Progress on Drupal-based class site

Recently I wrote the post “The course Web site is integral to the success of blended or online learning”. Today I spent the day working with the installation of Drupal on my laptop trying to implement what I described.

My goal is to implement this with a standard installation of Drupal (of course, with the addition of contributed modules). It has been at least ten years since I have programmed with PHP (which is what Drupal is written in) so I’m not going to be writing any modules myself any time soon. To this end, I have relied on the following modules:

  • Content Access
  • Node Reference
  • Flag actions
  • Rules
  • Views
  • FiveStar (Voting API)
The form that is used to create a critique of a class post.

These modules have allowed me to make some progress on my goals. In just a couple days I have implemented the following:

  • Students can submit a class post and define it as “For review”.
  • Students can submit critiques for any class post that is defined as being “For review”.
  • Students can see a list of class posts (designated as “Published&rdsquo;) sorted by number of comments (ascending) and publication date (ascending); this way they can see the class posts most in need of comments.
  • Students can submit comments on both class posts and critiques.
  • Students can vote on class posts, comments on class posts, critiques, and comments on critiques.
  • Students can individually bookmark any comment on the site.
  • Students can see a ranking of the content that is receiving the highest average voting.
  • Professors can mark any content as “recommended” for students.

I’ve been very impressed with Drupal and its modular construction. The above represents some pretty good progress in a short time, but work still remains:

  • I already see that the system is collecting information about how many times the student votes, comments, critiques, and writes. I just need to centralize the information so that it’s easy for the student and the professor to monitor and use the information.
  • The main work that I have remaining is constructing the lessons pages (and, of course, the content).

I have yet to figure out the information architecture for the lessons. I don’t know what modules to use, I don’t know whether to use node references or a taxonomy as a means for categorizing the lessons, etc. And I haven’t had too much success finding any type of large community of higher education Drupal users. They are out there, but it’s a pretty small group. Given the strength of the platform, I’m surprised.

Given what I have discovered about Drupal, I’m hopeful that this is going to change in the coming years.

The course Web site is integral to the success of blended or online learning

Sakai Project

Introduction

Here at UM we use CTools, an implementation of Sakai. While this is a perfectly reasonable CMS, it was built to support a class from a different era, one in which the professor is the center of learning and students are simply the recipients of knowledge.

Recently in “Technology turbocharges a new educational philosophy” I wrote how technology extends the capabilities and influence of professors and students while also supporting different communication patterns. It also makes it possible to support individualized learning. In this article I want to bring these soaring ideas down to earth, if just a little bit, and discuss what they have to do with the course Web site.

And I'm good with my hands, too.

A practical guy

I’m a very practical guy; I was a practical student and I am a practical professor. When I was a student I didn’t do very much classwork unless I thought I would get something out of it. What was that something? Either I thought I would learn something that was particularly interesting to me or I thought it would help me get a better grade. And not too much in-between. I definitely didn’t do work because it’s supposed to be interesting, or everyone else likes learning about this stuff, or it’s not so hard so just do it.

I have taken that attitude with me in my role as professor. I try to make it clear why what I’m teaching is really interesting to me (so that they know that there is someone in the world who likes this stuff) and why I think it should be interesting to them (usually tied to their academic development [smallest chance of connecting with them], career, or personal life). You might expect me to say here and I also make it clear how the student can get a good grade. Actually, I generally don’t. I don’t really do this on purpose. I point in the general direction of what is good versus what is bad, but I don’t want to set an artificially low ceiling and say this is good enough to get an “A”. I have found that my students are amazingly good at exceeding any bar that I put up for them. So…I let them set the bar. I let them define their range of activities, input, and insights. They explore their talents, and I help them refine their approach. The results have most often been exemplary.

Students as teachers

You might be wondering what this all has to do with a course Web site. Here’s the connection. I believe that:

  • Communication among students is important.
  • Learning is good, whether or not the source of the learning is the professor or a student.
  • Students can provide excellent instruction to other students (and the professor, if he’ll listen).
  • Timely and meaningful feedback is a powerful way of learning and improving.
  • Students can be good at providing feedback to each other.
  • Students grow and learn just as much when they are in the role of teacher as when they are in the role of learner.

Recall from above that I personally didn’t like doing something (unless I really liked it) unless I thought it would help me get a better grade. Well, suppose that students think this way. (Not too unreasonable, in my opinion.) In order to get them to take on the above roles, they need to believe (in the absence of truly liking the material) that what they are doing will help them get a better grade. The question now becomes how do we make the connection between them taking on the above roles and them getting a better grade.

The reimagined course Web site

The course Web site has to support, track, and enable measurement of all of these new activities. If the activity isn’t being supported, tracked, or measured, then it isn’t being integrated into the student’s grade. And if it doesn’t count towards the grade, then the student isn’t doing it. Thus, the Web site has to fill all three of these roles or it’t not doing all that it can to support students and professors as they make their way through the semester.

