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One trend of which I was aware was the increase in online enrollment as opposed to face-to-face enrollment. This has primarily affected me in my teaching schedule and class enrollment. Currently I teach 3 online classes and 3 face-to-face classes, and my online classes fill up much faster than my face-to-face classes. This has presented a lot of challenges because coming up with new and innovative classes/instructional methods in both modalities simultaneously is extremely hard. Online classes are more labor intensive than face-to-face. I have a lot of ideas but finding the time to execute them well is a challenge.

One trend that I knew about is that our dual credit enrollment is increasing. That's not surprising in itself, but what is surprising is that 46% of our students are teenagers. One thing that's been kind of hard is that I like to teach on topics and big questions and students lack life experience to fully engage. Not that our students don't have life experience -- many have trauma and have lived a lot -- but many have not been in real relationships and many have never held a job, as they are in high school. They are young and not as open to new ideas. For example, we were discussing polyamory in class and many would not even consider the argument because it's not what "they were raised to think." Time away from home tends to make people more open minded.

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Love the idea of a using a Padlet as a Commonplace book (I haven't heard this term before). I'll add additional thoughts when I finish this module, but needed to post something as I came across this so it didn't get lost in the scroll.

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Hi! This is my second semester here, so there are no trends that I have experienced a change in over time. I was alerted to one trend during my interview process, so I chose gender for my comparison. In 2020, females were 59% of enrollment, and in 2024 they were 61% of enrollment. Scientifically, I would do statistical test to see if the increase is significant, but on the surface, it is an increase in female enrollment and a decline in male enrollment. What could this mean for the future if the trend contines? I don't want to fall into the trap of stereotyping gender roles, but perhaps it may affect absences revolving around childcare?

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I was interested in looking at the data for Dual Credit students, as it seems that I have more sections of full devoted dual credit classes, so I wanted to see if the growth was as large as it felt for me, but the numbers don't indicate as such. Both the reports for the special populations for Spring 2020 and Spring 2024, show that the dual credit has grown, but not to the level that I "felt". Spring 2020 was 2847 and Spring 2024 was 3198. The numbers are also indicated in age of the students, where the 2020 numbers indicate 45% of the population was 19 and under, where 2024 numbers indicate that 48% were 19 and under.

A challenge that I face with the dual credit classes is when there is a class that is held for dual credit, it doesn't fill up all the way, then they allow a few traditional students to join, but the community is much more difficult to build when I have 18-20 students that all walk or bus over from a high school and then 3-4 other students that feel like outsiders.

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One of the things that I am interested in knowing more about is the "spiral method." Ancient writing instruction involved a graded series of exercises that built upon one another, reinforcing earlier skills and practices as it introduced new ones (progymnasmata). It seems to me the spiral method may draw on a similar structure. As someone who is deeply interested in old things, I am excited to learn more about modern pedagogy and think about its long history!

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I get bogged down when research somewhere supports or refutes both sides and makes what to implement confusing. So, I feel I need practical, dot-connecting, ideas I can use in my "bag of ideas" every class to pull out as needed for fluctuating situations.

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I knew what scaffolding was, so by process of elimination I guessed the spiral method... but I didn't know it. That made me wonder what my students actually know when they so well on a multiple choice quiz.

I think I already knew that conceptually which is why "multiple guess" or "quick checks" aren't used as summative assessments/authentic learning.

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I had heard of this before and I am realizing that my General Biology course is inadvertently doing this. We start with general concepts and as the course progresses, we revisit them many times. I just recently though of doing a "preview" video for each lesson, showing the students what they need to revisit or remember that we have already talked about to be prepared for the lesson. I am so uncreative when it comes to creating visual things, though.

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I looked at age for spring 2024 and fall 2020.   Interestingly, the 20-24 year old students increased 3% from fall 2020 to spring 2024.  More interestingly, I use the above photo in class to talk about misleading or incorrect graphs and the spring 2024 pie graph added up to 101% and not 100%.  No biggie, but a reminder that we have to be careful when reporting data as well as when providing our rationale for the meaning of the data.   So, this activity solidifies the need to guide my students on being aware of the data and the meanings given to the data.  

