic, but I also wanted to write a few specific blog posts highlighting some tools that you might find helpful to incorporate more active learning.

 

First, what is active learning? I’ll give you my own definition: Active learning is any learning activity where students are directly involved in some or all of the process of learning something new.  Students might be involved in the creation of the content, explaining meaning, organizing content, creating connections between ideas and concepts, or creating a meaningful product that demonstrates understanding.  Active learning in my view can happen in any form of classroom: Face-to-face, online, flipped, traditional lecture, student-centered, etc. As long as your students are doing and demonstrating something more than simply listening/reading to content and recording that information down, there is active learning happening.

 

The first active learning tool that I want to highlight this year is something called Padlet.  Some of you have have heard of this or even use it in your courses.  Padlet is at its core a form of shared and collaborative virtual bulletin board.  Here is an example of what Padlet looks like:

 

 

 

 

 

Several of us have asked students to do tasks on a whiteboard such as writing ideas for everyone to view, putting ideas into categories, reorganizing information, or even sometimes providing a backchannel mechanism for posting questions.  Padlet allows for this do be done. Padlet is free for students and teachers to use, and if a student is simply using (i.e. not creating) Padlet, the student does not even need to create an account and is able to use this tool as a ‘guest.’  For teachers, the free ‘basic’ version allows you to have three padlets created at any one time. And unless you plan to keep a particular padlet long-term this probably is a fine choice of plan. The individual pro plan is $8.25 a month and along with the ability to create unlimited padlets, there are other features such as folders, no ads, and larger memory capability.

 

Padlet can be used on computers or mobile devices and there are a variety of ways to share the Padlet that your class might be working on.  On computers, you can simply send a link or you can embed the actual Padlet window into a course Moodle or Website. If your students are using mobile devices, they will need to install the Padlet App, but then they are able to access your padlet through a link, QR code, of even through a ‘broadcasting’ feature that the presenter can use if sharing using a mobile device.

 

Padlet can basically facilitate times when you would like the larger groups to share and manipulate ideas.  Here are a few suggested uses for Padlet (ideas from this website):

  • Posting brainstorm sessions
  • Categorizing information and concepts
  • Mind mapping and concept maps
  • Q&A forum1
  • Exit ticket collection
  • Submitting files
  • Sharing resources (images, web pages, files)
  • Quick formative assessment
  • Collecting student responses to lessons
  • Shared note taking

 

When posting to a Padlet, users have the options to post text, files, images, Google Suite applications, and even other Padlets.  You can enable comments or ratings to be made on posts as well. Padlet is one of those tools that might help faculty with larger courses to get more student engagement or to allow those quiet students participate in class in a different way.

 

Here is a short video that demonstrates the many ways that media can be incorporated into padlet: https://use.vg/sr0aqN

 

Here are a few other websites with ideas on how Padlet might be used in a classroom:

 

Moodle Assignment Feature: Feedback types and bulk grading features

Bear with me in this week’s blog post – I’m about to get a little ‘fan-girl’ crazy here with Moodle.  And for anyone who knew about these bulk grading and upload processes and never told me…Shame! Shame! Shame!

 

Last week I shared with you a way to help the first start of the grading processes for Moodle assignments go a bit quicker using the Download All Submission option.  At that time I also alluded to the fact that this can be the first step in helping later on with submitting assignments back to Moodle. Today I share with you the thing the literally made me want to jump and shout to the world what I think will be a LIFESAVER for those of us who do a lot of electronic grading.

Excited Cat Meme

Image from https://imgflip.com/i/1dqrhu

 

 

 

 

But before I get into the really exciting part, let me share with you a few of the features in Moodle that you can use to provide different types of feedback to your students.  When you create or edit an assignment you can select the different ways of providing feedback: Feedback Comments, Feedback Files, Offline Grading sheet, and Comment inline.

 

Feedback Comments, when enabled, will include a textbox for you to write comments back to your students.  Feedback Files, when enabled, will provide you a place to upload a file – most likely a Word file that you have made electronic comments on.  If you have provided a textbox for your students to type their assignments into (you do this in the Submission Types –>Online Text) and enable the Comment Inline feature, you will see your student’s responses from their online text submission in your feedback comments textbox and you can comment within the student’s text (see below for what I mean by this).

