Monthly Archives: March 2017

Making Web Friendly Link Collections

Lately I’ve been seeing several collections of resources and web links come in from faculty for their online courses. I thought I’d write a few tips on how to make these collections web-friendly and easy for students to use.

First: Why?

First, think about why you are giving these web links to students. What do you expect them to do with them?

  • Are they supplemental resources?
  • Are students expected to complete an assignment after visiting the links? Is there a concept or principle they should be looking for as they peruse your resource list?
  • Should they read some of them? how should they choose?
  • Is it for extra practice? How would students know if they need extra practice?

Think this through, then make it clear in the instructions provided with the links.

Second: Link Specific Words

Note the difference between these:

How to make a web link in Word: https://support.office.com/en-us/article/Create-or-edit-a-hyperlink-5d8c0804-f998-4143-86b1-1199735e07bf

OR

Click this link to learn how to make a web link in Word

OR

How to make a web link in Word

Which one is easier to read? I hope you chose the latter!

  • Write specific words. Either the reason to click the link. Or the title of the website. Something specific. Avoid “click here”!
  • Link the words. Find the URL/web address and copy it. After you’ve written the specific words, then highlight the words, select the link tool, and paste the URL. Voila!

Tips for Links

  • Ctrl K works in many places to jump directly to making a link. In Word, in WordPress, probably in your Learning Management System.
  • Word and PDFs. If you are putting Word files or PDFs in your course, make sure all the links are set up like this before you upload. When you save from Word to PDF, usually your PDF writer will make the links active.
    • Find the URL/web address and copy it.
    • Write specific words.
    • Highlight the words.
    • Select the link tool, and paste the URL.
  • Discussion, Annoucements, Labels. In your Learning Management System, you have multiple opportunities to write content. In all of these places, you can add links. Make a good linking habit. Write specific words. Link the words. Don’t just paste the long and ugly URL!
  • Moodle “Page” In your Learning Management System, there is probably a tool that lets you create content. In this tool, you can also, write specific words, link the words.

 

Write Specific Words. Link the Words.

Got it? Your LMS helpdesk can probably assist you with this if you need additional help. It’s a simple thing, but it will make your online content look much more professional. It will also increase the likelihood that your students will actually click the links!

Taking the Teaching Perspective

Have you ever been really ticked because someone didn’t do something the way you wanted them to? Have you ever seen someone else really frustrated because they aren’t getting the results they want? Have you ever been frustrated that your students weren’t responding the way you wanted?

Recently, a fellow faculty member commented,

I tell my students to only spend an hour on this assignment. If they don’t have it done in an hour, to write on it what they tried, where they are frustrated, and just turn it in.

Because if they can’t do it, it’s because I didn’t teach it well enough, and I need to teach it better.

These situations can happen all the time! Frustration explodes!

Man putting fist through laptop
Photo credit: SaintLuxx
  • An administrator frustrated that a faculty member isn’t accomplishing assessment tasks as desired.
  • A teacher frustrated that students aren’t making the desired progress.
  • A committee leader frustrated that the members aren’t doing their part.

Blame

Who’s to blame in these situations? Is it the student or teacher? Leader or follower? Both sides?

Taking the Teaching Perspective

I’m not sure if I’m crazy, but I always think of professional development, teaching, training, in situations of conflict and unmet expectations.

  • Were the necessary resources provided?
  • Was the task or expectation scaffolded?
  • Is the underlying concept clear?
  • Are there some missing steps from point A to point B that weren’t clear in the instructions or expectations?
  • In online environments, were the needed resources and instructions where the student was expected to use it? i.e. instructions near or in the spot where they turn in the work?

In higher education, often the attitude is that the student should “come and get it” and it’s their responsibility whether they are successful or not.

Yet, one could take the teaching perspective. One could try to understand where the other person is coming from. One could try to consider the novice perspective vs. one’s own expert perspective.

Your Turn

  • What do you think? Is there a limit to this concept?
  • What does it take for someone to be able to see another’s perspective?
  • Should the teacher/leader take all the responsibility for failure? Where does this break down?
  • Is it useful to consider the teaching perspective in a conflict?

Tips for Teachers: From Being a New Online Student

Last year about this time, I joined an online fitness program called The Unbreakable Body. While it’s been helpful for my fitness (that’s a different story), I have found myself constantly reflecting on what it has felt like to be out of my element in something new.

Feeling New and Uncertain Online

I think that’s how our online students feel sometimes, particularly their first time.

Unsure. Second guessing myself. Wondering if I’m on the right track. Needing reassurance.

Every time I tried something in the site, I was online asking questions. I felt so much like I was asking stupid questions. Being a pain. Taking up too much time.

Let’s face it, freaked out! Trying to have the courage to face the big unknown. Dipping my toe in the water.

Girl dipping toe in water
Photo Credit: Max Pixel Free Great Picture

The Power of Encouragement

The thing that kept me going was amazing answers to emails! Answers came so quickly! Yes, of course, during business hours. I expect people to sleep. 🙂

The emails always made me smile!

  • They always started with gladness and joy that I was doing the program
  • Sandwiched in the middle was the answer to my question
  • Often the emails ended with something funny; always with an invitation to ask any other questions

How essential was that communication to keep me going!

Translating to Online Teaching

So how does that translate to our online teaching?

I’ve always felt that the first couple weeks in an online course are CRITICAL, and that one cannot OVER COMMUNICATE in the first weeks. Huge encouragement, calling, reminding, making sure everyone knows what to do. It pays off in a significant reduction in questions, confusion, and procrastination towards the end of class. For example:

  • I’m so glad you’ve joined this class.
  • Thank you for writing in with your question.
  • Let’s schedule a phone call and talk this over!
  • Awesome that you’ve gotten started with your studies! Congratulations on the first steps!
  • The sun is shining in my window as I write to you; I pray it’s shining on your studies too.

Be cheery. Be personal. Be you. Encourage.

Fast Response Time

A fast response time means so much. A face to face student can come stand in your office door. An online student only has your phone or email. Get back to them soon. Even if it’s just to say that you’re working on the situation and will get back soon.

As the nervous new online fitness student, I kept thinking and wondering about my question while I was waiting for an answer. A quick response set my mind at ease and sent me continuing down my learning path.

Experience Newness Yourself

If you haven’t experienced learning something new lately, find something new to learn. Doesn’t even have to be online. But feel that new-to-you feeling.

Then keep that in mind as you interact with your online students. Be encouraging!