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About me
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I will allow a student under my university's policy to resubmit an assignment to earn additional points unless I determine that the assignment contained evidence of academic dishonesty. I refer the paper to the university's committee to review my concerns for academic dishonesty. I will encounter instances of a "teaching moment", if the academic issue is minor and not deliberate, I will accept the assignment and award the appropriate number of points. I will not refer this assignment to the university for academic discipline. I will allow a student to submit the correct assignment if the original submission was submitted… >>>
I have been using these tricks and concepts in my traditional class room Why? I am often confronted with students who are physically present but who are in fact somewhere else in time and space. The concept of a dynamic syllabus has already been employed. And I also use this material to revamp my online course. But in our institution we are concerned about using open blogs that exposes the institution to risks.
That is good but the wording of the assignment in one case places the emphasis on the presence of the content and not on the quality. Whenever I am allowed, I note in the grading rubrics that the quality of a post must pass a test of "substantive" I simply do not count a post or message if it is not substantitive. I try to avoid evaulating the quality of the content and make a test of all points or no points. Result? the students spend more effort in raising the quality of their post..and do more than sometimes I… >>>
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I agree. I understood all of the information but I never organized this material in a cohesive framework as the course provided. This organization is extremely helpful.