This workshop is to orient you to the courses policies and procedures. Think of it as the instruction manual for the course. After completing this workshop, you need to go to the course Blackboard site to take the Course Orientation Workshop quiz. This quiz is for extra credit and also familiarizes you with the Blackboard assessment system and the way I design quizzes. As with all quizzes, you may refer to this workshop as you take the quiz – although like all quizzes it is timed.

 

Introduction

This course will utilize several online resources.

1. This website [http://comm161.pbworks.com] is where most of the action will take place, including posting assignments and taking these workshops.

2. Google Groups: after you sign up for this listserv (see below) you will not need to access this website – although all list postings are archived there if you miss one.

3. Blackboard: this is where you will take quizzes, post and read class discussions, and be able to review your grades.

 

Section #1: Getting Started

You need to accomplish some basic tasks to prepare for this course BEFORE you take this workshop quiz.

1. Purchase the textbooks:

Yes, you will need to buy the textbooks for this course. You will reading every page and will be responsible for the information in both the textbooks for both quizzes and assignments. Bottom line – you cannot pass the class without it. Do not wait to purchase it – I will not except any excuses including:

• you cannot find a copy of the text at the bookstore or you are waiting for it to be mailed to you. It is your responsibility to have the textbook on day 1 of the class. There are plenty of these texts - used and new - available from a wide variety of sources. Remember, the book store as a matter of policy under-orders so DO NOT expect to walk in the first day of classes and find a copy.

• you cannot afford to buy the text. Times are tough and students are usually on limited budgets. However, I must assume you have the financial ability to purchase the required materials for the class. I have intentionally chosen the least expensive texts possible that meet my requirements and I make sure you get the full use out of them.

2. Sign up for the course listserv.

If you have not signed up already follow this link to the class Google Group. This is an announcement only list in which I will communicate with you. This is one of the most popular features for my courses and it is up to you to sign up for it. When I send a message via this list I assume you received it. You are responsible for knowing the information in any messages. If you are not receiving these messages check your spam filter to make sure they are not diverted there. If you still are not receiving them contact me.

3. Review the course syllabus and schedule.

All assignments, grading rubrics, and the entire semester schedule are laid out by the week in the syllabus as are general course and departmental policies. Learn it, know it, live it.

4. If you need special accommodations for course materials or quizzes (such as extra time) I need to know this immediately.

For assessment modification requests I need DRC documentation (see syllabus for details).

5. If you have scheduled events during the semester that may interfere with your ability to complete assignments or quizzes on time I need to know as soon as possible (this includes official SJSU activities, work, and family).

Any arrangements must be made PRIOR to the event. I will decide how to or if to accommodate scheduled events on a case-by-case basis. I will not allow make-ups of quizzes or assignments after the fact.

6. Make sure you know how to access Blackboard.

Instructors cannot fix access issues on Blackboard therefore students need to contact eCampus directly. Ironically, the best way to get a hold of someone fast is by phone at 924-2377. Students can also visit the Computer Center in Clark Hall for help. The inability to figure out how to use Blackboard will only be considered a valid excuse for missed quizzes with documentation from eCampus stating it is not the student’s fault (good luck with that). Failure to deal with access issues in a timely manner will result in missed quizzes that cannot be made up.

The first question on this workshop’s quiz will require you to verify you have completed these steps.

 

Section #2: The Online Course and the “4th” Unit

Research shows that online learning is equal to traditional face-to-face learning in student satisfaction and meeting learning objectives if students have a choice of taking either online or face-to-face versions of the classes. In fact, online classes provide the opportunity for everyone to participate since there is not a limited class meeting period  - conversely there is no way to “hide” in an online class. Details on how this works later.

 

If you have taken an online course before it is important to realize that instructors create different online instructional tools and assignments based on their own teaching philosophies and the needs of the subject. Still, I encourage you to review some of the basics of online instruction below.

 

If you have never taken an online course before, it will be somewhat of a challenge to adjust to this mode of learning. There is only one way to find out if an online course works for you and that is to try and take one.