 

The settings:

 

 

 

 

 

 

 

 

How it works:

View Video Click Here: https://use.vg/W4gzdm

 

But probably what I am most excited about is the fact that I just recently started to explore just what this Offline Grading Sheet was all about and WOW have I been missing the boat there.

 

 

 

 

When you enable the offline grading sheet, you will then be given an option in the drop-down menu where you can also ‘download all submissions’ to download the grading sheet.

 

 

 

 

 

Doing this will download an Excel file to your computer that is formatted so that all you need to do is enter in the points grades for students on the single excel sheet.  You can also write in your feedback comments on this grading sheet as well.

 

 

 

 

 

 

 

 

 

 

 

Once all of the grades are entered, then you can simply upload this sheet back (don’t change anything about the formatting except for the grades and the feedback you entered) and Moodle magic updates all of the grades for you at once!  You can do similar quick grading on the initial page of an assignment in Moodle, but this allows you to also do this while not connected to the Internet (at least until you have to upload the sheet). Here’s a quick demo of how this works:

 

View Video Click Here: https://use.vg/4GnnyW

 

So, once I learned about that I decided to explore the other options in that drop-down menu that I typically ignore (we truly just don’t always have the time to explore this stuff right…plus we don’t want to break the Moodle).  So I explored what the “upload multiple feedback files in a zip” was.

 

 

 

 

 

 

Well, surprisingly it’s exactly what it sounds like.  A way to upload all of those commented worksheets or papers at once (rather than going student by student).  The trick here is that you need to first download all of the files using the “download all submissions” tool.  This names the files in the way that is necessary to batch upload again. After that all you need to do is to save all of these files into a zip folder and then upload it back and BOOM! All the files are there.  What might take you the better part of an hour to do when turning back assignments (especially if you have have 30-40 or more students in a course) is now done in the matter of a few minutes! Now if we can just get the actual grading to go quicker right?! See this magic at work here:

 

View Video Click Here: https://use.vg/g0pIJm

 

So are you as excited as I am about this? This will literally save me hours of time as I grade assignments this year.  The one thing to be aware of is that students do not receive an automatic email notifying them of these updated grades and files.  But this is easily done by simply clicking the “save all grading changes” at the bottom of the quick grade view.

 

**Edit to add information**

Unfortunately if you use ‘Rubrics’ or ‘Marking Guides’ as your grading type in Moodle the Offline Grading Sheet feature is not available.  However, you can still do a bulk upload of all feedback files.

Moodle Assignment Feature: Download All Assignments

When Susie and I had the faculty respond to a short survey, there was a lot of interest from you on learning more about the different features of two particular Moodle activities: Assignments and Quizzes.  These are probably two of the most commonly used Moodle activities (Forums are also very common) at Morningside and there is probably more to them that you are aware.

Even I have learned a few new strategies for using these tools recently and this year one of my goals is to share these with all of you.  This Fall I focus on Moodle Assignments.

Basics:

The Moodle Assignment is basically the drop-box feature in our learning management system (LMS).  Instructors provide instructions and materials for students to complete and then students submit their work electronically through Moodle.  Instructors then provide feedback and grade the assignments, turning them back electronically through Moodle. Here is a document outlining this basic process.

 

Assignment Options:

There are many different options available that you’ve likely noticed if you have ever included one of these in your course.  For example, there are different feedback types, different grading mechanisms, you can use something called ‘groups,’ you can enable multiple attempts, you can use a ‘quickgrade’ or you can grade students one screen at a time.  I’ll discuss using some of these different features in future blog posts, however, In this installment I want to give you one tip that might help the grading process go just a tad bit faster – the Download All Submissions feature.

 

Using Download All Submissions:

After your students have all uploaded their assignments to Moodle there are really two ways to download the files onto your computer so that you can provide feedback on their assignments.  1) you can click on each individual student file and download them individually or 2) you can download all files as a batch. There are a few benefits to using process #2: First, there is WAY fewer clicks and less waiting for downloads and second, using the download all submissions option automatically names the files with the students names.  So you don’t need to depend on students properly naming their files for you to identify them on your computer! Here is a short 30 sec video demonstrating how to do this.

