{"id":6691,"date":"2007-02-02T18:00:39","date_gmt":"2007-02-02T18:00:39","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2007\/02\/02\/courseware-trai\/"},"modified":"2007-02-02T18:00:39","modified_gmt":"2007-02-02T18:00:39","slug":"courseware-trai","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2007\/02\/02\/courseware-trai\/","title":{"rendered":"Courseware, Training Wheels"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>

Thanks to everyone who threw in a
\ncongrats<\/a>. May I never grow tired of
\nwaves of encouraging comments. (Makes me consider, for half a minute, the
\npossibilities in announcing that I passed exams every week until the diss is
\nfinished. Entry #1419: For the Hundredth Time: Pass! Pass!)<\/p>\n

For a few minutes now, I’ve bee thinking about Blackboard. IHE<\/i>
\nhas this little
\nnews piece<\/a> on Blackboard and law suits over patents. Blackboard, as I
\nunderstand it, fancies itself the first to develop the web-in-a-box-ware used by
\nso many colleges and universities for delivering online courses (or augmenting
\nF2F with innovations like discussion forums). The legal loops are only
\nmarginally interesting to me. I mean, even though I think it is
\nfar-fetched, I can understand why Blackboard must, in the interest of solvency,
\nclaim as its property the idea of rolling together things like message boards,
\nbulk email, and announcements into an unforgettable discombobulware. <\/p>\n

<\/p>\n

I’m using Blackboard in an online course I’m currently teaching at SU. Its
\nrole in the course is minimal–merely a hub for discussion, assignments, and
\nannouncements. I’ve also taught with VCampus and eCollege in the past, and I
\ncan, without hesitation, say that I find both of the latter vastly superior to
\nBlackboard. I’m no Blackboardian. Neither am I committed uncritically to VCampus or eCollege. I understand the need for such easy-to-use
\nengorgementware (Just upload your Word docs). But I’m turning away
\nfrom such things as much as I can. More and more, rails-heavy constraintware
\nreminds me of training wheels. Only, rather than needing them to steady
\nthe vehicle, I see them more like the last set of training wheels that hanged
\ndusty and rusted in the garage. They were strange, draped on a nail or
\nresting on a shelf years later, a stark reminder of development<\/i> as I aired the tires
\nbetween popping wheelies and leaving skid marks in the driveway (a practice
\nlater banned by parental rule). Courseware as old training wheels, not the most
\nflattering metaphor, eh?<\/p>\n

So, as I said, I’m using anything else. For example: I’m making extensive use of
\nGoogle Docs and Spreadsheets<\/a> (formerly
\nWritely) this
\nsemester for the online 205 at SU. In fact, it’s the primary place where I
\nask students to turn in their work. They can upload Word docs or files
\nfrom other word processing apps and then add me as a collaborator to let me know
\nit’s there, ready to be read and commented. When a student adds me as a
\ncollaborator, I get an email with a link back to the document in Google Docs.
\nAfter I have read and commented on the piece, I simply select ’email’ and the
\nsystem asks me if I want to let the other collaborator know the document is
\nready for them to see. Google Docs runs server-side, so there’s no
\nuploading and downloading of files. All versions of a document are kept online,
\ntoo, so I can easily select an early draft of a document for comparison or a
\nquick reminder of what changed. I can add my comments as notes (which I
\noften do), color code the notes, and use the highlighting options to assign
\nshades to key concepts, moments of confusion, and so on. I hadn’t tried
\nthe highlighting method before this semester, but it’s the way that Becky made
\nnotes on my major qualifying exams, and I really liked the way it presents
\npatterns among words and ideas.<\/p>\n

After I return-email the document, routing it back to the
\nstudent-collaborator, I’m left with a couple of nice options for the managing
\nthe list of documents associated with my account. I can add tags to individual
\ndocs or groups of them that will help me associate them with particular
\nassignments, a stage of drafting, or a level of performance (I mean I can tag
\nexemplary work as "exemplary" for future returns). Next I simply archive
\nit, so I’m only faced with a list of active documents in the queue. <\/p>\n

I’m sure this isn’t a revolutionary practice, but it beats the heck out of
\nanything I’ve seen in any of the courseware systems I’ve used to teach writing
\nonline. In fact, eCollege has yet to incorporate text formatting in their
\nthreaded discussion area (hyperlinks are automatically recognized, but still).
\nAnd even in Google Docs there are a few small drawbacks (for each highlighting
\nevent, a color must be selected; it doesn’t default to the last color used, and
\nthere is a similar wonkiness with changing the colors associated with inserted
\ncomments). Basically it amounts to a couple of extra clicks.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>Thanks to everyone who threw in a congrats. May I never grow tired of waves of encouraging comments. (Makes me consider, for half a minute, the possibilities in announcing that I passed exams every week until the diss is finished. Entry #1419: For the Hundredth Time: Pass! Pass!) For a few minutes now, I’ve bee…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[49],"tags":[608,1963,568,198,291],"class_list":["post-6691","post","type-post","status-publish","format-standard","hentry","category-academe","tag-courseware","tag-distance-learning","tag-google","tag-online","tag-teaching"],"yoast_head":"\nCourseware, Training Wheels - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2007\/02\/02\/courseware-trai\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Courseware, Training Wheels - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 3 minsThanks to everyone who threw in a congrats. 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