okay hello everyone welcome to yellow date 401 I hope that everybody can hear
me it looks like everything should be good to go so first of all welcome my
name is Brian I'm yellowdig's learning an academic Support Manager and this is
yellowdig 401 so you know we set these up as orientation sessions for new
people or people that have used the platform before this is the 401 session
so really this is sort of meant to be a little bit more of a deep dive into the
features and some of our you know thoughts about how best to get the most
out of the platform and so it's sort of as soon as I use either seen the 101
sessions or they use yellowdig in a class before so if that doesn't describe
you it may be a better use of your time to try to come to one of the 101
sessions but I guess I have a slide on that but um but that's really how we're
sort of thinking about this this session and what I'm gonna do is quickly intro
myself and talk for a couple seconds about why you know I think yellowdig is
a good tool and then we're gonna quickly you know try to jump into three
different ways that I think you can use yellowdig better and that includes sort
of some time savers are sort of headache savers for professors instructors TAS
and then I'm gonna try to leave you know 20 minutes at the end or so for
questions that you guys can submit I normally have somebody helping me out
with questions but I've had to go solo on this one so if you just want to send
your questions to the Q&A function or where in fact I'll look at those you
know at the end if I happen to notice a I'm gonna try to bring that up on my win
window here if I have minutes the chat as I'm doing through him it's something
that I can try to answer quickly and I'll do that but otherwise hold him to
then so if you met me in one of the if you met me in one of the one-on-one
sessions sorry if this is a repeat but you know as I said I'm learning in
academic Support Manager here at yellow dig my background is really in
psychology cognitive psychology and education and yeah I have my PhD from
Vanderbilt and worked as a postdoc and I'm now an affiliated assistant
professor of education at the University of Delaware so I have a significant
amount of classroom teaching experience in the past I've spent a lot of my spare
time even since sort of heading into industry working in research labs and
with students doing research labs and then I have you know extensive
experience as a student as I'm sure many of you do how I'm really thinking about
this session is assuming that you know your institutions subjects and student
areas much better than I do and and then you know sort of what it's my job to
bring you the picture is sort of my second education background and some of
how we think about yellowdig's platform and why certain features up here or
we're designers and then you know my knowledge of the platform itself and how
that interacts with our user data and what we're hearing from professors and
students about you know the best outcomes that we see both in terms of
sort of the educational value and you know just the experience not running
into headaches and things like that and and the idea here is really you know I
want to be a resource to save you time and energy and to create a better
experience for you and your students what I'm not trying to do is change your
teaching and it really significant way you know they're gonna
be some suggestions that I make that might make you you know you think about
what your goals are in terms of using yellowdig a little bit differently and
how that might integrate into your course but I'm not I'm not here to
change you know what you think is important to really convince you you
know there's 100% a best way to do it and and a lot of that feeds back into
sort of again you knowing your institutions subject area and students
and almost anything that I suggest has some kind of exception to it depending
on the use case so you know that's where I'd like to sort of get into questions
and discussion if there are certain things that you know you're thinking
about so just to give you an idea a lot of people ask us what yellowdig means
and I just added this slide to this presentation because I think it's
helpful to think about how we think about it so yellows the brains color it
really you know in color psychology is is for energy enthusiasm it's also you
know associate of an education and enlightenment you know because it's
bright and and that's where sort of the yellow came from but you can't just
trademark a company called yellow so you know we out of the data to it and really
that gets into sort of digging under the surface and get other people's
collective experiences to really create new insights and so the name mass
directly onto our mission which is to create learning communities where
discussion and sharing foster their relationship skills and knowledge that
really allow people to thrive so you know in terms of what I think that
yellowdig does best it really increases course engagement via social
networking and gamification it allows students with different backgrounds to
easily contribute their unique knowledge and viewpoints and it allows experts you
guys to identify where your input will be useful and
contributed efficiently so those are the three things I would say from an
education standpoint that are sort of most exciting about so now jumping into
the applications most people that come to us or a significant portion of the
people that come to us have tried to use blackboard or canvas discussions in
their classes and have had you know varying levels of success doing it and
are curious how yellowdig can create a better discussion or maybe you know it's
a new course and you are looking for ways you know for an online course or a
really big course to just make sure that your students are able to communicate
you know create some engagement outside of class that's one thing I think Yoda
is really good for and and I will go through various ways in which we think
about readings that are discussions and the way the technology is designed to do
that whenever I talk about creating more free-flowing or organic discussions
however a lot of people start to get worried that those discussions are going
to get off-topic and not be relevant to the course and so one thing you know the
next thing I'm going to show you is some of the ways that we've thought of
designing the system to make sure that you know easy to keep things on track
and to keep them organized in spite of sort of the organic and free-floating
nature of the of the rest of the discussion so I'll be talking about some
tips and tricks for keeping things on a course and and to be honest we we don't
see that they get off course that much we you know if there's a lot of things
that prevent that from happening but if they do it's easy to sort of nudge them
back on and then the last thing I'm going to talk about is a little bit
about how you can use the platform to learn about your students and they sort
of act on that data and you know improve your teaching
class or or sort of improve the kind of engagement you can have with your
students through yellowdig so you know the goal in creating better discussions is
really to get the class thinking about reviewing things related to your course
and get learners contributing their unique viewpoints and expertise and
really connecting with one another so you know this might be especially top of
mind for professors with larger courses but it does have applications and even
small courses right a 12-person class you want to get those students really
discussing but you don't want to necessarily waste class time you know
trying to have that discussion if there's you know a lot of other material
you want to do other activities that you need on the other you can provide a
really good forum for getting those discussions going you know in class time
we're outside of class so I'm going to jump in to sort of a deeper dive on a
couple things inside of the platform I'm just going to log in through canvas here
just to give you sort of allow you to see what this looks like
integrated with LMS you know I'll click on a course that I want to jump into for
yielding the other day - you know usually be on one of the side boards for
your LMS where you can create you know an assignment with it we're both in this
case so I'm gonna launch yellowdig it all asked me if I want to open in a new
window which I'm going to do and then and then I'll start running through this
so here we go no I'm actually gonna close my track window here because it's
covering part of my screen so if anybody chats me I'll have to get to you later
okay so you know I think one of the most important things about creating this
sort of free-flowing and like nature of the board is really the
point system that yellowcake has and you know I'm going to go in and show you
guys how to set this up and how we think about this in pretty good detail but the
points we have here you can go into settings points and then you can sort of
set any of these different settings and then there's a weekly maximum I'll get
into more detail on the weekly maximum but essentially creating content are
these first two pins pins and comments is really sort of the content creation
right so you we set a certain number of words that we expect these pins and
comments to have and then a certain number of points for them the first
thing is that a lot of professors really think you know I want students to put a
whole lot of time into pins and and you know have those be valuable so those
sort of jack up the points on on pins and you know that's fine is it you know
if it's where you want but I think one thing about about giving a discussion
going is that if you overweight pins then there's really no like incentive to
comment that much right I would just go in and create five pins rather than you
know one pin and a whole bunch of comments and any good discussion I mean
just think about a discussion that's very basic it needs to be a turn-taking
exercise right in order for a discussion to evolve and involve real sharing and
thought about information it really needs to be a back and forth right so so
one thing I would try not to do you know when you're setting up your own points
if you're really you know thinking about how you might do it is to sort of
overvalue pins right you know one student posting an interesting article
and then you know 30 comments underneath could be every bit or more interesting
informative and you know useful for your students than having 15 pins with only
two comments under each one so really be thinking about that as you're you know
editing the the points I always suggest if people have never used yellowdig
before to just like give us the leap of faith and try out the the you know the
default settings for points and the reason why I say that is because those
defaults they weren't just an accident if they've
been set according to what we you know what we're seeing in terms of behavior
and really promoting really promoting conversation and of course there may be
reasons that you want to tweet those but for a first time out I would always
suggest the the defaults and then you kind of learn you know what does or
doesn't work and you can feel free to experiment as you go the other thing
that we we see a lot is professors you know sort of saying that they that
they'd rather not have their boards be a popularity contest or you know I'll have
the students sort of try to drive the conversation too much and get rewarded a
whole lot for it so they'll turn off points for uploading
and for sorry these are voting points if somebody uploads your pin that you've
authored right so as the author you get points and so that's saying you know
