I have this sneaky trick I use to tell which students watch online videos and which don’t. I hide “secret codes” in the videos (like the programmer’s Easter Eggs). When a student finds one of my “Easter Egg codes” they can submit it for 1 point towards participation. Sometimes the codes are numbers I generate at random (Ex: 40234) and sometimes it’s a word, phrase, or story (my cat is chasing a fly in front of my computer).
I don’t tell the students where the codes are. I don’t tell them HOW I’ve shared the code or what kind of code it is. Some videos have codes, and many don’t. Because of the random distribution of codes in videos, and my “loose” way of collecting them for points, I can always add or remove videos with codes, and it won’t affect the overall point system.
Let me explain. Students are not required to watch particular videos and there are two other ways to earn participation points. Participation for each unit is counted out of 10 points, but 5 extra credit points may also be earned. Thus, there is a cap on the total number of points I will count.
Participation points can be earned by:
- Participating in a live online chat. (2 points)
- Posting something substantive in a Discussion. (1 point)
- Turning in a video code. (1 point)
Here are various ways that I hide the codes in videos:
- In callout bubbles I add post-recording and pre-production
- On calculator screens (sneaky, huh?)
- In something I say out loud
- In something I write on the journaling screen
- In something I say and write on the journaling screen
- In the text of a math equation
- Underlining a particular word or phrase on the screen from a lesson
- An action to take (call my office phone and sing the quotient rule to me)
Collecting the codes is the real trick. Some years I’ve used a Google Spreadsheet or Doc for the collection. This year, I’m using the comment field of the Canvas Graded Discussions. I set up one Discussion for each unit, worth 10 points. When a student participates in an online chat, I go to the gradebook for this Discussion and add a comment “Chat 7/9/12 = 2 points” for that student. When the student submits a video code, I go to the gradebook for this Discussion and add the comment “Video Code 40234 = 1 point”. Then when I go to grade the assignment, I see not only all the students’ discussion posts, but also all their collected codes and chat points (see image).
It’s really interesting to see which students find and submit the codes and which students never submit a single code. This helps me to track the progression of students through a particular unit. Pessimistically, it helps me to “catch” those students who claim they are watching videos when, in fact they aren’t. But optimistically, I can also tell who consistently watches all the videos by seeing their collected codes pile up. While I haven’t always enjoyed keeping lists of students and codes, the “Easter Egg” method has worked well over the years to keep track of video-watching as a way to participate in online courses.
Possibly Related Posts:
- Instructional Design for Vocabulary in Higher Ed (Part 1)
- The 1-9-90 Rule and Observations of a Classroom Experience
- Surviving (and Thriving) in the Age of Technology-Enhanced Teaching
- Silicon-Valley Tinted Glasses (and MOOCs)
- Canvas Guides for Math and Chemistry