 

You need to be self-motivated and organized. There are no regular scheduled class meetings to act as motivation to get things done. It is up to you to design a work schedule that meets all course deadlines. I have designed this course to keep you on a steady schedule with weekly assignments, quizzes, and reminders via the class listserv so planning your own schedule should be easy. Having a plan and keeping to is critical for survival (let alone success)

 

DO NOT equate the time spent on an online course with the amount of time you would spend doing homework for a face-to-face course. Recall, we are not meeting for 3 hours every week in a physical classroom but this is still time you need to spend on this class.

 

This is a 4 unit course, so this means this course is a third more work than a 3 unit course. Please avoid signing up for same number of classes regardless the unit load!

 

At SJSU, students are expected to spend 2 hours outside of class for every one hour of physical in class time   - in the case of an online class you are NOT meeting for 3 hours every week in a physical classroom but this is still time you need to spend on the class. Because this is a four unit class, you can expect to spend a minimum of 8 hours per week in addition to time spent in class  - so for the online class total class time per week is 11 hours to be successful – as well as on scheduled tutorials or activities. Special projects or assignments may require additional work for the course. Careful time management will help you keep up with readings and assignments and enable you to be successful in all of your courses.

 

Bottom line – your grade will reflect the amount of time you dedicate to this course. There is enough reading, online workshops, quizzes and assignments to keep you busy for 10+ hours.

 

Section #3: Course Design and Grading Policies

There are many different strategies and philosophies for assessing student work. This class is organized on a 1000 point system (although it is possible to exceed this number). These are, in turn, converted to the letter grade system we use at SJSU.

 

Grading Scale  (points = letter grade>)

990-1000+	A+	840-869	B	700-739	C-
950-990	A	800-839	B-	670-699	D+
900-949	A-	770-799	C+	640-669	D
870-899	B+	740-769	C	600-639	D-
				> 600	F

 

 

 

 

  

 

As you can see, it is pretty evenly distributed. Each assignment or quiz has a maximum amount of points allotted to it. A student earns points for each assessment type (details on this below), which are added up and result in a grade for the course. I also will add 5 points to everyone’s point total at the end of the semester just in case it will raise a grade – nothing is more frustrating than being 3 points away from a higher grade. I do not track grades as the semester progresses (too stressful) so it is up to students to “do the math” and figure out their letter grade midterm if desired.

 

Often a student will ask if I will “curve grades” for the course. Some students equate this with “rounding up” (if the top paper is 98/100 points the instructor will round-up everyone’s score by 2 points  - BTW I do NOT do this) and believe this will improve grades. This is incorrect. If you curve grades in a class it means that grades are treated like rare commodities and are allocated in a distribution ranging from A+ to F. So, if an instructor assigns 2 A+ then he/she must assign 2 F – this is regardless of the points earned. So, your grade depends on how many people do better than you. For example, in a class of 25 like this, you could earn 90 out of 100 points on an assignment and still only get a C if 24 people earned more than 91 points (under a normal distribution for a grade curve an “average” score would be a C). If you are interested go here for more on grade curving. This system is easy for instructors and produced pretty Bell Curves that administrators like to see – but is hard on students GPAs. There is pressure from those in authority to keep grades low (ie. C average). I personally do not subscribe to this scheme.

 

Grades in this class are based broadly on meeting technical requirements (following directions, grammar, spelling, APA style, fulfilling assignment requirements and objectives) and comparison between peers. This means that the class is taken as a whole and independent population and sets its own performance criteria. That is, the top students set the bar and everyone is distributed down from there. Technical requirements still mean that even the best “quality” assignment may not earn the maximum points. However, this emerges in different ways for different types of assessment.

 

Quizzes (for more details see below) and simple quantitative multiple choice (right or wrong – points or no points) and are used to assess familiarity with the readings. In order for us to have informed assignments and quality discussions we need to all have the same basic knowledge of the subject. This is accomplished through the course readings. Bottom line – quizzes are there to form a base line for common knowledge and to make sure you actually DO the reading (because if you are not assessed on reading most of you will not do it  - that is just the way it is). Because it is so important, quiz scores are 1/3 of your grade.