that's that's other students saying I like this pin or you know this one for
receiving you know calm receiving points for comments is you know other students
are responding to European with it with with a conversation a lot of professors
will think they want to turn these points off and and I really highly
recommend against it because you know in some way as it is popularity contest I
understand that thought process but also these pins these these points are really
the points that get get students to come in at the beginning of the week and post
right so I know that my pin can't get either of these categories of points if
if it's not on the board so that's an incentive for me as a learner to come in
and pin something a little bit earlier to get the conversation going
as I said that turn-taking idea of any good conversation and discussion is
really important so having something to comment on or or talked about or respond
to is really important and what we see when when professors will turn these off
is definitely that people will come into a board you know right before the
deadline for the week and sort of drop in their pins and posts and then leave
and you end up with none of the there's no there's no back-and-forth between
students really and it's because there's no time to do that right if everybody
comes in right before the deadline you know close to the deadline that
conversation can't possibly unfold and then you know instructor bad news some
professors you know prefer not to use them or you know will make them a very
small amount of points that's that's completely up to you how you use these
the one thing I will say about the badges and this assumes that that you've
seen them or whatever but one thing about the the badges and I can show you
where those would go in the feed is that it really allows professors this sort of
steer in the conversation and this gets a little bit into the sort of next
application that I'm going to talk about the topics but you know if you go in
you know once a week and spend five minutes looking at a couple of pins I'm
just hitting the interesting ones with badges you will you will definitely make
other students pay attention to those posts and wonder like how can I get the
points for those badges or how can I get the professor to acknowledge me and this
also is where I get a little bit of the earlier posting recommendations so if I
were you know if I were an instructor using yellowdig I would go in early in
the week and badge people that sort of get the conversation started with good
content right so not only that are you you know rewarding students who are
putting me in good content but you're also rewarding them for being in the
board early and starting the conversation off and so if you start
bagging hit you know start badging that the students in the first two days of
the week they're gonna start paying attention and posting earlier and
getting the conversation going so that's that's one thing that like you know a
professor can sort of pretty easily do - - you know encouraging influence posting
and of course if something's on topic and you're saying this is good the
students are gonna try harder to to get you know something that will satisfy you
so that's one way to keep things on topic on point and also to encourage
earlier posting and so that I would highly recommend and the other thing is
if you go in earlier in the week they're sort of less stuff to read you know that
you really have to sort through so you know you can identify sort of the good
stuff quickly that gets the conversation going you know I talked about the weekly
point maximum really quickly you can enable this so that essentially a
student wouldn't be able to come in like you set the total for the course and
then you can enable this so I still wouldn't be able to come in you know the
last week of the course and get all of their points out
and again this comes down to sort of creating a timeline for a real
discussion but the important thing is that there be time for for that out her
sorry I thought I had my so we were trying to discourage students from
coming in all once - - destroys the discussion one thing that I would do
with his weekly point maximum though is set at twenty to twenty five percent
higher than the exact breakdown so here let's assume this is a ten week course
we have five hundred points and you set the weekly maximum of fifty which of
course it over ten weeks they'd be able to get exactly five hundred points I
would recommend you know setting this to something like twenty or twenty five
percent higher for this will say seventy and giving them eight weeks to get their
five hundred points
you know what this does is allow students have a little bit of
flexibility if there's a death in the family they have to travel they have a
crazy you know midterm week and and they can sort of do less participation one of
the weeks but then make up for it over the course of for others and in general
I would say you know make it so that you can make up one week for every four
weeks of a course or something like that but you know one thing that I think that
professors are worried about him allowing students sort of get a little
bit more points it is that you know this student if you said this was at 70 a
student could come in do their yellow date posting for eight weeks Mira at the
maximum and be done you know with two weeks left in the course and just not
participate at all those last two weeks first of all there's not that many
students that I think they're really going to do that what's the students
that come in start using yellowdig to get to the maximum every week they actually
you know find that they like doing it and they'll continue to post well
above the point limit right so there's nothing saying that you can't keep
posting if you're over the point if you say you don't get more points for you
don't get more credit towards your rating so that's number one most of the
students that really come in and hit the weekly maximum every week they continue
to use it because they found value and continue to find value you know the
weekly points maximum is really the tailor to that student that's going to
be the procrastinator that's not gonna participate for weeks on end and then
try to make up for it and you know in big blocks where they're not really
contributing to the discussion and if you think about the point maximum from
that standpoint having a little bit of a buffer and giving your students a little
bit of leeway is not going to be you know really detrimental to the to the
discussion one thing I also mentioned about the weekly play maximum in these
401 sessions is that it is a soft limit and what I mean by that is that a
student who has say 60 points we'd be able to do it up put up him and earn 20
more so they would be able to get to 80 points for that week now the reason we
did that is because we the points we see as being motivators right so so anytime
that you know you're giving students points what you're really trying to do
is not grade them but you're trying to motivate them to do more right so if we
were to cap the point maximum exactly at 78 at what I would call a hard limit
then the student sure they're not getting any credit above the maximum but
they're also sort of losing credit for something that they did do which is to
say they created a pin that you said for every other purpose was worth 20 points
and then they're only getting 10 there's two problems that there's one that's a
motivation factor it's like well if I'm not going to be a full please for that
pin I just won't do a pin you know I'll do
a little comment and said instead or you know I'll just skip that for this week
and I'll make up for it next week so the idea of the supplement was to allow
students get the phone you know points that they deserve for
that action the other thing is they're not like cheating it's it's not like
they can end up with more points than the course maximum so you know they make
a few extra points one week then they could in theory get a little bit of had
you know over the course of the semester but you know they're still doing the
same amount of work as somebody else that has accrued those points and
they're doing it earlier so so there are benefits in terms of other students
coming to the board and being able to see him read that kind so really you
know some people have gotten thrown off by the soft limit or think that that's a
problem it was a conscious design decision to allow students to get the
the full points of a and if we only gave them ten points for something that they
thought they were 24 you know we would get phone calls about it that's actually
one reason that we don't have not the heart minute is that it was creating you
know more concern and strife for professors and for us about you know
point anomalies that students thought they were seeing that really weren't
there so that's the reasoning behind the soft point limit and in the weekly
maximum I think if you think about it from a motivational standpoint and from
trying to get the conversation spread out over time that those sort of design
decisions and the reasoning behind doing some of those things we talked about
sort of make sense so now I'm going to jump back into my presentation and I'm
going to drop back into my presentation and
talk about some very specific examples for how I
think that you should set up to get a good discussion so this is say professor
member one and they have a pretty structured assignment this and this is
for a psychology class let's say so this week can a video clip from your favorite
movie - the topic called mitri depression
tell us why you think it's a good or accurate illustration of this week's
topic in that pin and they get the rest of your points make three comments on
having people's pins they set up the points so that they only get points for
opinion and comments and they really want to sort of control the topic that's
being tagged on so they only give points for the current week's topic and you
know I'm gonna get into showing you how to do that but you can set it so that
you know topic on the board will accumulate points or not on so the
concerns that I have from an educational standpoint here are that you've
restricted the whole thing to a single topic and you know there are advantages
to that from time to time and and there's good reasons for doing that but
it also means that there can be no immigration across class concepts or
sort of low amounts of integration across class concepts you know I'm not
going to talk about how we need for relates to week two if if I'm not going
to you know be getting points for a week for topic the other thing is you know if
you only allow points for week two for a week two topic let's say there's really
no reason at all for me to review or bring in any other materials from
something they may have done earlier so it's now week eight let's say and I see
a really good example of depression you know it's something in the news or
something that I would want to share with the class and say hey here's a
really great example of something you know
something related to depression you know as a student I'm probably not going to
bring that into yellowdig to spend time talking about it start a meaningful
discussion about it if I can't get points for it you know I might if I'm
really motivated if I really am like bought into the community by that I
might but like the average student or where most people are not going to do
that if they can't get points for it at all so so that's another reason I think
it's bad to to you know do the kind of topic topic bucketing and really
restricted things because you know if you're covering depression in a week -
and you know all of a sudden the students are thinking about things