The Web site is no longer simply about an inbox that the student puts assignments in so that the professor can grade it. It’s no longer about the students sending messages to the faculty member and vice versa.

So, what does the course Web site need to do?

  • Provide a way for students to submit a draft, for other students to critique the draft, for the author to evaluate the critiques. Each stage needs to be captured and attributed to each individual student.
  • Provide a way for students to submit a final version, for other students to respond to the document, for the author to respond to those responses, and so on. And for everyone to evaluate the quality of the arguments made.
  • Provide a way for students to submit teaching materials.
  • Provide a way for students to add to existing teaching materials.
  • Provide a way for students to evaluate the specific contributions (messages, critiques, responses, materials) of students whenever and wherever they might see them. And to give credit to students who take the time to provide the evaluations themselves!

It is definitely the case (for now) that each professor is going to want different reports for different classes. Each professor will want to emphasize different tasks and different roles for the students to play during the semester. This exploration is necessary in order to move to a new model of learning that is pretty far away from our current model. I believe it has the potential to be a better model, but we definitely have a lot of thinking, planning, experimenting, and doing ahead of us.

Drupal

Next steps

This isn’t simply a next generation of a traditional scholastic CMS. This is more like a community support/building Web site combined with a media publishing site. I actually don’t think it would be that difficult to build such a site with Drupal. It seems like all the tools (modules) are already there just waiting to be put together in the right way. I’m in the process of building it right now, so I guess we’ll see one way or the other.

If you’re interested in this project (or know of a related one that I apparently don’t know about), please let me know via twitter or the comments.

More Web Apps, a workshop at ISTE12

Notes from the “More Web Apps” workshop at ISTE12 in San Diego. This session is being run by Jim Holland, an Instructional Technology Specialist at Arlington ISD. Everything that they do in this presentation is on this page. Or you can look at sqworl.com.

  • Going to use EdModo for backchannel communications. It’s on iPad as well. Going to use this to share links with the audience. It will be a record for what we have done. This is a closed system. They can only register if they have a code from the teacher. Students can’t message one another; they can post to the wall or to the teacher. [SAM: what does this do for me?] You can create as many of these as you want. Can create Note, Alert (less than 140 characters), Assignment, Quiz, Poll. Strictly text quizzes (m/c, short answer).
  • Sqworl is a Web app that provides a clean and simple way to visually bookmark multiple URLs. They created a set called “ISTE 2012”. Can use a bookmarklet for sqworl. This feels kinda like pinterest but there is no commenting.
  • Explaining Flickr. Most here have not used it. I’m kinda shocked. Can use this to find photos to use under a “Creative Commons”-license (under Advanced Search tool). Be sure to get an understanding of the Creative Commons licenses.
  • iPiccy is an online photo editor. Use this to crop, resize, rotate, change exposure, etc. This is Flash-based so you can’t use it on an iPad. They use it to add text to an image (for attribution).
  • Voki allows users to create a speaking avatar. This is pretty cool, but I’m not sure how to use it in my class. Four ways to get it to speak, but text to speech looks fairly promising.
  • EggTimer is a good online timer. The URL sets the time!
  • Socrative is a student response system. It’s free. You can have teacher-paced or student-paced quizzes. Students can respond via just about any device. The professor can control the process via ipad or computer. The professor can track who responded in what way to what questions; a report about responses can be delivered via downloaded Excel file.
  • TitanPad is a group document editing tool. Don’t have to log in. Can make them password protected but don’t have to. Can follow what is going on in all of the pads. There is an accompanying chat box next to the document. Even if you’re not looking when something ugly is typed into the Pad, the “Time Slider” records every keystroke that is made within the document. You can create a public pad by typing “http://titanpad.com/jimisarockstar” or whatever and it will create that pad. You can import or export documents from lots of different formats. You can also get your own private space. This is an alternative to Google Docs.
  • Tagxedo makes word clouds, but it has more options than Wordle. (Don’t forget about Tagul.) This allows you to do custom shapes.
  • SpicyNodes is a mind mapping tool. Can sign up using Google account. Think of this as a possible assessment tool, a report-making tool. This is a freemium model.
  • Vocaroo is a voice recording service. (Or “tape recorder”…what’s that?!?!) They use it as a pretest/posttest kind of thing: tell me what you know now, before the class. Now tell me what you know after the class. The recording picked up a lot of background noise, but it might have been the room I was in.
  • Quizlet is a tool for making flashcards.
  • TodaysMeet is a way to create a private backchannel. This allows an audience to ask questions of the speaker.

Here are some non-educational resources that they really like: