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00:06 - PRESENTER: Hello, I would like to welcome you to my presentation on my math
text dot org. Which will become my class text. org in 2014. I will explain what this platform
does and how it works.
00:35 - Briefly, what it does is give you the ability to create your own online course
with a learning management system. It is free to you and your students. It uses the Socratic
teaching method to present questions and then use applied learning aids at the question
level and homework. It is graded and, as you continue through the homework each question
is replaced if you get it wrong or if you get it right.
01:05 - A little bit about myself real quickly -- I teach at Valley College which is where
I have been for the last 12 years. Prior to that I was at a variety of community colleges.
I also teach at Trinity state in the graduate Department of public health -- I teach biostatistics.
I teach at Santa Cruz online statistics. And I have taught at a number of other community
colleges. I am a full-time teacher.
01:46 - The SLO's for today's presentation? What is an LMS? I think most of you know it
is a learning management system. Some of you might use things like my math lab, my psych
lab, or a number of learning management systems. How many people of your have used a learning
management system? About half, which is very good.
02:18 - Cat is a collaborative authoring tool -- this is an important part of the learning
management system that we have put together. What I have endeavored to do is make it possible
so that if you are teaching a course and another professor is teaching a course either across
campus or across the country you can easily share material questions that you can make
up, and it is completely open. As you make up questions they become available to other
teachers, instructors, and vice versa.
02:53 - Open education resources -- I think everybody knows, at least at this conference.
By a show of hands how many people actively used doping education resources and your copen
The problem I am solving by creating this is to make that whole process -- disruptively
elegant.
03:26 - Another words, so simple and so easy to do, it is like you have to do it. Michael
and this is to essentially eliminate tey goal Which will allow you as an author to make
your own textbooks will allow you to make questions and homework with learning aids.
We will see how that works.
03:53 - SB 1052 and 1053Create the California open education resource Council and digital
library. That has yet to be reality simply because we are waiting for $5 million in matching
funds. If you know anybody with five milling dollars please have them contact (inaudible).
04:21 - The advisory board for my math text -- (On the Board) is someone that I think
you meant this conference. Larry Green is in Lake Tahoe community college. (On the Board)
is the math guy on NPR radio. He has authored about 32 books including the numbers behind
the shadow of numbers. (On the Board) launched mentor cloud with Michelle Obama. And a young
fellow from silicon Beach is really into gaming and we are working on the gamification aspect.
05:26 - Why did I create my math text? The simple explanation is that was created by
publishers to continue to increasebecause, even the price of digital textbook. My math
lab is up to $93 for the digital textbook which is absurd. It is truly choking the neck.
05:59 - The other thing that frustrated me in terms of textbook is the new addition syndrome.
For students in good faith go out and buy a book you go and sell it figure or two later
and there is a new addition. Now, they rent textbooks for about the price that you should
have been able to buy it which is absurd as well.
06:23 - My math text is unique. Anytime you see my math text and you are not in math,
just think of my class text because everything that I say will be extended to include all
other disciplines.
06:40 - It is unique in a number of different ways but the most unique picture is how much
it allows you to put yourself into the course. We have all heard about (inaudible) this entire
conference and the problem I have with it is they are not me. Where am I? With my math
text, my class text, you will be able to actually take it within your course and make it a part
of your course that you have as a supplement of some sorts and make a digital course on
it for just a segment. There are ways that you can have the student actually show that
they have done their work not that
07:27 - they have just signed up and took a hike. That they actually participated.
07:34 - That participation can be actually quantified. Is my math text an OER? surprisingly
no. It would be like Moodle- in from the software you have to take the code (inaudible). That
is not what this does. However, I will tell you if you want anything done and you are
using the program all you need to do is contact me and I will see that it gets done.
08:08 - This software is something I haven't been working on for the last three and a half
years. It is completely self-funded which is why I teach at Prasad different colleges.
four
08:27 - I am looking for sponsors if anyone wants to consider a good friend who wants
to help, I look for help anytime. Is it really free?
08:41 - The answer is yes it is really free. It is free and I have assertively -- an estimate
of just my students a one-year baby testing students I saved somewhere between 35 and
$50,000 textbook costs. (applause) Thank you.
09:14 - We are in the beta testing period, there are bugs. Things happen and that is
fine. I am very understanding and they are very understanding as well. They say okay,
Doc,, don't worry. You saved me over $100. It is a nice thing.
09:44 - And the learning management system you are pretty much stuck with the textbook
and author and there is no way -- (Inaudible.) Is a nice guy but his videos are not always
the best. I think mine are better. And I know a lot of you make your own videos for there
is no way to really integrate them into your course. This is something that is very easily
done. Also, you can customize it using your class notes as a part of the text as well
as OER textbooks.
10:24 - The way that MOOC's are included into the course as you put together your course,
is -- you will see on the homework question or quiz question is a show work area. You
can conceivably say I would like you to register for this particular MOOC, you can put a link
in the left-hand navigation bar which is very easily customized. They go there and then
win they complete a particular exercise, there is a screen capture tool which they can capture
the screen, import the image into the show work area. And they can make further comments.
11:14 - It might be that they are certified and have completed a course chapter, took
a quiz, are certified to get 100 percent, they would put that write in the homework
or in the quiz, or if you want to have it as a part of a test, you can do it that way.
There are several cases where you can do that. It is up to your own imagination as two how
you might make a MOOC part of your course. You would not have to make the whole MOOC
as a part of your course. You might say do like the first four lectures and then after
that it is irrelevant -- so you can take the best.
11:56 - Saving Money is definitely a byproduct of this. It is an important thing to do and
I think it is something that we should all strive to do.
12:19 - The collaboration between instructors -- able to share courses. Let's say on a department
level that you had a course and you wanted to have the same course taught by many were
several different instructors. Either in class face to face, hybrid, or online -- you could
copy a course, copy the questions and then each individual instructor can individualize
your learning needs. It is not like you are just copying everything -- like Rob and I
teaching your course. No. You would be copying the course and questions in all of the learning
aids and so forth -- you can
13:06 - put in as your own. It can be your own inquiries. You can take what you want
and leave out things so that you are not required to do anything. But it is you the ability
to not have to start from scratch each time.
13:22 - By the way, when you make up a course and put it together, the ability to copy it
to the next semester is just a click of the button and everything is copied. You don't
have two reinvent the wheel each time as you due in some programs that I know. Moodlo
13:48 - The reasons why I have gone over these is because the kind of one size fits all concept
behind the publisher created text. You are really prevent it them using publisher related
text if you really think about it because they cost money and you are charging for an
OER and that doesn't make any sense.
14:20 - This is a figure that I got that is about a couple of years old. This is probably
more like $1500 or maybe even more. Per year.
14:40 - I don't know of any learning management system that really allows collaboration to
any great extent. Maybe some will disagree but not really extensive.
14:58 - This is what my math text dot org login page looks like. On the card on the
back -- you can scan that and go right to it. Or just type in my math text dot org.
This is what the student experience is like when they log on. On the left-hand side is
a left-hand navigation bar. Other than the assignments it is completely customizable.
15:40 - You see here is the announcements page. You notice a video there. That is a
YouTube video that you can link to very easily using the platform so you can have videos
on your announcements. There is an excellent video on visualization data and other announcements.
16:00 - You are also able to easily change the sequence of announcements which is sometimes
a challenge.
16:07 - When the students open all my assignments you will see there are homework, quizzes,
you can have other assignments like projects that are off line items. The red flag simply
means there is a prerequisite so you can build in a prerequisite they have to take before
they take the quiz. You need to have done 70 percent on the homework -- so they go to
the quiz and hope for the best.
