Thank you Bit Blueprint , engaging, explanatory, and fun!
I think it’s the Gradebook. It’s the primary difference between a learning management system and many of the other tools helpful to teaching such as Box or Google docs or blogs or wikis. A platform like Sakai is quite a convenience for posting grades from electronic paper submissions, from quizzes, from forum postings, from almost any other gradeable student artifact (electronic or not), and securely displaying them to students. The Sakai Gradebook even does calculations for Instructors and provides histograms of grade distributions.
At last reckoning, March 2014, nearly 40% of Notre Dame instructors used Sakai in some fashion or other. They touch 80% of our undergrad students. More startling to me is the 60% of Notre Dame instructors who don’t use Sakai. Why they don’t use Sakai is probably due to many factors – not enough time to learn it, the perception that it will be daunting, perhaps even a failed attempt to grasp it, or not being aware of the people and resources to turn to when setting it up for the first time. But my bigger question is what are these Instructors using to keep their student grades?
I met an Instructor two years ago who showed me their ledger, the same style as an accounting ledger from an office supplier. All grades for all classes for each student they taught were neatly transcribed. It was elegant. It was permanent. It was accessible to the instructor. It was a tried and true method perfected through regular yearly use. I’m sure the instructor did not share this ledger with their students because it was not possible to see only one students’ grades; I don’t know if the instructor scheduled office appointments with each student for every grade to apprise each student. Surely not… Did they use personal emails to inform students of their grades?
More often though, I talk to instructors who keep grades in alternative electronic gradebooks. The most popular electronic gradebook is plain ole Microsoft Excel. Those who know Excel well have embedded formulas that automatically calculate students’ averages, provide stats, categorize Homework, Quizzes and Exams, and weight them appropriately to their syllabus. – Really, all the things the Sakai Gradebook does but without having to know Excel formulas. These instructors are in the same boat when it comes to regularly and frequently distributing grades to students. How do they do it? I don’t know.
As Notre Dame’s LMS administrator these past 10 years, I can remember when only the technologically adventurous used such platforms – yes, they wanted to easily distribute grades to students behind a secure login, but they also have been ever pushing the envelope of what they can do inside and outside the classroom through engaging students everywhere that students learn, including the Internet.
Today because of this one feature, the Gradebook, more faculty are simply using our LMS, Sakai, to make their grading processes more efficient. Maybe later they’ll find value in some of the other features, but for now, they just use the Gradebook. And because of this, we’re asking ourselves if we picked the right Gradebook. Does it do everything needed for the different ways instructors record grades?
The Gradebook we picked (GB2) does well if the items to be graded are all based on points or all based on percentages. It works with number grades, but not letter grades (except for a final grade). It allows instructors to create categories to weight like Assignments, Projects, and Exams. But recent criticism suggests faculty want more. Not all faculty want points converted to percentages for students. Faculty want their excel spreadsheet imports to do more – to upload comments or letter grades, in other words, non-numeric data not used by our chosen Gradebook for calculations. They want more flexibility in what they display to students. Some want to only display the running course grade (based on work completed to date) but not the percentage it represents – because they will grade on a curve at the end of the term.
Some faculty who do use other Sakai tools love that they can collect electronic submissions, grade them electronically and return both the marked up submission (such as a word doc or spreadsheet) and the grade for it, all within Sakai. Others have built multiple choice quizzes that are automatically graded by Sakai and serve to let students know how well they’re doing on reading or homework.
Kudos to Darren Crone. So true! And funny…unless you’re crying.
“How to set expectations for change management,” – that’s it. That’s what I didn’t know.
Consider the kinds of changes one habitually takes from a vendor of proprietary software which you maintain in your own higher ed Data Center.
Enterprise architecture, the endeavor of building technical reference architecture for the business, or, in this case, for higher ed, is a deliberative iterative and s l o w process.
Here I am in Madison, Wisconsin joining phenomenally gifted and wise senior enterprise architects such as Rich Stevens (University of Maryland), Jim Phelps (U of Wisconsin and current chair of ITANA*), Leo Fernig (U of British Columbia) and Scott Fullerton (U of Wisconsin) in creating a Learning Reference architecture for presentation at Educause in the fall. Knock on wood.
Wood, you say? Or trees? Not only the things architects see through on their way to categorizing the whole forest, but really, these deliberate conversations with their careful measured tone …which I am learning from in enormous measure… think before you speak, Laura, hear the rationale of that statement on the inside of your brain before you say it on the outside…, these deliberate conversations make me feel as foolish as the Hobbits among the Ents.
Even my fellow subject matter experts, Jeanne Blochwitz (Asst. Director of Academic Technology, Wisconsin) and Jeff Bohrer (Instructional Technology Consultant, Wisconsin) seem more tuned to this pace than I am.
Remember this Lord of the Rings council of war by the Keepers of the Forests, the Ents? (There are Hobbits in this photo perched in an Ent, but you can’t really see them).
*ITANA, by the way, is a constituent group of Educause, an outreach arm for Enterprise, Business, and Technical Architects in Academia.
Look for the presentation of our work at Educause this fall. Knock on wood (but not in an Entish forest) we’ll be done!