related to depression they're more likely to notice things in the world and
then so you know two or three weeks later they're more likely to notice that
and bring it back so so think about that a little bit as you're setting up these
kinds of things but here you know every student is going to contribute something
because you've assignment to do it but you also took away sort of the benefits
as I was saying for earlier quality posting that students respond to that
other students find interesting and want to comment on and so you've taken away a
lot of sort of the social reasons for commenting and actually creating a
discussion and what we see and I'm like you know this isn't just my opinion this
is you know data that we collect we see that these type of boards are almost
completely vacant until sort of a couple of days right before the deadline we see
a lot of students come in they'll pin you know their stuff and they'll read
the first three pins that they can find and they'll you know leave some comment
and then they're you know they do a post and quit we can follow how long people
are looking at individual pins and engaging with each other content you
know being on on the page and and what we find is that people spend a lot more
time reading and and posting and even editing
posts we can see how many times they'll go in and like edit like edit a post
before they'll pin it and we see a lot more like thinking about Holocaust or
put together when we have these kinds of more freeform and you know open in terms
of points topics you know and and the idea here is that this is really focused
on points not necessarily a discussion or community right so this is all about
you know you do your pin you do your comments and then you know this
professor in the way they've structured this is not really encouraging very much
in terms of creating a real conversation so you know here is something then that
is more in line with what we see well we would what we would suggest and this
stuff here is it's almost identical in a lot of ways to what I just you know what
I just showed essentially this professor comes in and says post anything you find
interesting thats related to the course and you know feel free to post it I
might suggest you pin a video clip from your favorite movie called why tell us
why it's a good illustration of some class topic so the difference there is
you know any any class topic make sure you pin it with that topic versus just
week one and then you know it says if you know movie that someone else comes
around make sure you comment on another scene I'll go in and batch posts that
get a good conversation started right so here you're sort of giving away what you
think is important you want people to get a conversation started you want them
thinking in those terms as opposed to just a transaction you say remember to
love him like posts and you know we can say okay that'll help them get points
but it'll also let you know let me know what interests you and then you know
maybe we can discuss some of the hottest so here you know the idea is really
really similar but you're giving students a little bit more freedom to
bring in things that are interesting to them or that you know are relevance in
the class but but that they think you know is important or that they've run
into and utilized it allows them to bring in different things from different
lives right if people are reading different things they they may happening
the information sources that you can't even imagine and frequently you know
professors will report to us that you know students have brought in really
good things from sources that they wouldn't ever encounter so so that's one
reason to do that and and this professor you know is allowing points for all
categories so so the the you know other advantages are the ability to earn
points for contributing to the actual discussion this is really encouraging
more of a community interaction thinking about this right and even though points
are mentioned you know it's sort of you know it's mentioned from the standpoint
of helping your fellow students get points right so you know really pay
attention the ones you like them a lot but that's going to help them get those
points and it's gonna let me know something about you guys as the
professor so you know here the point structure is really rewarding early high
quality posting and what we see when we do this is definitely real discussion we
see people signing in more often to just check it out and monitor it we see
definitely higher quality and the other thing that we set about that we see and
say about is that students will come for the points and then they stay for the
conversation and that sounds silly but you know we know that part of the reason
that students are gonna start using yellowdig is because there are points
and there's a grade that's associated with it and I really you know
contributes directly to what they're going to see as a grade at the end of
the course but what we very often see from our boards is that the first week
or two students are coming in there their points and they're you know sort
of long you know relatively quickly as they get to know each other as they get
to know each other's interest as they start to see value in the board as the
topics sort of compiled and there's more things to discuss and as you know
midterms come up and people have questions we quickly see their behavior
go from I'm logging in to get to points to I'm logging in to get the points and
then I have other things that I want to do and say and and a significant portion
of the class will end up using the board well above their points and and for
those students at that point you put you wouldn't even need points write it to
them it's that they see sort of an intrinsic value in being a participant
in the community and at the end of the day that's what we're trying to create
as far as being organic but on topic I'm gonna jump back and show you how we use