16:43 - This is the heart of the platform. It is where everything happens. This is the
homework. The text that you see there is typed in by you. You can also cut and paste. This
is fine. For example, the College of San Mateo, the department is going to be meeting with
me -- they have done their own statistics course with notes and it is in PDF format.
Which they can link to or they can copy and paste that into a question if they have questions
in there. And that would appear.
17:37 - That is important because in terms of ADA requirements you need to have the text
put in in a typed manner so that a screen reader can read it. I was not aware of that
until last week. But, I had done that -- it was just natural to do. That is the way and
so this complies with ADA.
18:04 - The videos that are presented should be closed captioned videos and those -- the
closed caption can be done with closed captioning services that are paid for through grants
and so forth. There was a lot of information in this conference about that. If you have
questions about that address them to Barbara. She won't mind me using her name because she
knows a lot about the resources that are available to us. She is working in Sacramento and has
her finger on the pulse of what is going on.
18:47 - The way this works is that the student tries a question. This is a question that
I made up. And then this is the answer that they should input. They can do it twice. They
get it wrong. They can then elect a similar question and they keep doing it until they
get it right. In addition to that, I have the doctor and nights solution video. these
are videos that I make with Fantasia. There is a whole link to the entire lesson on this.
The first link is a link to a solution of a problem very similar to this. The numbers
have been changed.
19:37 - There are some excellent videos on YouTube that I was able to embed those and
link them very easily. There is an OER textbook and what you can do is instead of linking
to the entire textbook use Acrobat Pro two only extract the pages that would be relevant
to this question. Link to those pages on your all of that is maintained, if you will, we're
kept on the server by the plator They don't have to link out to anywhere -- they just
click it and it goes.
20:23 - Something that is easy to use as a student and also more importantly, I think,
as an instructor. Because if you don't use it and they won't use it because they will
never get to see it.
20:33 - This is what the learning aid -- this is what an instructional video looks like
when it is opened. This is an instructional video I made about normal distribution. But,
it can be anything. It could be a video you make where it pertains to social sciences.
Were one of the stem courses. It could be a prelab video.
21:09 - We would like you to go through this prelab exercise before you step into the lab
and use these chemicals, and answer these questions so that you know they have done
the work.
21:25 - The YouTube videos open and they are YouTube videos. Can very easily link to it.
21:39 - The learning aids which are, for example, the data file -- there will be other examples.
Maybe you are teaching Photoshop and you want to open up a Photoshop document. When that
is clicked on as a learning aid, over on the right -- data file, it can be a Photoshop
document or whatever. When you open it, it actually opens in a program. It is not like
you have to download it and go look for it. It opens a new program so now you are ready
to go to work.
22:20 - This is what the show work area looks like. I have done a few things here. Right
now, with the students, I ask them to copy using a screen capture program that I provide
to them for free. Copy the actual question, put it in the homework area. In the future
I would like this to just automatically appear. These are two screen captures that they used.
This is work that they typed in, and also here. This, by the way, can be scaled down
and change color.
23:01 - There are color students can use to type. And also -- to use a tablet. WriteNow,
we are not really tablet friendly but we are going to be.
23:13 - When they do that this then can go into a digital notebook. It is a feature,
right now they have to take this and capture the whole thing and put into a digital notebook
but what I want to happen is just to click on a button that says put in my digital notebook
and it puts it into an appropriate place of my digital notebook. Also, having appropriate
pages will be nice. This is version one so I'll lot of things come to mind after you
have done it that can be added.
23:52 - This is the instructors view. The show work area. You notice the show work button
in Green says C. work. When you go into the student's grade wsee or into your great book
to see their work -- if the student has shown work then you will see a button that says
see work. This is what you will see. The work that the student done.
24:27 - What you are able to do is type -- the only color for you to use is red which is
appropriate. They cannot use red. That means that you can start an asynchronous or almost
synchronous dialogue around a particular question. This can be saved, they can open it. You can
save it again and opened it again and go back and forth. A lot of possibilities.
