Category Archives: Teaching Tips

Using Videos in the Classroom

by Austin Luton

Over the past decade, the internet has revolutionized the way we share information about talking dogs, startled felines, and Justin Bieber. But some educators are using this same technology to deliver lectures, demonstrations, and examples to their students in a richly engaging medium. With new generations of students used to receiving information in electronic form, using videos as a teaching resource can help reach every student in the classroom.  WebAssign offers many options for you to add a personal touch to your students’ online education experience by adding videos to your courses and assignments. Read more to discover how you can get started adding videos to your WebAssign course.

How do you record a video?

Video recording is a standard feature of most modern smart phones and laptops. Dedicated video recording devices are inexpensive, but odds are that if you do not already own the means of recording your own videos, you know someone who does. The video doesn’t have to be crystal clear to convey a lot of information. There are so many videos available on the internet that you may find that someone has already created the video that you need. There are about 48 hours of video uploaded every minute to YouTube alone! Just remember to ask permission before using someone’s video.

Where can you insert videos into WebAssign?

Anywhere! You can deploy the video to any field in the WebAssign application that allows the use of HTML, which is most any of them. Here are a few ideas and examples:

In Question Editor

*Question field – Perform a demonstration as part of the question prompt, or ask the students to watch a video before answering the question.

*Solution field – Video yourself working through the problem just as you would in class. Demonstrate the results of the homework question in the real world.

In Assignment Editor

*Instructions field – Give a video of instructions at the beginning of an assignment. Demonstrate a particular method that the students should use to answer the questions in the assignment.

In Communications

*Announcements – Announcements are visible to the students on the home page for their WebAssign course. Some instructors use this space to deliver video lectures to their students, thereby conducting the entire course outside of the classroom!

How do you add the videos?

Before you can add the video to your course, it must be hosted somewhere on the internet. That means it must already be uploaded to a video website like Vimeo or YouTube, uploaded to My Files in WebAssign, or hosted elsewhere. WebAssign limits the size of uploads to 10mb or less, but most institutions offer free web hosting to instructors and students. Ask your IT people if they can help you host a video file.

You can use a few different methods to deploy videos in any of the locations in WebAssign that we’ve discussed. You can learn about the technical details (i.e. “the code”) of adding videos to your WebAssign courses from our online help documentation, or by searching the internet for how to embed videos using HTML. Let’s weigh the pros and cons of each method of deploying the videos.

Embedded video player – Embedding the video player allows students to watch the video in their web browser without having to use a different application. This is good for adding videos to homework questions, as it requires minimal effort on the part of the student to watch video, and keeps them on the same WebAssign page that they will use to answer the question. You must specify a video player when embedding, and the student must have the relevant plugin for their browser, or the video will not play. If you’re embedding videos, choose your player carefully, and communicate that choice to your students so they can install the appropriate browser plugins. The video recording device you use may determine the file format of the video, and the video player you embed. Consider how you will want to deploy the video before you select your recording device.

Linking directly to the video file – You can link directly to the location on the internet where the file is being hosted. When a student clicks on the link, their computer will attempt to open the video with whatever application the student has set as the default for that file type. If the video is of a common file type, this method makes it easy for students to play the video on a variety of devices, using their preferred video player.

External Web-based video player – Websites like Vimeo and YouTube make it easy to upload and share videos. Adding a video from one of these websites to WebAssign is as simple as e-mailing someone a picture, but even with all of their privacy settings, these sites make it easy for people to find and distribute the video. The system requirements for these websites also fulfill the system requirements of WebAssign, so any student that uses WebAssign can watch videos hosted by these sites.

Additional Advice

  • Don’t embed several video players on the same page – Each embedded video player will use  resources of the computer, and many video players will use many system resources. This could impact the time it takes for the page to load, and the performance of the video players themselves.
  • Don’t deploy video solutions using a direct link, or video hosting website if you do not want videos shared – Direct links to video files, and links to video hosting websites make it easy for students to share the videos with their classmates. Avoid using these methods if you do not want students to share videos that reveal solutions to homework questions.
  • Don’t use an esoteric file format or codec – Just because you can play the video on your computer,  does not mean that your students will be able to play it on theirs. Before you deploy the video to students, try watching the video on a different computer, such as one from your institution’s computer lab or library.
  • Do ask for help! – Don’t feel like you have to figure out how to add videos by yourself. If you need help adding videos, or with anything else related to WebAssign, don’t hesitate to contact us with your questions.

WebAssign 101 Virtual Workshop

by Annie McQuaid

New to WebAssign and looking for a crash course in our online homework system?  Or perhaps you want to brush up on our best practice tips to get the new semester started off on the right foot?

We have the perfect solution for you!  You’re invited to a live 60 minute virtual training workshop about all things WebAssign.  Sessions start June 7th and run through August 9th with many dates and times in between.

In these sessions we will focus on:

  • Creating Courses, Assignments (including Tests & Quizzes), and Questions
  • Rostering your classes
  • Setting up the GradeBook
  • Utilizing supplementary materials
  • Other tips and tricks to help your students and save you time!

Visit our WebAssign 101 page and sign up today for a time that works best for you!  Looking forward to seeing you there!

Feature Contest Top 5 Spotlight: Peter Bohacek

by Annie McQuaid
We continue our in-depth look at the Top 5 Feature ideas from the Make Your Voice Heard contest with WebAssign user Peter Bohacek’s idea of adding features to WebAssign to create a clicker system for smart phones.
Peter Bohacek teaches high school physics and Advanced Placement physics. He is an electrical engineer by training and worked in the industry for 15 years before becoming a teacher. He made the switch to  education about 10 years ago and hasn’t looked back.
“I enjoy the students, my co-workers, and the subject,” Bohacek said. “I’m fascinated by the possibilities for using technology to improve teaching and excited that you’ve selected the idea of incorporating features that would allow WebAssign to be used as a student response system. I’m a big fan of WebAssign, and I think this feature would make it even better.”
Please read more of our interview with Peter below!