topics but the basic idea here is you know this whole freeform free-flowing
idea sounds really good if I just want my students having fun but you know I
really want them to be on class topics and thing to be focused on discussing
material that I want them to be focused on and you know that makes perfect sense
there are a few ways and I think that yellowdig addresses that mentality and
that concern and the the first one is is going to topics we go to settings topics
and and the first thing that I recommend for every person using this is really to
either require every pin to have a topic or to at least suggest that they have a
topic so what this behavior would look like is if you created him and you
didn't put a topic on you would say are you sure you don't want to use a topic
if you put not required students can just skip the topic and it won't say
anything to them and if you require actually attached one I would require
them there's a couple of reasons the one I'm going to get to which is a data
collection issue you can see a lot of information about how topics are being
used in the dashboard so if you require topics for every post you'll give them
understanding of what topics are attracting attention and it just makes
that data more robust as far as topics these are entirely instructor driven so
you would create the topic list you know as you see fit for the course
and there are some different examples in here I want to point out so you know a
lot of professors will set up chapter topics so that students can post the
chapters or post a week's as it's going through and that can help just organize
you know if I need that if for the final I know that I have trouble with a
certain chapter or you know something in week one comes up I can filter by you
know that topic another example that I think is interesting is groups and I'm
just going to click on this so when you click on a topic it will show up at the
bottom and you can enable points which is is you know gray it means that it's
not yellow so if I wanted to allow students to get points for that topic I
can just click on this box the other thing though you can do is groups and so
group one here has every single member in it currently but if I want to you
know sort of shave this list down and say all right you know all of these
people are going to be in Group one I would just tell them you know if you
have a group assignment or something you know group one just tag any topic that
you have in yellowdig with your group and home you will see it so that's an
opportunity either for for them to communicate with one another or for you
to communicate directly with that group so if you were to pin something
and tag it with that group only that group would see that so that's one
interesting way to use topics the other thing that we have here is like a
question and answer a question topic I always recommend that professors use a
question topic and say that the meaning the course you know don't email me
questions that are related to course content or to you know things that are
going to be happening in the course post them with the question topic and either
other students will answer you or I will answer you and if you use students
points for answering questions they will definitely do it and they'll answer the
questions faster than you can and with out adding effort to you so that's one
thing that I would say is allow the students to answer questions
it gives them quicker feedback quicker answers and it also lets other students
that aren't answering the questions really think about and review that
content so you know it's sort of good for the person that has the question
it's good for the people that are answering the question and it's good for
you because you don't have to spend the time to do it and if somebody answers a
question really well you give them the badge or you say hey you know this is
the right answer great job so-and-so and what that will
do is is definitely you know sort of reward a good quality quick answer and
it'll get students paying attention to those questions and trying to answer
them themselves so that's sort of a tip that I always give people for using you
a to your advantage and one other really important thing about that is even if
you end up being the one that answers the question you know now the entire
course the entire class has the opportunity to see that question and to
see that answer whereas if it was an email you know you would send it and
only one student would benefit from that answer so at the very least even if
you're spending the same amount of time you are sort of amplifying the message
that you can send
so you know that's that is the tropics are one way that you can help sort of
structure it and and you know individual students can also sort of create their
own on topics with hashtags so the topics and the hashtags are really
similar I would just think of them as being essentially the same except that
topics you control so you sort of set the framework that you want and then
hashtags are something that individual students can create so you know if they
think a hashtag would be like uncertain you know like I'm not real sure about
this answer or you know I'm not real sure about this topic in general that
might be a good way for them to sort of label things that that they think are
difficult or they want to be able to find later for some reason and so these
these hashtags were almost exactly the same as topics for their student driven
rather than instructor driven you know and one thing I would say about on topic
just in general and in terms of student behavior in the boards when I came to
yellowdig and started here you know I I know about what happens on Twitter and
Facebook and some of the sort of bad behaviors that occur there and I assumed
that that had to be something that you know professors were dealing with on a