 

Assignments (for more details see below) are graded on meeting technical requirements (following directions, grammar, spelling, APA style, fulfilling assignment requirements and objectives) and comparison of quality between peers. Is an assignment coherent? Does it illustrate an understanding of the material? How sophisticated is the use of the course material? In my experience, most students fail to earn points based on needless mistakes, such as leaving out required materials or not following directions. To help alleviate this, most assignments in this class are on standard forms with slots for all required elements and have grading rubrics (criteria) included so students know what I am looking for when I grade. Unlike a curve, points are awarded on competency and the average may be quite hi (or low) depending on the overall quality of work.

 

Let’s make a deal (not): Equity and Fairness in Grading

In order to maintain a fair and equitable learning environment all students must take the same course. This means is that any opportunities to earn points, or retake or make-up or take late quizzes and assignments must be available to all students in the class. Criteria for grading students need to be consistent and applied evenly for all students. Therefore, I request you please follow these guidelines:

Please do not ask for special accommodation for assignments. Since any opportunities must be made available to all students this would create a lot of extra work for both students and myself.

 

Please do not ask for extra credit assignments to earn points. Since any opportunities must be made available to all students this would create a lot of extra work for both students and myself. I build many chances to earn extra points into the class. I will say no (now matter how much I like may like/dislike you personally).

 

Please do not invoke “special” cases or circumstances. It is unethical for me to take into account factors outside the purview of the course. I do not and cannot care if the grade you are earning will prevent you from graduating, maintaining eligibility for sports or other activities, getting financial aide, becoming disqualified, etc. Also, the “copping a plea” or brutal honesty approach may impress me with your candor but will not provide the desired results. Your job is to get the grade you need from the course the way it is designed just like everyone else. If you cannot manage that then it is on you.

 

Bottom line is your actions and decisions have consequences. We constantly make choices on our priorities or how we allocate our time and while we are more than willing to take the benefits of these choices we are often not so willing to accept the consequences.  So man/woman-up and accept the lost points if you feel that going snowboarding or the beach is something you would rather do.

 

Our Contract

By signing up for this course you are agreeing to abide by the course syllabus and be evaluated according to course criteria. This means you are agreeing to complete all required readings, assignments, quizzes, or tasks that I assign you as directed within the timeframe they are assigned. Failure to do so will mean loss of point earning opportunities. For my part, it is my responsibility to clearly articulate course requirements and my expectations.

 

Your Attitude

As an undergrad I was admittedly resentful to have to take certain courses that were not directly related (as I saw it) to my core interests. This attitude was a tremendous waste of my time and taxpayer money because it results in a spiral of task avoidance and poor grades that is hard to get out of. Embrace this class or drop it. My attitude is I want to try and have as much fun as possible and get as much as I can doing whatever I do. I try and make my courses as entertaining and engaging as possible. For your own (and your classmates) mental health make it the best experience you can.

 

Your Life and This Course

As a first generation college student, native Californian, and a CSU alum (BA Fresno State, MS San José State) I am fully aware of the challenges you face as you work toward your degree. You are not stereotypical college students whose primary demands are school and partying (okay, school, work, and partying...).  I know many of you are older, work full time, have families and familial obligations, and some of you may even have a life! You sacrifice to be at San José State and a college degree is major step in making a better life. I respect and honor that. This is why I have designed this course to be as flexible as possible and laid out so assessment is distributed across the entire semester as opposed to bunched up in the middle or at the end. So, no high value exams. Readings and assignments are designed to be experienced in increments that add to a whole. For example, most weeks you will read a chapter and perhaps another reading, then you are quizzed on the content, apply it in a small weekly writing assignment, and reference all of these and other students comments in weekly discussions. This way, you have to process the readings in a variety of ways, which is one of the best ways to grasp the material. This is how most projects develop in the non-academic world.

 

Learn it, know it, use it

The underlying structure of the class is designed to build critical information processing skills that are highly valued in modern society. You not only need to have working understanding of a particular topic or area but also be able to retrieve specific information on it in a timely manner. This requires understanding key concepts and being organized enough that you can retrieve the information. So the combination of reading, assessment, application, and discussion 

 

Section #4: Quiz and Assignments Policies 

Online quizzes are administered via Blackboard. This system shows the instructor when the quiz was taken and how long a student spends on each question and the quiz as a whole. Students can view their corrected quiz and score directly after taking it.