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I identify most with constructivism. I use it the most as well. I taught high school biology for many years using the 5Es method. In a nutshell, you guide students through constructing an explanation BEFORE you teach them the topic.

I use anadrogy the least. I think it would be tough to apply intricate scientific concepts to their own experiences.

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1/3 Cognitivism - spiral, active learning, problem-solving, real-world contexts.

1/3 Social Cognitivism - social interaction, modeling, observation, self-efficacy

1/3 Constructivism - prior knowledge, the Zone, independent learning goal

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I utiilze a mixture of methodologies but I see these two as primary in my face to face classes. I would really have to think more about the methodologies as I have reconsidered that my online classes aren't built/taught in the same way. That's something I'll need to chew on a little more.

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I'm so excited to learn more about OER. I've been afraid to jump all the way in, and we don't have full departmental support, but I just came back from a conference and I think this can be such a phenomenal support for our students. Anecdotal evidence lately... high school students don't read a "separate" (and costly book, so if it can be less restrictive accessed text (and seems to be easier with OER) then perhaps that will eliminate some obstacles.

I'm excited to try out something this summer.

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Open Access and Open Education Resources are wonderful. I especially rely on films, books, and articles for which the Lone Star College libraries open unlimited digital access to students and faculty. I use them in every course. One of my classes, HUMA 1305, is completely based on Open Access and OERs. However, I had problems when using an OER textbook. My HIST 1301 and HIST 1302 classes usually start with thirty-three students each. While many of my assignments are open answers, I do assign quizzes that are automatically graded. It was on those automatically graded assignments that I had problems with. I used Openstax and The American Yawp textbooks in the past, for which I had to create my own quizzes. Students soon copied and published those quizzes on the internet, and soon anyone could find those answers. That led me to change the quizzes every semester, which was unsustainable. Eventually, I went back to textbooks published by W. W. Norton, which include automatically graded activities such as Thinking Like a Historian and InQuizitive. I use a similar textbook for African American History for the same reasons.

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I am a huge proponent of OER. I love the idea of making my own materials and putting them in dialogue with the content of my class. OER is more flexible and you can customize it to fit your needs. Right now, I've been using OER plus the grammar program my department recommends. I'm planning on making OER grammar resources this summer so that I need not use anything but my own materials.

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I would say that I identify more with a cognitivist approach. While I do value some of the principles of behaviorism to establish routines and reinforce positive behavior in my class, I lean more to the cognitive approach. This is because learning styles have been debunked; certainly people may have preferences, but that is all. Instead, people learn by rules and examples, which fits in nicely with cognitive theories. If you are teaching with "rules" you can explain thought processes, modes of thinking, and habits of mind; examples provide other ways for people to think and process information. Additionally, the spiral method works well in an English class.

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I haven't taught ENGL 1302 in awhile because I've been focusing on refining my ENGL 1301 curriculum. As I'm about to teach 1302 OER and online this summer. I'm starting to look for materials. I found, on the LibGuide, a book called Introduction to Literature: Fairy Tales, Folk Tales, and How they Shape Us by Judy Young. I like how this book is structured with types of tales and/or common features (i.e. sleeping beauties, animal spouses, and tricksters) as well as the multicultural approach to content. This type of book fits my approach because I like my students to think with lenses and templates. For instance, once I devised a Plato's Allegory of the Cave Unit that allowed us to analyze a variety of texts as well as Plato's relevance through time. I could see myself using this text, or a text like it, in 1302, especially for my mini. The folk and fairy tales are short, so this is an added bonus for a room full of reluctant readers.

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I use excerpts of the Declaration of Sentiments (1848) for a low stakes activity in HIST 1302. The full text of this document enables instructor and students to participate in a high stakes assessment. Combining the OER full-text of this document by the Library of Congress with the "One Woman, One Vote" PBS documentary that is available to us from the Lone Star College Libraries would enable me to create a high stakes activity in the form of an essay project or, even better, a discussion forum.

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On the original posts on Padlet- how can we see who said the brilliant thought? I can see it on the comments- but having to use context clues is making me guess (probably incorrectly) on the original post. -Twyla

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I have zero experience using it and until today, I could only define it...poorly.