semi-regular basis and that it was going to be a huge focus of yellowdig in
terms of how the platform works and what functionality it needs to have in order
to dissuade that and what I would say is I think the framework is already
incorporates a number of things that dissuade bad behavior and by bad
behavior I need not only you know truly bad like antisocial behavior but also
bad behavior in terms of people just posting junk and getting points for it
the biggest one is it's not relevant tag which if you know if more than one
student were to markup in as not relevant the student would be
alerted to it and the teacher would be alerted to it and so that's sort of like
the thumbs down a nicer way to do a thumbs down but essentially that allows
students to self-police and keep things on topic and the other thing is just the
social contract that we have here right so you see the person's face you see
their name you know the professor when you're posting you know the professor is
going to be able to see whatever you post you know that data is housed within
your university right just like we don't too often have you know students stand
up in class and start berating another student or start talking about something
that is just completely off topic and sort of taking over the conversation we
don't see that in yellowdig and and part of the reason is I think that now
more than average students really see their online lives intersecting with
their real life and they know that these kinds of things have real growth
repercussions so you know a student might be able to try to cheat by posting
you know copy pasting the same ten words over and over again
but other students are going to be you know are gonna put the you know the stop
to that either by sort of you know letting the professor know or just
hitting the not relevant button which is a quick way to to shoot it down but but
most of the point system is really too sure to drive positive behaviors and
reward positive behavior so that you never have to fight that fight students
will sort of understand that the best way to interact is to take an America
property and that's and that's what we see we be very very rarely ever hear
about professors having problems it was it was really honestly shocking to me
you know when I was coming the other day and heard that it was really
okay now I'm gonna jump back into my learning about students so you know not
to belabor this but basically you know if you want to understand a little bit
about your students and how to take advantage of some of the things that
yellowcake is accumulating I'll show you some ways that you can do that so the
number one way I would say is through the dashboard and there's a few areas
here but the course report comes in here I can see everything that people are
doing I can click on these columns to see who's above and below the average on
any of these and you know so I get an idea of what the different followers of
the board are doing and I can click on any one of these names to see individual
metrics about them and I'll come back
then there's a topic analysis and I think this can be really hearing it for
professors and this also goes back into steering the conversation so we see that
you know we have different topics that have been posted on and we see chapter
one you know students are really focused on chapter one so maybe they understand
it really well maybe there's something in it they find really interesting you'd
be able to go in and sort by a chapter one and really see like if you were
really interested in why understanding where those posts are coming from but
that's also where topics come in right so this you know chapter one has been
discussed far and away the most so maybe I know I don't really want my students
posting that much more in Chapter one you know through the rest of the course
so I'll go into the topic and I'll disable points for chapter one and I'll
just throw it on a pin you know that says the students hey yeah you guys are
discussed chapter one I shot points off for that you know feel free as you're
posting to talk about the other topics but I'd rather you you know focus on
other ones a little bit more and students might still decide to post into
Chapter one but they're not going to get points for it right so now you've
steered that conversation towards other topics that have been discussed loss you
know and that's one really powerful way like the points and earning them is
being used as the carrot to sort of guide them around rather than rather
than you know punishing them for not doing exactly what you want and then you
know this is below that there's a heat map that shows individual students right
so one use for this is let's just return the holiday P a1 is a student you know
this student has posted in Chapter one almost exclusively right we can see it's
you know dark there they put all of their activity in chapter one as a
professor maybe I dive into that students you know posting and see if
there's one topic that just really grab their attention maybe maybe they're an
expert in in and they they could be a good resource
for me to use in class to talk about something or maybe they're really having
trouble understanding chapter one so you can use you know this heat map to sort
of get a feel for why your students might be doing and think of some
different ways to address what they do and don't know so to jump back to
individual students I'm gonna go into Kyle's here's dang and just for your
information this is what Kyle would see if he were signed in and signed in and
logged into the dashboard so they don't see those other metrics that I showed
you and here Kyle you know he's given a certain number of
pins we can see him compared to the board average and give him an idea for
what his participation looks like and these metrics I might point out the
students actually but these metrics really give him an idea how sort of