 

The Blackboard website can be slow and buggy at times. If you have trouble using or accessing Blackboard it is CRITCIAL you do not wait to address it. Failure to deal with access issues will NOT be considered a valid excuse to make-up missed quizzes if a student does not have documentation that they are actively working to resolve the problem! Instructors cannot fix access issues therefore students need to contact eCampus directly. Ironically, the best way to get a hold of someone fast is by phone at 924-2377. Students can also visit the Computer Center in Clark Hall for help. I suggest the following to lessen the chances that something untoward might happen. 

1. Do not open multiple windows in Blackboard. 

2. Make sure cookies and pop-ups are enabled.

3. You may either save each question as you go or save all at the end.

 

Online quizzes are open book and note and are timed. Students are allowed to exceed the time limit for the quiz by about 1 minute. However, exceeding the allotted time for the quiz beyond that will result in penalties. Exceptions will be made for students who have proper documentation from the DRC for special accommodations.

 

Quiz questions are randomly drawn from a pool of questions, so every quiz is different. Quizzes (generally) are open for 7 days. Failure to take the quiz in the allotted time due to waiting to the last day of the quiz and having technical difficulties or lack of a computer or internet connection at home are not valid excuses. Students without his/her own or limited access to computer or internet connections need to make arrangements to use the many campus facilities to take the quizzes. I highly recommend setting a specific time and place to take your weekly quiz so you are less likely to space it out. Make sure to build in a margin for error so if your plans are thwarted you still have a chance to take the quiz.

 

In the event that a long term planned or an unexpected event makes taking a quiz impossible the student is responsible to contact the instructor in a timely manner. In the event of a planned and unavoidable lack of access (eg. military training exercise) the student must make arrangements PRIOR to the event to be accommodated. The instructor will develop an alternate quizzing schedule on a case-by-case basis. For unexpected events (accidents, emergencies, etc.) that result in multiple days of incapacitation the student must make arrangements as soon as possible after the fact to be accommodated. Excessively tardy requests for accommodation will not be granted. For example, a family emergency requires a student to leave town for a week. The student returns to class and a week later asks to make-up a missed quiz. This is too late and will not be allowed. 

 

If students have technical problems with Blackboard or their internet connection they should follow these steps for each particular issue.

 

• You are “timed out” or otherwise kicked out of the quiz. If you do not sign off the quiz will keep running and remain open. Quit your browser, then restart it and log back into Blackboard and finish the quiz. When you are done, email me and explain what happened. DO NOT wait to try and finish the quiz at another time.

• You lose your internet connection or cannot maintain your connection (keep getting logged out). Log off the quiz immediately and email me. I will reset the quiz and you will be able to take the quiz when you are somewhere where you can get a reliable internet connection. Again, I will be unsympathetic if I get an email a few hours before (or after) the quiz closes.

• If you wait until the last minute to take the quiz during the quiz period (week) the system will not bump you off in mid-quiz. You may continue until you are done.

• It may appear that your questions are not saved or are somehow deleted at the end of a quiz. ALWAYS check at the end to see what your score is and the answers that were recorded (or not).

MISSED QUIZZES – FOR WHATEVER REASON  - MUST BE MADE UP WITH 1 WEEK OF THE QUIZ BEING MISSED. AFTER THAT POINT MAKE-UPS WILL NOT BE PERMITTED. MAKE ARRANGEMENTS WITH THE INSTRUCTOR ASAP.

 

Problem Questions or other Quiz Issues

If you feel that a particular quiz question is faulty (confusing, an incorrect answer is listed as the correct answer etc.) you should contact the instructor immediately. Remember, in multiple choice quizzes several answers may be partially or broadly correct, but only one answer is the BEST one available. Please note each quiz question has a page number where the question’s answer is located in the text that is visible after the quiz is taken and recorded. In order to address any issues, students should follow the following steps.

1. Note the actual question TITLE and not the number of the question on the quiz that you took since the questions are assigned and arranged randomly for each quiz. For example, NOT question #4, but question C2.1 (indicates chapter 2, question #1).