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The Title and Authors of the Resource

A Captivating Fact or Feature

Potential Course Integration

The resource I chose is located at https://qubeshub.org/publications/1906/supportingdocs/1 and is written by David Baum and Kristen Jenkins. The Title is Vertebrate Clade Race.

I chose it because it is an interactive, small-group activity. It is not a lab, but a quick activity (that costs nothing!), which is something I have attempted to incorporate into my intro biology course this semester. It has potential for integration into the course, because I found it to be relevant, free and not a huge time investment.

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This activity introduces basic tree reading skills for evolutionary phylogenies. It is designed as a short group activity. After completing this activity, students should be familiar with basic terminology and how to “read” a phylogenetic tree.

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I don't want to use OER because I don't feel capable of doing it well or having the time to actually do it, BUT I have teamed up with Lumen and use their product which is $35 for students. Lumen pulls from OER, does the work to organize the content, and keeps the homework platform current. It is a win-win for me and my students. I am presenting on this tomorrow at our System's Online Summit!!!!!

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1. Reflect on how you incorporated student feedback on assessments into your design process. What adjustments did you make, and what were the outcomes?

For my summative assessments I incorporate student feedback as a reflective component (how did they feel about their success and the steps taken to achieve their benchmarks), but also as a design conversation (did they have enough time, scaffolding, prior knowledge, etc.) for the project.

2. How do you ensure assessment guidelines are clear and accessible to all students? Share any tips or best practices you use.

I use rubrics on several of my summative assessments and my discussion boards. I also have students use rubrics to evaluate ME (I demonstrate a poorly crafted speech) and each other (peer evaluations for speeches) as a formative assessment to get familiar with the rubric. I've found that before doing this, they didn't understand how they would be evaluated because they didn't look at the rubrics.

3. Discuss your use of technology to deliver inclusive assessments. Share any successful strategies or tools you've used!

Hmm- Inclusive assessments... I think that I would say that my "choice" project would count here? For example the end of semester group project where they decide how they want to show their research, through video or infographic? But they also have multiple parts leading up to that part of the project. To me, inclusive assessment includes many options beyond just the multiple choice.

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1. I have incorporated student feedback into my design process both formally and informally. Part of my final exam asks the students to reflect on the course; the questions are structured in such a way that they compel the students to give feedback. My 1301 class has been themed on love, and I asked the students what love adjacent topics they would like to learn more about. Many students wanted to discuss divorce and nonmonogamy, so I incorporated that into my class. In a less formal sense, I have conversations with the students and notice patterns in their questions and work. This is a form of feedback because I can identify confusing areas in my assignments and clarify them.

2. In general, when assigning something, I provide a rubric, detailed instructions, and I often try to record an explanatory video. As often as I can, I try to create sample assignments, so a model is available. This semester, I added a discussion thread for questions and concerns, which I address right away. For my major essays, I compose a writing guide (using Microsoft Sway) and release a checklist for submission.

3. As for inclusive assessments, I use technology to create instructions and examples. I have incorporated group and multimodal projects into my curriculum, so they can demonstrate they can conduct research outside of a term paper, but this is an area where I'm lacking. I always give my students choice when writing essays, however.

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Reflect on how you incorporated student feedback on assessments into your design process. What adjustments did you make, and what were the outcomes?

How do you ensure assessment guidelines are clear and accessible to all students? Share any tips or best practices you use.

Discuss your use of technology to deliver inclusive assessments. Share any successful strategies or tools you've used!

I feel like my course fails in this area, but I know you are a group of non-judgmental folks, so I will share what I can and try to squelch my embarrassment!

I am unfortunately required to deliver tests that are written by my coordinator, so while I do not think my current assesments are inclusive, I also am unable to change them. Frustrating! I have gently begun a conversation towards allowing a bit more freedom with regards to some aspects of our assessments, so in the future this may change.

I can share an answer to question 1. It's a bit of a saga so bear with me!

I noticed my students were struggling to complete an unnecessarily.heart-breakingly.looong test in the amount of time that is given in class. With my coordinator approval, I anonymously surveyed the students asking if they thought taking a section of the test at home with Lockdown Browser and Respondus would improve thier grades. The majority wrote yes, they thought it would. Unfortunately, the grades for the at-home part were abysmal. I did not expect that about a third of the students did not even take that part of the test, resulting in a zero on a section of the test that would have had a grade if it were taken in class. :(

I anonymously surveyed them shortly after and the majority wrote that although the grades were not better, it served the purpose of alleviating test anxiety. It is also worth noting that those did not take the test did not take the survey either, so I reconize that I was only hearing from those with the tendency to complete work.