25:01 - This is what the students view of the notebook looks like. Of the great book,
rather. Here is a course calendar.
25:13 - The course calendar takes the student to the particular assignment when they click
on it. So they know it is due this particular day -- they click on it and they go right
to it. It is easy for them to e-mail you. There is an e-mail my professor link on the
left-hand navigation bar on the home page.
25:34 - In terms of the course dashboard or instructor -- it is pretty typical.f It has
some really nice features. You can completely customize the left-hand navigation bar so
the course can be made to include links to a MOOC, free material for your course, or
any number of things.
26:06 - The class roster you can see here (On the Board). I have included, I've worked
closely to the dean of my admissions area -- we take photos of most students when they
register. Those photos are uploaded into the platform. So when the student registers, they
don't need a credit card but they do need a name. They need an e-mail address. They
need a college student identification number and they need the course section ID number
from my math text, m-mike classic text.
26:46 - Once they use theimy number -- their photo is only shared with the instructor.
It is only for instructors.
27:03 - A feature in this that I have myself appreciated is something called the photo
roster. This is a roster that when you click on it, comes up, and it is simply the photos
with the names underneath in bold. You see on the upper right-hand corner, something
that says Grant. You are able to print tpri -- so people will think you are a genius when
on the first day you know their names just by looking at the paper.
27:45 - When you click on any photo to photo gets bigger which is nice. By the way if you
are sitting in a classroom that is small like this one and you have the instructors computer,
you would be able to have that they are. But even nicer is when you click on the little
blue link underneath, the great book opens to show how that student is doing. So, you
can sort of get a well know wonder you are asking a lot of questions, you haven't done
anything. I think you need to get working on the next chapter really quick.
28:22 - This is what the instructors gradebook looks like with names and categories. When
you click on a particular name it opens and shows the overall score. And for any assignments
on the right, you can e-mail the student about that assignment. You can change the score
of that assignment. Maybe you want to get partial credit. You can review the assignment,
you can change the settings of that assignment for that particular student. So if the person
is sick and you want to give them another week before it is due, you can change that
for that one student. You can also
29:09 - delete the assignment.
29:12 - They say I open the assignment and my computer crashed in the middle of the test
and I got a zero. You can say don't worry I will go in and you can do it again. You
can delete the assignment.
29:26 - You can manage gradebook categories so that the extended categories (On the Board)
you can put in projects, attendants, attitude, anything you want. Off-line items. Those are
all the categories that you can submit a grade for and are counted in the great book for
that off-line item.
29:51 - Just to see how it would work I put in addition to homework test, quiz, I put
in attendants and extra credit. You see how that would work and it works beautifully.
You can put in these other categories and wait them. You can wait each categeeight . If
it goes over 100 percent it turns up in red. I did not want people to make a mistake at
this level.
30:38 - The assignment within the categories can be weighted. We're back the extra credit
tests that -- (On the Board).
31:03 - You can manage incomplete. If at the end of the course you have people who done
very well to a certain point and then stopped working. You can manage incompletes or un-
submitted assignment it will be graded zero before the average is calculated.
31:23 - You can export a spreadsheet and it can be overall assessment of the student.
It can be all of the homework, quizzes, or all of the tests. You have four different
categories that you can print out and spreadsheet format. It's good for documentation when you
do the grading.
31:53 - You can manage assignments individually. If you want to assign him an unassigned, edit,
set prerequisites, preview, list the question or just delete the assignment altogether you
can do that. Or if you want to manage the assignments altogether -- can manage maybe
everything up to the midterm is due by the state and then maybe everything up to test
two is due by the this day everything up to the final is due by this date.
32:27 - You can do multiple at once. Also, when you import a course and you are teaching
again -- it is very easily done as well.
32:49 - You can create questions within this and you can create questions by starting with
an empty template. There is a question bank for the course. Or you can see the third choice
is copy and edit the question from another teacher's online course. This is where the
collaboration starts.