How long have you used WebAssign?

I’ve been using WebAssign for 6 years. We started with AP physics and have expanded so that all 450 physics and chemistry students at our school use WebAssign.  Each year, I increase the amount of student work done on WebAssign. We do most of our homework, tests, and quizzes in WebAssign. I enjoy coding questions; I find it challenging and interesting to figure out new ways to get students to think about physics while using WebAssign. I particularly like creating challenging conceptual questions, such as ranking questions, that have some randomized component so that students can work together without sharing answers. This year, I’m adding labs. My students use iPads in lab for the lab instructions and to record data. Then they can to their data analysis as homework.

What WebAssign features do you use most or find the most useful?

The WebAssign project I’m most excited by is the series of questions I’m making that feature embedded video. Students can make direct measurements from these videos and use this data to answer conceptual questions, solve open-ended problems, or do lab analysis. I think there is tremendous potential for more ways to use WebAssign to help students learn.

How would your new feature suggestion impact your classroom?

Many teachers use student response systems (aka “clickers”) in class. My idea is that a few features could be added to WebAssign so teachers could post WebAssign questions for use with smart phones or any other device with a web-browser. For example, teachers could have an assignment where they can open and close individual questions for student submission during class. Once a question is closed for submission, teachers could view student responses on that question to inform how the discussion should proceed.
One way I’d use this feature would be to post a question at the beginning of class. For example, I’d post a ranking question that uses a concept from the last class, or from the homework. I’d close the question for submission 5 minutes after class starts (less time if it is an easy question). We’d use student responses on that question to begin our new discussion.

There are other student response systems available, but using WebAssign would have several advantages. For example, we can  use any question from our textbook, or easily code our own. Also, teachers who use both WebAssign and a student response system have to maintain two class lists and two sets of grades, one for in-class and one on WebAssign. Using WebAssign as a student response system would simplify our grading by having all grades and rosters in WebAssign.  Smart phones (or other web-capable devices like tablets) have far more capability than clickers and many of our students carry these devices already.

Vote for this idea or others on UserVoice now!

Teacher Spotlight: Roger Day, Ph.D.

by Annie McQuaid

Discovering how different instructors use WebAssign in their classroom, along with their regular teaching techniques,  is a great way to enhance your own classroom experience.  We hope you will gain some valuable knowledge by reading our latest teacher spotlight on new WebAssign user, Professor Roger Day, who is currently an Instructional Assistant Professor in the Mathematics Department at Illinois State University in Normal, IL.

What is your teaching background?

I’ve taught mathematics since 1978, including undergraduate, and graduate mathematics and mathematics education courses in Minnesota, Wisconsin, California, Illinois, and in the country of Norway.

My last position was as the mathematics department chair at Pontiac (IL) Township High School, where I taught algebra through AP Calculus for 5 years. During that time, I completed requirements for National Board Certification through the National Board for Professional Teaching Standards.

Just prior to working in Pontiac, I was a tenured associate professor at Illinois State University, primarily working in secondary mathematics teacher development.

How long have you been using WebAssign?

Fall 2011 was my first semester using WebAssign.

Any particular teaching practices that you employ to enhance student learning?

Interactive discussions with and among students, as well as small-group exploration are common practices in my classroom.

What WebAssign features do you use on a regular basis?

I use the GradeBook  feature to keep all grades for students and to present those grades to students. I access the ebook for my own use and occasionally during class. I use WebAssign problems for frequent required homework assignments; approximately 40 separate homework assignments this semester, given 59 class meetings. I also use WebAssign for quizzes with about 8 quizzes throughout the semester, required any weeks we did not have an in-class unit test.

What are some of your “best practice” methods when it comes to teaching with WebAssign?

I allow 5 submissions with homework assignments and 1 submission for quizzes. I grant assignment extensions on a one-on-one as-needed basis.

The two biggest positive aspects of requiring WebAssign work in my classes this semester have been students getting homework done and students seeking help.

By requiring WebAssign, and attaching some sort of course grade for that (I used 10% of grade for WA homework an 20% of grade for WA quizzes), I have found that more students are doing more homework. There is motivation and desire to get it done and get it done correctly.

I’ve never had as great a proportion of students seeking help as I have this semester. I now have a basketful of email messages from students in my classes. Throughout the semester, we have exchanged questions and comments, hints and suggestions about homework and quiz questions as students worked on them. This has been a significant influence on students’ learning.

We thank Professor Day for sharing his experience with us and would love to hear how WebAssign is working for you. Send us an email today!

Twitter for Teachers

by Annie McQuaid

Chances are if you are using an online homework system in your classroom, you may have heard of Twitter.  You likely have an account that you check into from time to time, but have you considered actively using Twitter as a valuable tool for professional growth in the education field? Twitter has become widely accepted as a source for breaking news, entertainment, and updates on day to day life activities.

However, Twitter is also an excellent tool for interacting with some of the most progressive and influential educators who are more than willing to share their ideas and teaching tips.  It is also a great way to get some quick feedback on new teaching methods among a group of people dedicated to improving education.

Check out the presentation below for an introduction to Twitter:

Please see the following list of resources for more information on how you can successfully use Twitter as a teacher and share any twitter tips you have used with us on @Webassign.

100 Tips, Apps, and Resources for Teachers on Twitter

10 Steps for Educators New to Twitter

Teaching with Twitter

Twitter for Teachers: a Professional Development Tool

10 Commandments of Twitter Etiquette