I have not yet determined if continuing the practice of splitting the test is worth the extra time I put into altering D2L tests, settings and watching the Lockdown Browser videos.

Any thoughts/comments/harsh rebukes?

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1. How have you used annotations in your classroom?

1. Admittedly, I've never done "social annotation." However, I have used annotation in a couple ways. First, I've used them for instructional purposes. When I provide samples of final products, I usually annotate them, highlighting and commenting on salient features. That way, the students are directed to what they should be doing. Second, I've asked the students, in my literature classes, to mark up poetry individually: define difficult words, annotate figurative language, write responses. This is to help them with their reading and organize their thoughts.

2. How important do you think annotation is for student learning?

1. I think annotation IS important for student learning. It's an old practice, and one that was originally deployed for social purposes. In the past, I've used various early English translations of the bible to show my classes how various Christian sects used annotations to push agendas/propaganda. It can be used for student engagement, but the important thing to remember is that it takes time and discipline to do meaningful annotations. I think it can be wielded as a powerful teaching tool, especially for literature and primary documents. Giving students a hand in decoding and commenting on the texts can be empowering. Actually, annotation goes hand-in-hand with commonplacing. If you were to do annotations with a traditional, old-style commonplace book, you could really make a cool class or project, incorporating older reading models. Perhaps even giving the students some history of the practices before asking them to engage -- there is a great book on text extracts in the 18th century, for instance -- and sharing annotated books might even help. (Sorry, one of my subspecialties is History of the Book, which includes the History of Reading.)

3. 3 points from the reading with which I agree/disagree.

1. I agree that annotations could be a powerful way to stimulate intellectual exchange, build community, and empower students. Full stop.

2. I thought that Cohn's and Kalir's discussion of forcing compliance versus enabling learning was interesting. I agree with them in spirit. But! In an ideal world, all the students would want to learn and they'd want to read and you wouldn't have to make them comply, but, given the reality of the situation -- for me, 1301 is a compulsory class and many people hate reading -- it seems like making students use specific technology and engage with the material, if they want to pass, is necessary component of the job. Look at this commonplace book, for instance. I've commented on several people's posts to see if they would have a conversation with me, and they do not. People have a lot to do and they are not engaging all the time with their classes; it's the same for our students. If we do not make them do the work, they won't. I do agree with the authors that you shouldn't make students feel like they're in the panopticon, but there is always a measure of forced compliance in all classes, unless you've won the lottery.

3. I agree that annotating the syllabus can be a really good way to start the semester. I think showing the students that they are valued voices in the class early on is a really good thing, and I've never thought about doing this before.

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1. In what ways have you used annotations in your class?

2. How important do you think annotation is for student learning?

3. 3 points from the reading you agree or disagree with.

1. Hi group! I have not used social annotating at this current job, but as a high school teacher, I had students complete assignments collaboratively within a Google Doc. They would insert answers and have the ability to comment on the answers of others. This got slightly out-of-hand with some groups that lacked the maturity and abused the privilege.

2. I think this is somewhat important for learners, due to their experience with social media, where everyone comments on everything, good or bad.

3. There is one main point I will comment on. I am not sure if it was addressed in the reading, but I stand with the introverts because I am one. The thought of reading with a group is horrifying to me as an introvert, so I will add that working with a group should be a choice. I will never think, absorb or understand anything better by talking to others. My introvert souls needs quiet reflection time. I also am required to use a pre-written syllabus that can be changed, but requires a person more senior than I to agree. I can't say I would offer students the ability to annotate with only a small possibility to actually change it. That sounds frustrating. On the other hand, annotating as a way to understand, clarify and ask questions could help.

These articles reminded me of my department's use of Piazza. It is a way to ask questions of a group within a forum, where you have the choice to as the question of the group or of an individual privately. It is a form of annotation, because anyone in the group can answer the question and comment on the answers. Good way for students to share what they know with each other regarding assignments, due dates, policies etc.