33:08 - I can say let me see what a particular professor has as a question for this course
and this topic.
33:21 - PARTICIPANT: (Inaudible.)
33:27 - PRESENTER: I am making this so on the question basis you can copy anybody's.
The question was do you need permission? I am using it as an open sentence. Everything
is open. You are going to share and they are going to share yours. What I would like to
do and the plan after this takes hold is to actually give teachers a royalty, if you will,
for questions that are used by other instructors. And that's, I think, would be wonderful.
34:08 - As you make up questions, as things are adopted, you actually start getting checks
in the mail or whatever. It is possible to do that. I have a business model in mind that
would do that and work nicely.
34:23 - PARTICIPANT: [inaudible]
34:26 - PRESENTER: I created it all on my own. You know, with mass it is kind of like
two plus two equals -- you know, I did not originate that problem. I authored it just
now. There is only so much originality that you can do in certain courses.
35:00 - You can copy questions from other teachers and if you copy it you click and
copy.
35:07 - The multiple choice and short answer questions -- there are both types. Multiple
choice is self explanatory. Short answer questions -- mass it can be an exact answer for any
value within a range of answers. There are a number of variations on the credit that
you can give them.
35:34 - The learning a which are really the heart of this are managed very, very easily.
I will just give you a general sense. These are learning aids for a particular question.
That particular question, I have assigned a solution video, they lecture video, YouTube
videos, and text. You can have more than five. You can have ten if you want or you can have
none. Just because you assign learning aids doesn't mean they have to be signed at another
level. Let's say you want to use the same question on the quiz but I certainly don't
want the learning page to a. -- it would
36:22 - only appear if you assign them for that particular assignment.
36:28 - Maybe on the test I would like the same question to only have a table or something
of that nature. You can assign just simply that one item to the question.
36:40 - Once it's assigned, cloned questions from that question can have those same learning
aids assigned just by clicking a box. So you don't have to go through the process each
time. Let's say if you wrote a question and then you use that question as a basis for
questions to be replacement questions in your homework, you don't have to go through that
process for each one of them. It is taken care of.
37:15 - The class banner, I like to have it to be customizable. This is the first step
towards customization. Other things I would like to see is an actual branding so you can
input the logo from your school and things from that nature. Right now, it is completely
customizable just by going in. The colors can be selected to make it look kind of fun. Paragraph you can manage the
course standings very easily.
37:57 - Some student testimonials very quickly -- the two biggest things I found or the money
that they saved, may team it affordable. And also the ease-of-use. That is music to my
ears. That they did find it easy to use and so many of them -- people who are really struggling
and going to community college to get better employment and so forth to save significant
money is a real pleasure as far as I am concerned.
38:32 - Two-point 0- this is from my mass of text and also class texth For math it is
to expand to algebraic input calculus, et cetera. To develop my class text. This actually
isn't going to be as difficult as it would seem. Some of it is done in the generic sense
in making it available to other disciplines is going to be really pretty straightforward
area I have talked to my developers on this end they are very enthused about it.
39:24 - PARTICIPANT: (Inaudible.)
39:39 - PRESENTER: The question, was what about things like English composition and
grammar -- how about something like English composition? That is where show your work
will come in handy. It would not be too difficult to have you upload a document and then sew
that your assignmo would be a question that would require a document and you would have
an area there that would reward points. Right on the document, when you open it, it would
have the same format and you can use a tablet to view it, or type it in or whatever.
40:34 - That is just a matter of rethinking the format slightly. And I think it is completely
compatible with something like English composition.
40:48 - The thing that is empowering about this from my standpoint -- Ron, when somebody
says something like this I think okay, next time I am on the line with the developers
on I will say get this done.
41:11 - PARTICIPANT: (Inaudible.)