2. Locate the answer you think is correct (or also correct) in the text and clearly state it as well as giving the location where the instructor can find it in the text.

3. Clearly and concisely give that rationale for why the assigned answer choice is incorrect and your selected answer choice is a better or equally good answer.

4. Email this information to the instructor. A confirmation email will be returned and a ruling will be forthcoming.

 

Non-conforming Quizzes

Occasionally there will be a data entry error on a quiz. All quizzes will be the same length (#of questions), worth the same points per question and as a total, and be open the same amount of time. If a quiz does not conform to all these criteria DO NOT TAKE IT and contact the instructor immediately.

 

Quiz Design

These quizzes are designed to (1) elicit memories of the readings, (2) allow a consistent framework for finding the materials if needed, (3) train students to identify key concepts, and (4) develop skills in retaining information and organizing your strategies for highlighting and note-taking to facilitate information retrieval. These are critical skills that students can take into non-academic settings. Questions are generally taken verbatim from the text. For example, the primary word in sentence is missing or a definition is given and the correct term must be selected. Quiz questions range from easy to difficult, although in many cases a hard question for one student is easy for another. Here are some guidelines:

1. There will be four possible answers, only one answer is the BEST answer for the question.

2. It is possible that two answers may be possibly/partially correct, but only one is the BEST answer.

3. Out of the four potential answers one will usually be a “throw away” or obviously wrong.

4. Out of the four potential answers one will usually be obviously incorrect if the student is somewhat familiar with the material.

5. Out of the four potential answers one will usually be possibly correct, but is incorrect because it has some sort of flaw that fails to fully and accurately answer the question.

6. Do not over-think or over-complicate the questions. There are no “trick” questions and they are all pretty straight forward.

7. Open book and open note does NOT mean easy! There is physically NO WAY to look up every answer for every question in the allotted time. If you are not familiar with the material you will fail.

8. Pick and choose. Again, you can’t look everything up – so only look up questions (1) you definitely do not know (2) if you have time at the end of the quiz. 

9. Take 100% of your allotted time!

 

Quiz Taking Tips

Here are some basic tips on taking any multiple-choice quiz. 

1. Your first guess is almost always correct (see #6 above). Research shows that not only is your first inclination usually correct, but changing an answer choice without sufficient reason usually results in an incorrect answer. Do not change your answers lightly!

2. If you are stuck on a question, use the process of elimination. Start by eliminating the answers you know are incorrect and try and reduce the pool of potential correct answers. The more answers you can eliminate the greater chance of you guessing the correct answer.

3. Never leave a question blank. If it is blank you have a ZERO percent chance of earning the points. Even if you blindly guess, you still have a one-in-four chance of being correct (see #2 above).

4. Watch your time. Do not spend too much time on one tough question. Do the easy questions first and go back for the hard ones.

 

Quiz Performance Issues

There is an introductory quiz on this material for extra credit to get you used to the format. If you do poorly on the earlier quizzes it is sign you need to modify your study or quiz taking strategies. Simply trying the same failed methods over and over will not work and will result in frustration and poor grades. If you are having problems, contact me as soon as possible for advice on how to improve your performance.

 

General Quiz Taking Strategies

You will increase your opportunities for success if you prepare carefully for actually physically taking the quiz. The great thing about having a week to take a quiz is the chance to pick the time and place of your choosing. Sadly, many students reflexively wait until the last moment. You want to put yourself in a mind-set that will enhance your ability to think.

1. Take quizzes during YOUR peak mental time. Mid-morning is a good time for some people, while others perform well at 2 am.

2. Ensure you will be uninterrupted. Hang a sign on your door or go someplace where you will not be bothered. If you are in a public place make a small table tent that says; “test in progress – please do not disturb” (“I have Swine Flu” or “I’m radioactive” are also particularly effective) Put your cell on “silent” mode and mute your computer (that text, IM, or call can wait).

3. Prepare your body and mind. Make sure you are well-rested and avoid complicating chemicals. Studies show that SMALL amounts of caffeine combined with carbohydrates (tea and crumpets, anyone?) sharpen mental acuity. Large amounts of caffeine inhibit acuity, so you may want to dial back on the Red Bull.