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*Accessibility: Can students access the content in various ways; does it have features available to assist those with disabilities? (I'm thinking about text-to-speech in an English class.)

Access: Can the students access and manipulate the technology on a phone, since that is where they spend most of their time?

Usability: Can students understand the resource and use it with minimal training?

Inclusivity: is the content/resource relevant to a diverse group of students?

Quality: is the content high quality and accurate? Is it professional?

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# Digital Media Checklist: Evaluating Perusall Usage

## 1. Content Integration

- [ ] All required reading materials are uploaded to Perusall

- [ ] Content is in appropriate formats (PDF, EPUB, etc.)

- [ ] Readings are organized logically (by topic, week, etc.)

- [ ] Copyright compliance is ensured for all materials

## 2. Annotation Features

- [ ] Students can easily highlight text

- [ ] Comment functionality is enabled

- [ ] Students can reply to each other's comments

- [ ] Instructors can participate in discussions

- [ ] Multimedia annotations (images, videos) are supported if needed

## 3. Accessibility

- [ ] Text-to-speech functionality is available

- [ ] Font size and contrast can be adjusted

- [ ] Platform is compatible with screen readers

- [ ] Keyboard navigation is supported

## 4. User Experience

- [ ] Interface is intuitive and easy to navigate

- [ ] Mobile responsiveness is checked

- [ ] Loading times are reasonable

- [ ] Search functionality works effectively

## 5. Collaboration Tools

- [ ] Group assignment feature is utilized if needed

- [ ] Students can see and interact with peers' annotations

- [ ] Collaboration is encouraged through assignment design

## 6. Assessment and Grading

- [ ] Automatic scoring is set up appropriately

- [ ] Grading criteria are clear and visible to students

- [ ] Manual grading options are available for instructors

- [ ] Grade sync with LMS (e.g., Canvas, Blackboard) is configured

## 7. Analytics and Reporting

- [ ] Reading progress tracking is enabled

- [ ] Engagement analytics are available to instructors

- [ ] Reports on annotation quality and quantity are accessible

- [ ] Data can be exported for further analysis

## 8. Integration with Learning Management System (LMS)

- [ ] Single sign-on (SSO) is set up

- [ ] Perusall is properly linked in the LMS course navigation

- [ ] Grades transfer correctly to LMS gradebook

## 9. Training and Support

- [ ] Students have access to Perusall tutorials or guides

- [ ] Instructors are trained on Perusall features and best practices

- [ ] Technical support contact information is readily available

## 10. Privacy and Data Security

- [ ] Student data privacy is ensured

- [ ] Data retention policies are in place and communicated

- [ ] Compliance with institutional data protection policies is verified

## 11. Customization and Flexibility

- [ ] Course-specific settings are optimized

- [ ] Instructors can customize scoring and engagement parameters

- [ ] Assignment due dates and availability are properly set

## 12. Feedback Mechanisms

- [ ] Students can provide feedback on the platform usage

- [ ] Regular evaluations of Perusall's effectiveness are conducted

- [ ] Improvements are implemented based on user feedback

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I tried several things as I was going through the toys- because if I don't play with them while I'm learning about them I forget (like my dear friend Stephanie!) -- I set up a Claude account, a Book.ms (Booking for student appointments), a Brisk extension, and Genially account. I already have several of the other ed tech toys that we use often.

I tried them as an informal evaluation of the tool, but the one that is the most timely and impactful is actually not as engaging as the others, it's about access, and that was the Booking for appointments. I have tried Signupgenius and Calendly in the past, but the way this already talks with my Outlook calendar, is wonderful! I'm sold.

I will formally evaluate Genially for presentations, and several other things, and perhaps be able to play with it for my presentation for tomorrow. We'll see... :)

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Digital Media Checklist for Course Materials

1. Content Quality

Is the information accurate and well-researched?

Is the language appropriate for freshman-level comprehension?

Are all claims supported by credible sources?

2. Visual Design

Is the layout clear and organized for easy navigation?

Are images and graphics relevant and appropriately credited?

Is the design visually appealing but not distracting?

3. Accessibility

Are all images provided with descriptive alt text?

Are videos captioned, and are transcripts available?

Are color contrasts sufficient for readability?

Is there a clear structure using headings and lists to aid navigation?