41:13 - PRESENTER:
41:48 - That is
completely doable. It really is. What I have done is fight offered the students a choice
of four open ended education textbooks. I use collaborative statistics as my primary
textbook. I don't really use it that frequently in the course. I use others as well, but that
is the beauty of this. There is an acceptable textbook that you will make available. And
you can make as many available as you want. You are not limited to one. You would not
even be limited to just OER textbooks if you want to require one that they had to pay for.
Why would you
42:44 - do that? You could do that is the only textbook that you really want to use
was something that they had to pay for. You can do that.
42:54 - I just think the platform makes it so easy to work at a distance with students,
or even face to face with students that it's powerful in that sense. To answer your question,
yes, it is a good idea to have a textbook that you can say this is the textbook that
I am recommending or requiring for my students but have it be open educational resource.
43:30 - PARTICIPANT: (Inaudible.)
43:32 - PRESENTER: Well, that is, again the beauty of the learning aids area. If there
is a question in the home work, instead of saying go to the textbook and good luck, I
will use act combat Pro and extract the one, too, or ten pages from the textbook that make
reference to that topiw. But it right there at the level of that question so all they
have to do is open it, and there it is. And, to have four -- I might use a reference from
a completely different source, maybe something off of the web that I want to use.
44:21 - The whole idea of a textbook is of course, important, but you should not be limited
by a textbook. You should be able to expand beyond a textbook. But, in an easy way and
that is what this -- presents an easy way to go beyond.
44:43 - This, I think is the future of education in terms of distance education and even in
the classroom. The ability to have everything on a mobile device. Pretty soon, smart phones
will be a little bigger but you we will be able to do everything on them. They are actually
working on the smart phone or tablet. The ability to be in that particular format is
important. It is one of the things that we want to do.
45:22 - Not to difficult to create an SLO assessment tool as a part of this. As you
are asking questions on homework, quizzes, tests, to be able to assess any particular
SLO with a click of a button at any particular level. May be an SLO with homework level,
quiz level, language level, mid term exam final -- however you want to do it. That is
another thing that I would like to do.
46:01 - Finally, to further develop the collaborative authoring tool so it is in social networking
but not like help me get a job, help me do my job which is different -- this is help
me do my job. I will help you do your job. So, really creating a social professional
network and maybe having a home page and access to your resources and things like that nature.
If you choose to made them available.
46:40 - Things that I wanted to achieve today was to make you a where of the my math text
to become my class text platform. Would like you to experience this platform as a student.
To do that just go to mymathtext.org. Click to register as a student. And then after you
register as a student, you can use a fictitious name. This is the course section ID number
that you can type in. If you would like, just shoot me an e-mail. I have got my card -- shoot
me an e-mail and I will shoot you a link back a video going through the whole process of
how to register. I made a
47:45 - video but it is very easy to follow.
47:48 - I think experiencing it as a student will be illuminating. I make that available
to all of you. And if you have any questions, you can certainly e-mail me. I would be happy
to help you in any way that I can.
48:19 - PARTICIPANT: (Inaudible.)
48:22 - PRESENTER: Yes. We are working on it. mathjacks And some other different formats.
It is something that I have to consider very seriously and get a lot of input. Once you
are committed to it, it is hard to backup. I want to make sure that not only the ability
to easily input algebraic expressions but also checking that the expressions are in
fact the correct answer regardless of the way the terms are put in and so forth. It
presents a little challenge but not anything that has not been overcome by other people.
I just have to figure out how they did it.
49:23 - That's it. That is my math text, my class text. I invite you to visit the site
and try it as a student. If you have any questions or any further things that you would like
to see. For example, ideas about composition and so forth -- again, the empowering thing
when you are doing something like this. It is costing a lot of money and I've had to
work very hard and spend more than I have had bad which is a probl-- The empowering
part is instead of saying I wish they would do this, is we will do this. We will do this
and we will like it.
50:18 - PARTICIPANT: (Inaudible.)