 

https://use.vg/xYu57R

 

The one drawback that I can think of is this.  You really need to wait until after the due date to use this bulk download process in the most efficient manner, so if you are someone who likes to grade as assignments come in, this process might not be the best to use.  This bulk download does not recognize if you have downloaded the same file previously. It’s still possible to use it, there is just more file management that needs to occur on the instructor’s end (i.e. moving new files into your assignment files and ignoring student files that you have already saved).

This process can help speed up grading by basically reducing the time it takes to download each individual student’s file to your computer.  Additionally, using this process also makes it possible to do a type of bulk upload (to be discussed in a future blog post! – This is a feature I just learned about myself).

Morningside College QM Plan. What is it? How do I learn more?

Many of you are likely aware that Morningside College subscribed to Quality Matters, but did you also know that we have an active plan to help us implement the Quality Matters standards into our online courses? One of the services that Quality Matters provides is a process to help institutions create implementation plans.  A college representative (typically the campus Quality Matters Coordinator or QMC) completes a proposal that follows the guidelines given by Quality Matters to describe the process that the institution will take to help implement the Quality Matters standards within is online and blended courses.

 

A couple of years ago, I stumbled across this service and decided to create a QM Implementation Plan for Morningside College which focuses on creating a form of internal review process for our online courses in our online programs (Graduate Education, Graduate Nursing, and Organizational Management).  I worked with John Pino, Steve Gates, Jackie Barber, and Michelle Laughlin as I drafted this proposal. What I liked about the process was QMs flexibility for us to create a plan that fit Morningside and our needs. Our needs were to create a review system for ourselves, guided by the QM standards. I submitted this proposal to QM and they basically said “Great! Go for it!” You can read the specifics of this plan here if you are interested.

 

We are currently in Year 2 of a three year plan.  Last year I recruited several faculty and adjuncts within the Graduate Education program to complete the training necessary to become peer-reviewers for our internal process.  This year, I hope to continue to recruit interested faculty and to begin training those who have completed the training to conduct reviews. Ultimately it is my goal to try to have at least 2 courses from each program reviewed internally.

 

So what does it mean that we have a QM ‘approved’ implementation plan? Each year I submit an annual report indicating our progress on our stated goals.  And we are also able to include a statement in our web pages that states:

Morningside College is committed to implement the Quality Matters Standards for the design of online and/or hybrid courses, and we are systematically building and evaluating our courses based on these rigorous, research-supported standards. The Quality Matters standards assure that the online components of these courses promote learner engagement and provide students with all the tools and information they need to be successful learners. More information regarding Quality Matters may be found at https://www.qualitymatters.org/.

 

Beyond the request for annual reports there is no other ‘policing’ that QM does.  So it’s not like we will be punished for not meeting our goals. But they do provide guidance and resources for those of us trying to accomplish our goals.

 

If you are interested in learning more about the Morningside College QM Implementation Plan, please feel free to contact me.  If you are interested in becoming an internal reviewer I would love to talk to you more! Even if you do not teach online, you can become a reviewer.  Becoming a reviewer for our online programs will allow you to see just what our online courses look like, how our online students are learning, and it can even give you ideas for your own courses!

Return of the Blog! Ed Tech Resources

For those of you who were unaware, the Ed Tech Blog had taken a year-long sabbatical in an attempt to re-fresh and conduct some important research comparing and contrasting the variety of beaches in the tropics.  But in all seriousness, I am reviving the Ed Tech blog once again as one of my mechanisms for communicating with our campus community on topics in Ed Tech.

This week’s installment is to remind everyone about the variety of resources that are available to all Morningside instructors to assist them when making decisions about incorporating technology into their courses.  Here is a list of the available resources along with short descriptions of how to access them:

The Educational Technology campus Website

I maintain this website as a central place for many of the resources that are available to faculty.  Included are links to previously help and recorded faculty development sessions, links to pages of technology tools that one might use in their courses, links to other subscription resources such as the Magna 20-min mentors, eclass4learning, and Quality Matters resources. This is a good place to explore and get ideas.