4. Inclusiveness

Does the content reflect diverse perspectives and experiences?

Are examples and case studies inclusive of different cultures and backgrounds?

Is language used in a way that is respectful and non-discriminatory?

5. Technical Specifications

Are all files in accessible formats (e.g., PDFs, HTML)?

Are multimedia elements optimized for fast loading?

Have all hyperlinks been tested to ensure they work?

Can it integrate well with D2L?

6. Access and Availability

Are materials available on multiple platforms (e.g., LMS, cloud storage)?

Is there a clear way for students to access materials offline if needed?

Are there alternative formats available (e.g., audiobooks, large print)?

7. Engagement and Interactivity

Are there interactive elements (e.g., quizzes, discussion boards) to enhance learning?

Is there a method for students to provide feedback on course materials?

Are there opportunities for collaborative projects?

8. Cultural Sensitivity

Are the materials reviewed for cultural appropriateness?

Is there an awareness of different learning styles and needs?

Are sensitive topics approached with care and consideration?

9. Feedback and Iteration

Have students been involved in evaluating the materials?

Is there a plan for regular updates based on student feedback?

Are there metrics in place to assess the effectiveness of the materials?

10. Final Review

Has the content been proofread for spelling and grammar errors?

Is the final product cohesive and aligned with course objectives?

Has the checklist been completed to ensure all items are addressed?

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Digital Media Checklist for Financial Accounting Class

1. Course Materials & Online Platforms

✅ Learning Management System (LMS) Access:
(e.g., Canvas, Blackboard, Moodle)

Ensure login credentials are active.

Download the syllabus and course schedule.

Check for weekly announcements and assignments.

✅ E-book or Digital Textbook Access:

Ensure access to the financial accounting textbook or course pack (e.g., MyLab, WileyPlus).

Highlight chapters on income statements, balance sheets, and cash flows.

✅ Lecture Recording Platform:

Access tools like Zoom, Microsoft Teams, or Panopto.

Bookmark class recordings or video playlists.

2. Assignment Tools

✅ Excel / Google Sheets Setup:

Install Excel or ensure access to Google Sheets.

Practice with templates for financial statements (Income Statements, Balance Sheets, etc.).

✅ Accounting Software (if required):
(e.g., QuickBooks Online, Xero, or trial versions)

Create an account and become familiar with basic features.

✅ Plagiarism & Citation Tools:

Sign up for Grammarly, Turnitin, or another tool required by your institution.

3. Communication Tools

✅ Email Setup & Notifications:

Sync school email with your mobile device for quick updates.

Organize email folders for course-specific communication.

✅ Class Discussion Boards / Forums:

Bookmark any class discussion forums (within the LMS or third-party forums).

Set alerts for replies and updates on your posts.

4. Study Resources & Practice Tools

✅ Practice Quizzes & Flashcards:

Use platforms like Quizlet, Cram, or LMS quizzes.

Focus on key concepts: double-entry accounting, GAAP, and financial ratios.

✅ YouTube Playlists / Tutorials:

Search for financial accounting channels or playlists (e.g., AccountingCoach, Edspira).

Subscribe to relevant channels for revision videos.

✅ Interactive Games / Simulations:

Check for accounting simulations if offered (e.g., Monopoly-style finance games).

5. Group Work & Collaboration Tools

✅ Google Drive / OneDrive for File Sharing:

Set up folders for group assignments and financial reports.

Use shared Google Sheets to collaborate on financial statements.

✅ Collaboration Apps:

Use Slack, Discord, or WhatsApp for team communication.

6. Time Management Tools

✅ Calendar / To-Do List App:

Sync deadlines to Google Calendar, Microsoft Outlook, or Todoist.

Create task lists for projects, exams, and homework.

7. Backup and Security

✅ Cloud Backup:

Use Google Drive, Dropbox, or OneDrive for backing up coursework and notes.

✅ Password Manager:

Set up a password manager (e.g., LastPass, Bitwarden) for easy access to accounts.

8. Technical Support & Troubleshooting

✅ Help Desk Contacts:

Keep contact details of the school’s IT support team.

✅ Software & Browser Updates:

Ensure web browsers and apps (Excel, Zoom, etc.) are updated.