50:30 - PRESENTER: The answer is yes, those options are available. You can limit the number
of times they can take a quiz. You can limit the number of times they can try a homework
question. So, all of that is available. I found those number algorithms are problematic
in the best of hands. What I had you due in stead when you make up a problem is used that
problem and then clone it and make five more just like it. Everything changed but the numbers.
You figure out the answer, input the answer, and now you know -- a student isn't going
to go through five iterations of
51:27 - the problem correctly. And if they are on a quiz, the chances of having five
of any particular are pretty good that they are not going to sit next to somebody with
the same quiz question. If they did and they do it, that means they are cheating. If they
say hey he has the same question, yes, how do you know that? Again, anything you think
of it like that leaves, feel free to ask me. If you would like something like that, feel
free to te please That kind of input makes a good or great system even better. They thought
of everything. Pretty much.
52:25 - I have been using learning management systems for 15 years. I have seen just about
everything there is to see. It is not like I just made it up on my own. I take ideas
from all of them -- I have a bunch of stuff on my own that they don't have. I kept saying
I wish they would -- and now I can. Have it that way. I appreciate any input you have
in regards to any of that.
52:56 - PARTICIPANT: (Inaudible.)
53:04 - PRESENTER: The question is does the college essay you have to use my course management
syste I have ran into that and I have found that the best thing I can do is sit down with
the vice Chancellor and do the you show me yours and I will show you mine. And let's
see which is better. They usually walk away feeling, go ahead. When is this becoming available
for everybody? I feel strongly enough about this.
53:46 - If you run into that situation and wanted to use it then I would come down to
-- where are you located? Sure. I am down here anyway. I am up north but my daughter
lived down here. With my new grandson. Four months old. I would come down and talk to
them also as the creator and developer. I find that if you can show them that this is
not something that is fly-by-night, they are open to it. Is also making it easier in a very real sense.
You can always put that textbook as a textbook that since you are requiring it, if they don't
buy that is their business. But
55:19 - you are requiring that textbook. Since you are requiring it you can put in the attribute
should, instructor portions of the textbook. There are a lot of things we can do that
are creative.
55:59 - PARTICIPANT: [inaudible]
57:07 - PRESENTER: If you run into that situation and you are kind of going against the big
dog, so to speak. Give me a call and I will come down. I will help you out, I really will.
57:46 - PARTICIPANT: (Inaudible.)
57:53 - PRESENTER: What I have done is my students will go to Moodle and it is the portal
into my system. It kind of makes them satisfied. I have shown my course management system and
she was very impressed and said by all means, go ahead and use it. People are reasonable.
58:36 - PARTICIPANT: (Inaudible.)
58:38 - PRESENTER: Exactly. What I would do there is with the photo axis of would work
with (inaudible) we get approval from our President to use those photos. If you wanted
to do the same thing, you don't have to, I certainly find it to be a nice feature to
know that the person is sitting in front of me isn't that the person who is registered
in the class. It works out nice when that happens. But, if you ran into any kind of
situation where you want me to come down and present to whoever -- I think the biggest
fear is unlike Moodle, where the photos are available to everybody
59:44 - and you can get in a lot of problems with students stocking student and everything
else. Year, the photos are only available to the instructor of that particular course.
Not even two other instructHea It really is very segregated, sequestered. It really is
hidden from everybody's eyes except for the person who needs to see it. I think that is
important.
1:00:22 - Especially win I have had students, I used to take photohe of my students when
they were in class on handheld calculators and I had one student who did very poorly
and in my colleagues class in the very next semester was brilliant. I guess she found
Jesus over the summer or something. It turned out when I looked at his photo, it was somebody
taking the course for him. She would not have known that if she had not said something.
This happens. I saw an ad in southern California and craigslist, it said need somebody to take
my statistics midterm, will pay $50 for a
1:01:26 - C, $75 for a B, $100 for an A. Set in the back of the room and keep your head
down. That was the ad.
1:01:45 - Thank you very much. I appreciate it. Please don't hesitate to e-mail