your q/s, our a/s: viewing my D2L content does not look right

Q:
When I try to view content (lecture slides from day 1 and 2), the viewer shows blank white pages with the text and no figures in it.

A:
The new D2L content window has an option in the lower right corner of the screen: “View as Page.” It needs to be switched from “View as Text.”content view as page

SWITCH TO “VIEW AS PAGE”

coNtent view as text

 

your q/s, our a/s: export date from a D2L survey

Q:
How may I download the data collected by a survey done in D2L (I want to use the data on excel).

A:

Go and open Surveys under Assessment in the D2L Nav Bar.

Open the Survey, which needs its data to be exported.

Create a new report

survey report setup

 

 

don’t forget to check the box in front of “Teacher” after you scroll down

survey new report

after creating a new report, go back to surveys, open your survey, scroll down and choose report

 

survey report

 

The CSV file will be the one, which can be opened in Excel

your q/s our a/s: when to use D2L self-assessment and when D2L survey

Q: The students had to write 3 learning goals in D2L self-assessment that they had for the semester, so they typed those in, and then clicked “send” or “complete” or whatever, and their response just went into the ether? There has to be a way to retrieve the information. Any ideas?

A:
The info is gone.  It doesn’t get collected anywhere, that’s not the nature of the tool.  You wanted a survey.
Self-Assessment is used rather to temporarily collect information for the student her/him-self and review; if the instructor needs to get hold of that info, the instructor must consider survey

Example for a good use of self-assessment:

Self Assessment

math70-feedbacktest – Preview

Question 1

After you set up the following equation so that it could be solved by using the Quadratic Formula, in this case with polynomial terms on the left-hand side, what are the values of a, b, and c?

5x – 3x2 = 7

Question 1 options:

a = 5, b = -3, c = 7

a = -3, b = 5, c = 7

a = -3, b = 5, c = -7

Question 2

After you set up the following equation so that it could be solved by using the Quadratic Formula, in this case with polynomial terms on the left-hand side, what are the values of a, b, and c?

-4x + 2x2 + 11 = -5

Question 2 options:

a = -4, b = 2, c = 11

a = 2, b = -4, c = 11

a = 2, b = -4, c = 16

a = -4, b = 2, c = 16

your q/s, our a/s: D2L course request issues for faculty nor registered as Instructor of Record

Q:
Good morning!

I am a new faculty member, in the Department of !!!!!!!!!. I have been waiting my teaching courses to be listed on D2L, but still I cannot see them. It’s maybe because I am still listed as “Staff” instead of “Professor.” Could you please check this out for me?

A:
Good morning !!!!!!

Please have directions from the IMS blog (keep in mind using it as FAQ regarding D2L) how to request D2L courses:

http://blog.stcloudstate.edu/ims/2013/05/09/d2l-course-request/

If you log into that dbase, you will see the following picture:

no classes available in the D2L request dbase

which means that you, your department [chair] and Records and Registration must enter you as the Instructor of Record (what you call “Professor”)
Only after that you will see in the above-mentioned dbase your name and you will be able to request your D2L course.
We are not able to do more on our side.
THank you and let me know, if more questions.
Plamen

How Teens Deal With Privacy and Mobile Apps

http://blogs.kqed.org/mindshift/2013/08/how-teens-deal-with-privacy-and-mobile-apps/

Seeking outside advice about how to manage privacy settings is a big indicator of whether a teen is taking steps to protect his or her privacy; 70 percent of teens have sought privacy advice from an adult or outside source. Of those “advice-seekers” who have mobile devices, 50 percent turned off location tracking features, as compared to 37 percent of teens who did not seek advice on privacy.

Add participants, enroll users in D2L course

https://mnsite.ims.mnscu.edu/shared/_instructor_and_coursedesigner_help/online_help.htm

Here are the snapshots:

Go

Communications

Classlist

communciations | classlist

Click Add Partcipants and scroll down

Sellect Add existing users

add existing user

 

  1. type name in the “search for” box
  2. click hour glass icon to search
  3. after finding the name, check the box in front of it
  4. assign the correct role
  5. click bottom left “Enroll Selected users

 

add user

 

The MOOC Is Dead! Long Live Open Learning!

http://diyubook.com/2013/07/the-mooc-is-dead-long-live-open-learning/

We’re at a curious point in the hype cycle of educational innovation, where the hottest concept of the past year–Massive Open Online Courses, or MOOCs–is simultaneously being discovered by the mainstream media, even as the education-focused press is declaring them dead. “More Proof MOOCs are Hot,” and “MOOCs Embraced By Top Universities,” said the Wall Street Journal and USA Today last week upon the announcement that Coursera had received a $43 million round of funding to expand its offerings;
“Beyond MOOC Hype” was the nearly simultaneous headline in Inside Higher Ed.

Can MOOCs really be growing and dying at the same time?

The best way to resolve these contradictory signals is probably to accept that the MOOC, itself still an evolving innovation, is little more than a rhetorical catchall for a set of anxieties around teaching, learning, funding and connecting higher education to the digital world. This is a moment of cultural transition. Access to higher education is strained. The prices just keep rising. Questions about relevance are growing. The idea of millions of students from around the world learning from the worlds’ most famous professors at very small marginal cost, using the latest in artificial intelligence and high-bandwidth communications, is a captivating one that has drawn tens of millions in venture capital. Yet, partnerships between MOOC platforms and public institutions like SUNY and the University of California to create self-paced blended courses and multiple paths to degrees look like a sensible next step for the MOOC, but they are far from that revolutionary future. Separate ideas like blended learning and plain old online delivery seem to be blurring with and overtaking the MOOC–even Blackboard is using the term.

The time seems to be ripe for a reconsideration of the “Massive” impact of “Online” and “Open” learning. TheReclaim Open Learning initiative is a growing community of teachers, researchers and learners in higher education dedicated to this reconsideration. Supporters include the MIT Media Lab and the MacArthur Foundation-supported Digital Media and Learning Research Hub. I am honored to be associated with the project as a documentarian and beater of the drum.

Entries are currently open for our Innovation Contest, offering a $2000 incentive to either teachers or students who have projects to transform higher education in a direction that is connected and creative, is open as in open content and open as in open access, that is participatory, that takes advantage of some of the forms and practices that the MOOC also does but is not beholden to the narrow mainstream MOOC format (referring instead to some of the earlier iterations of student-created, distributed MOOCscreated by Dave Cormier, George Siemens, Stephen Downes and others.)

Current entries include a platform to facilitate peer to peer language learning, a Skype-based open-access seminar with guests from around the world, and a student-created course in educational technology. Go hereto add your entry! Deadline is August 2. Our judges include Cathy Davidson (HASTAC), Joi Ito (MIT), and Paul Kim (Stanford).

Reclaim Open Learning earlier sponsored a hackathon at the MIT Media Lab. This fall, September 27 and 28, our judges and contest winners will join us at a series of conversations and demo days to Reclaim Open Learning at the University of California, Irvine. If you’re interested in continuing the conversation, join us there or check us out online.

July 18, 2013