Wired magazine's current edition has an article chronicling the search for the missing Jim Gray.
Her take: he is alive but mentally unwell. He will be found on some island or coast looking homeless and lost.
We shall see.
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The first reason is pretty obvious: even more than on-ground, you can’t tell if the student has read…or even if the one logging in is the real student (it happens). But, with a handy-dandy reading quiz, you can at least ensure the student reads the material in the quiz… And that is something.
I taught mainly writing courses, so it was nice to get a grade into the system that was relatively high (reading quizzes are not meant to trip the student up, but to ensure reading) and graded by someone other than myself. Online quizzes do both. And they are easy, once made, to upload.
With that, how does one make an online quiz? Glad you asked. I used both BlackBoard and WebCT before they merged, and both handled quizzes much the same. You “code” the quiz, upload and link and set a date to run.
How to code a quiz:
TF A teleconference is appropriate for a group of people at the same location. False
MC The paperless office prediction was based on the belief that: real paper would be substituted with a more economic “fake” paper. Incorrect offices would eventually store information on electronic media only. Correct the world would have a tree shortage. Incorrect all of these. Incorrect onionskin paper would replace traditional paper. Incorrect
Subsequent questions are: do you let your students take a quiz more than once? Is it timed? Do you show them the correct answers? Do you show them which questions they missed?
I say online adjunct because I know of no instructor who is full time with benefits (much less tenure) who teaches exclusively online. I am sure this animal exists in the wild, but sightings are rare.
The base rate for College B is $1500 for six week courses. This is a rate one has to work up to.
To teach online, you must go through a mock-up online course (5--6 weeks) unpaid. They expect you to jump through the entire student hoops (turn in assignments, log-on each day, "participate", etc.). You are graded in that if you do not meet the expectations--usually the logging in daily part, they will not extend an offer.
Once through the prep course, you are to compile your online materials. Some, like the UofX, will push all of their centralized content to you. You have little room for personalization. In effect, you become a course facilitator (their word). This means you monitor the chat lines. The UofX does not use either of the popular course software (BlackBoard/WebCT) but their own website and Outlook Express for chat/list-serve-like threads. Cumbersome and annoying, the learning curve on this is steeper than most. If you are not technically proficient, this may prove a challenge.
Other full-time online programs allow a blending of your materials and theirs. Theirs is usually the lecture notes from a previous instructor. Sometimes they hired (paid a little extra) for a course to be populated with material. Sometimes the book(s)--not chosen by you--will have a companion web-site with extra materials (videos, ppts, etc.).
Once your materials are compiled, you upload. This takes the bulk of your online teaching time. Each week will have reading material (usually in a weekly folder--think of the folder tree in Windows) with uploaded materials (Word documents, ppts, etc.). There is also a weekly assignment folder with a breakdown of the week's assignments. I also included reading quizzes (I mean, really, one has to check).
So, if you have six weeks, this uploading gets kind of involved. AND, few places are savvy enough to have you upload one section and then use that as a template for concurrent or future sessions. Potentially, you have to perform these uploading tasks (and defining the folders to open on a specific date) each semester.
BUT, once uploaded, you are smooth for the semester. Your time is then taken with communication and grading.
More on this next post.
Fact is: helping adjuncts implicates the system (if they didn't need help, then no one would be helping them...).
Fact is: tenured profs (on the whole) do not care to disrupt the system that employs them--this means you "Larry"--else the system would be changing (tenured have the power to change the system but are not)
Fact is: adjuncts did not choose their fate. They didn’t one day wake up and say “I think I will accept sub-standard wages without benefits or security. I mean, after all, I would love to put my advanced degree to work for a system that subjugates me. Ooh, that sounds like fun.”
Fact is: large PhD classes lead to a disproportionate supply of cheap adjunct labor (the university system as a whole makes money on the advanced degrees and then on the adjunctification of that same degree)
Fact is: no one in power cares about the above facts.