quality ratings of of how these students are doing in comparison to the rest of
the network so you know network influence takes into account certain
things about how many comments like spin visits you get and you know views
essentially from other users but the point here is that you could use your
network influence you you could game affiant yourself to try to improve your
network influence so these are not related to directly two points but of
course if you are getting a higher networking influence you're probably
earning more points as well but this is something that students can use to try
to improve their their own post and I might just you know show it one final
and I'm gonna leave some kind of questions but one final way that you can
that you can learn about your students is is to create polls and I might have
mentioned using the others but when you pin an interesting thing to do is to add
a poll to the pin and this gives you the ability to
collect some data about things that your students might like you know one example
I always give is you know if you're talking to your significant other and
the dishes have to be the trash has to go out and they're sitting down on the
couch and you say you know hey mom get off the couch and take out the trash
they're probably not going to take that as nicely as if you said you know hey we
really need to get the trash count and the dishes done which would you rather
do and so you know now you've given them the choice to do one or the other and
and you know they can pick whatever one they want but just in giving them the
choice you've turned it from hey you have to do this too you know hey which
of these do you want to do and it sounds really silly but people like things that
they choose better and so you know one example might be he put a pull-up on
yellowdig and you say to your students you know somebody posted this this
article about this you know topic that's in the news for the next class you know
I was gonna cover that in Week eight for the next class I could cover that
instead would you guys rather stick to the schedule or or sort of move up
learning about that and here you know you're not changing the course you're
just flipping the lesson but you've given your students a choice and and you
can collect that data sort of easily democratically through through
yellowcake so I'm sorry I didn't leave as much time for questions as I would
have liked you but I'm gonna stop talking and give you an opportunity to
post them if you want and if I don't see any I do have a couple of other things
that I could go through just really quickly as sort of like quick tips so
I'm still not seeing any questions so I'm just gonna dive back into those
there's
to have an example of a pole do you mean like one that's already created I do not
I can quickly post one is that what you mean yeah I don't I don't have one I'm
sort of ready to go I probably should just save a couple of different pins you
can you can use the pin functionality to save drafts and post them whenever you
need to so that's a good suggestion and I will definitely do that but you know
this was what I was just talking about as far as like asking somebody if they
wanna
you know if they want to even set a length for it if they want to do week
one or week two or whatever a different discussion I forgot a title and I don't
have a specific talk about polls okay how do you shut off points for a topic I
just quickly
show this why are you
you
you
there yeah our internet has not been real rain we just moved into a new
office and I'm just hoping that none of these none of these crash on me so
that's what a poll would look like and you know they can respond to it how
would you set up topics so you go to settings topics and as I said yellow
ones are ones that are accumulating prints and gray ones or not so you would
just click on a topic so here we have Group one is selected already and then
at the bottom you know you have the ability to was just really going slow
here you would be able to enable points for it and then you just have to at the
bottom the green button will come up when you make a change and you update
all right
nice to hear Robert yeah you know just in terms of our platform in general it
seems like the students sort of get it pretty quickly
a lot of the things that I spend time on are you know understanding what
professors are trying to achieve and then helping them figure out how to set
it up and you know have success doing so so that's where I'm really concentrating
a lot of my effort and and and we're sort of well I guess there's still a
couple of minutes left did that did I actually take her I'm having some real
issues
let's try it again okay yuria so you can enable points and then you just update
the topic and assuming that that loads husband expects it will actually show up
yellow there and then that topic would start accumulating points if students
used so
great if there are any other questions now that we're sort of at the very end I
want to just pop up yeah this is me I'm gonna send you guys an email at the end
of this giving you a recording there's gonna be a link for getting some links
for getting started please there's a feedback link if you found this useful
let me know about it and please attend the office hours we're hosting on Friday
this fall if there are things that sort of as you're using it you're on the
questions or you know we want somebody just be a sounding board for for new
ideas from next semester's like so I think that I've addressed all the
questions that are up there and so I sort of say class dismissed and you know
if anybody has any additional questions should have question up real quick I'm
happy to stick around for a couple more minutes and then if not I'll just close
everything down but thank you all for coming
every night
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