4. Set the stage. Reboot your computer. Have water nearby, go to the bathroom first, and set all your materials out for easy access. If there are electronic materials make sure the programs you need to read and to search them are open as are the documents themselves.

5. Be consistent. One disadvantage of having a week to take a quiz is that you may forget. Pick a time and stick to it.

6. Don’t wait. You are gong to prepare the same amount of time no matter when you take it. Waiting increases stress and the chance that something unexpected will come up at the last minute that will prevent you from taking the quiz in time. You can also avoid technical problems such as losing internet access or computer issues (which I will not excuse).

 

The Final

The final is this course is retaking any ONE quiz for a higher score OR making-up a missed quiz. Here are the guidelines:

1. SJSU policy dictates finals must be given during the finals period. Generally, the quizzes will be opened up for finals for the entire week of finals.

2. Students need to identify which quiz they wish to use for the final and notify me – I will give you a password.

3. If you re-take a quiz, the higher of the two scores will count.

4. Retaking or making-up multiple quizzes without explicit authorization is forbidden. Students who violate this rule will have the score of every retaken or made up quiz changed to a zero.

5. All other quiz rules apply.

 

Class Assignments

Class assignments consist of weekly discussion, wiki posts, and contributing to the Slang and Work Jargon Dictionary. The purpose of the class discussion and wiki posts are to apply what you have learned form the text, combine it with your own experiences and that of others, and offer analysis, insights, and synthesis. The Slang and Work Jargon Dictionary is a chance to collect and analyze you own co-cultural products. For details see the Assignments Instructions page.

 

Weekly Discussion and Participation

This course is designed to flow over two week periods. For example:

Reading A: These are the readings that you need to be familiar with by the start of this week (Monday)>

Quiz: This quiz covers reading A (opens Monday at 9 am/closes the following Monday at 9 am)>

Wiki Post: This wiki post addresses an issue or question concerning reading A (due Thursday by 9 am)>

Discussion: this discussion addresses the readings and wiki posts of the previous week<

 

A good discussion post keeps within the context of the course subject and the topic/readngs at hand, combines the course material with your own knowledge and experiences and those of your classmates and then produces some sort of analysis, synthesis, or insight.

 

Each week we have class discussion via a discussion board. Each week we focus on the readings and wiki posts from the previous week - except for Week 15 (since you would have had a full week to process them), but feel free to expand on concepts and bring in new material. Weeks run Monday to Sunday.

1. four messages with at least 12 hours between each message

2. in two messages, discuss concepts that resonate with you.

3. each concept message must be at least 150 words

4. in the other two messages, comment on what at least two other discussants have said, referring to them by name

5. each comment message must be at least 100 words

 See the Assignments Instruction Page for details

 

Weekly Wiki Posts

Wiki posts are due by each Thursday at 9 am. I will create a wiki page for each student to post materials for the class. Each week, students will have a task such as finding a topical article or website, answering a question, or other tasks related to the course. These posts will be used along with the readings as basis for discussion. Students must post by the weekly deadline to earn credit. Students who miss class due to an unavoidable event must make arrangements for an alternative assignment by the end of the week the assignment is due. See the Assignments Instruction Page for details.

 

Final Wiki Post (90 points)

(500 word minimum) Take one of your wiki posts and expand on it by bring in (2) additional sources. Sources must be referenced in APA style.

 

Slang and Work Jargon Dictionary

We use slang and jargon everyday, some of it general and widely know, some of it very specific to our co-cultures and work. Often, we use slang that has origins we don’t really understand. For example, most of us know that “dropping a dime” on someone means turning him/her in or snitching on her/him to someone else – usually the authorities. This term’s origins reside in using a pay phone to call the police about someone back when (seriously) a phone call from a pay phone was a dime.

 

Together we are going to build a Slang and Work Jargon Dictionary. Each of you will create 6 entries and place them within a general category (eg. work) and a specific sub-category (restaurants). Posting more is okay (whatever floats your boat), but does not yield any extra points. The more obscure or interesting the better. These are due on regular intervals during the term. See the Assignments Instruction Page for details.