 

Magna 20-Minute Mentor Commons

Morningside College subscribes to Magna’s 20-minute mentor.  These are a library of short videos on a number of topics that related to teaching and learning both online, face-to-face, and blended.  Instructions on how to create your account and access these resources is found on the homepage of the Educational Technology website.  You must be a Morningside College employee to access this.

Magna 20-Minute Mentor ‘Bundles’

Because there are dozens of 20-minute mentor videos available through Magna, I have taken some time to curate some of the content.  Many of these focus more on those that teach online or blended courses, but the information can be very helpful for any mode of learning.  Videos are categorized by topic.

 

Magna Monday Morning Mentors

Both myself and Susie Lubbers send out messages every Monday that puts one of the Magna 20-minute mentors in the spotlight.  Susie’s message is directed more generally for faculty who teach in any mode. The Monday Morning Mentors that I send are more directed at online instructors, but once again, strategies used online can also be implemented face-to-face sometimes.

 

Faculty Development Workshops

Susie Lubbers and I also collaborate to offer a number of different faculty development session throughout the year.  This year we are offering on average two session each month. You can see a current schedule for these workshops on the Educational Technology Website or you can see fliers that are sent with the dates.

There will also be times when I will create faculty development sessions that are focused more for our adjunct faculty who teach in our online programs.  These sessions will be offered via WebEx and also recorded for later viewing.

 

Ed Tech Twitter and Facebook

Along with resurrecting the Ed Tech Blog, I also plan to make the Morningside Ed Tech Twitter and Facebook feeds more active this year.  These feeds are primarily places where I will post when a new blog post is available, post upcoming dates for faculty development opportunities, and shares or re-Tweets of interesting posts from other Ed Tech social media. You can access these feed through the Educational Technology website or you can find them on Social Media and follow.

And last but certainly not least!  Me!!

I am also a great resource!  Not only can I often solve some simple tech issues you might have (but just a friendly reminder that I am not really Tech Support), I am your resource when you are going through the process of trying to incorporate technology into your courses.  Even of you are not sure what technology it is that you need, I love to work with faculty to try to make your teaching and learning more efficient and effective. I am available to meet one-on-one or feel free to catch me passing by. If you are a department head or coordinator for some form of student learning and you want to bring me in as a consultant or have me create a more specialized development workshop I’m more than happy to do so.  I’m on campus every day. I am also very available via e-mail and am more than willing to meet via web conference for those of you who teach off campus.

So here are the variety of resources available to you.  Please do take some time to explore these resources. There is a wealth of information and sometimes just by exploring something ideas might begin to emerge for yourself.

Additionally, look for new postings of the Ed Tech blog each Monday (or the beginning of the workweek).  This year the Blog will have a few different focuses. First, several faculty indicated that they wanted to learn more about the different features in Moodle Assignments and Quizzes.  I will be providing some of this information through the blog. This fall I will have a few blog posts on different Assignment features that you may not be aware of and in the Spring I will be focusing on Moodle Quizzes.

Second, this is a big year for Ed Tech in terms of starting up Morningside’s Quality Matters internal online course review process.  I will provide some information on this initiative along with a few posts with suggestions on how to address some of the specific QM standards within online and blended courses.

Third, many faculty also indicated that they were interested in learning more about active learning strategies.  I will have a few blog posts highlighting some tools that can be used to help facilitate active learning.

Finally, the blog posts will often foreshadow the topics of upcoming faculty development workshops that Susie and I will be hosting this year.  I look forward to working with all of you again this next academic year! Again, please feel free to reach out to me even if it is to just chat about unformed ideas that you might have.  Have a great year!

Universal Design (UD) and Benefits for All Students

The term Universal Design initially originated in the field of architechture design as a way to describe creating building designs that incorporated features that helped accommodate those with disabiities and also were useful to those without disabilities.  Consider how helpful having automatic doors are when your hands are full or how nice it is to have slopped sidewalks at corners if you are pushing a stroller.  These are all benefits of UD.  The same idea can be applied to the classroom when we begin to make accommodations that are often availble to student with disabilities to all students in the classroom.  Creating videos with closed captioning, having electronic textbooks that have an e-reader feature can be very helpful if one needs to view a video where having the sound on might not be appropriate or if they need to read a chapter while driving to and from school.

Technology has allowed for more incorporation of UD into the classroom.  Below I present a table of just a few common classroom issues that might benefit from a UD approach.  I present a low-tech, medium-tech, and high-tech approach.

Educational issue Low Tech Mid Tech High Tech
Addressing test anxiety Allow for multiple attempts on an exam/quiz.  Turn in test, get feedback, schedule time to re-take test one more time Allow for multiple attempts on a exam/quiz, but use scantron technology to facilitate grading. Schedule time to re-take exam Using LMS create an exam that allows multiple attempts as the exam is being taken during class.  No need to schedule another time.
Reading Disabilities Have a text be read aloud to students in a disabilities support center. Provide an e-book with a text reader capability for students with documented disability Provide all students the choice of textbook modality they prefer including either physical or e-book with read aloud feature.
Students unable to attend class regularly due to some legitimate reason. Students encouraged not to enroll in the course due to absences Instructor provides some lecture notes and e-mails assignments to student All course material is provided on the course LMS including lecture notes, videos, assignments, feedback, etc.

 

Using Technology in Lesson Design

One manner that we can utilize technology as instructors is through our lesson planning process.  There are several processes for designing lessons, but perhaps the most powerful is the Backward Planning approach that is recommended by most instructional designers.  This approach asks the teacher to first consider what you want your students to DO before you consider what you will teach.  With Backward design we start with the student learning outcomes first (written with verbs that indicate some action on the part of the student that is measurable), then decide on the manner in which we can measure learning (assessment instrument), and then we decide on the materials and activities that need to be done to practice and develop these skills.

 

Here is an example of how technology can play a role:

Perhaps you are a history teacher and want students to understand the relationships between current economic conditions and political policies that were developed.  First you will want to decide how your students could demonstrate this understanding.  Perhaps you will have them engage in a debate between two rival political parties one the historical policy. Your assessment might be a scoring rubric with a number of necessary elements (facts, relationships between economics and policy, explanation of party differences, etc).

Now that you know what your students will do and how they will be evaluated, now you can decide on the information they need to know and the activities they can do leading up to this.  So then you might ask, how does technology play a role?

Perhaps you do not have class time to have a live debate? What are some alternatives?

  • Students record in small groups their debates
  • Have a social media debate
  • Have students create a documentary portraying the debate

How does technology play a role in assessment?

  • recorded evaluation allows instructors to rewind and view elements again.
  • Recorded products can be shared internally or globally
  • Rubrics can be created electronically

How does technology play a role in materials and activities?

  • textbooks and original historical documents available on the internet
  • Other research from historians.
  • Online or electronic activities, quizzes, etc.

 

Technology is not necessarily a requirement for this project, it could be done without it.  But you can see that integrating technology provides opportunities for your students that are otherwise difficult to do without it.  The important part here is really process.  If we know where are students need to be at the end, we can better tailor our lessons so that students can meet those expectations.

Multiple Submissions/Drafts Moodle Tool

Did you know that Moodle offers a way for students to make multiple attempts on an assignment activity? One of the options within the Assignments settings allows instructors to better identify and organize multiple attempts on a single assignment.  There are a couple reasons why an instructor might choose to do this.  If you have an assignment where you allow students to resubmit until they hit a certain criteria, this option allows you to do this.  Another reason an instructor might use this feature is to organize multiple paper drafts.  In this week’s blog post I have linked a video that I made that steps instructors through allowing multiple attempts on an assignment.  The video is somewhat specific to how you might choose to handle multiple paper drafts, but this tool can be used in other ways as well.

The solution I offer here attempts to address the organizational mess that handling multiple paper drafts for multiple students can be.  Please see this 16 min video and if you are interested in incorporating this next semester, I am happy to help you get the assignment set up to do what you want.