THE FUTURE OF ONLINE LABS Bill Heslop at Learning Science on Smart Worksheets Monday, October 14th at 1:00 PM EST Bill is going to show how student-entered data worksheets could be the answer in your lab, providing students with immediate feedback on their own lab results and saving TAs a ton of time grading--that they can use helping students in lab instead. WATCH THE RECORDING ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Lab Simulations - for online learning and to enhance all classes Wednesday, October 16th at 1:00 PM EST Starting some online labs? Want to do more to prepare your students for lab? Learn more about Hayden McNeil's Lab Simulations and how they can benefit your lab and your students. WATCH THE RECORDING ... View more

Picture this: it’s finals week. You’ve been tirelessly grading papers, proctoring exams, attending end-of-semester meetings. Keeping an eye on the final grades deadline, you enter that last student’s exam score into your learning management system (LMS) and click submit. Viola! Another successful semester in the books. You are just about to settle into your favorite reading chair with a glass of vino when you hear your email ding. Your heart sinks as you skim a far-too familiar email. A student is shocked and unhappy with the less-than-desirable grade that has just been posted. “How could this happen? I worked really hard. Can you please bump my grade? Is there any way I can complete extra credit?” The “Surprise F Scenario,” as I like to call it, is one that is equally as frustrating for both students AND instructors. We all want our students to succeed, but we cannot provide grades that have not been earned. Instead, we can help set our students up for success by encouraging them to engage in goal setting and grade tracking from the first week of class on, so they can accurately predict their own performance all semester (before it’s too late!). The concept of goal setting is not new; the goal setting theory has been studied for over fifty years and has been demonstrated as instrumental to success and performance across cultures, contexts, and cohorts (Locke & Latham, 2019). A recent study (Handoko et al., 2019) of over 600 university students in a large online course found that successful completers of the course demonstrated greater skills in goal setting, including setting standards for course assignments, as well as setting short-term (i.e., daily or weekly) and long-term (i.e., monthly or semester) goals. The encouragement of goal setting early in the semester can help students master self-regulated learning – particular in online courses where engagement with course material must be self-directed. Goal setting can also guide time management for students, which is another major predictor of academic success (Basila, 2014). Goal setting should coincide with regular grade tracking. Handoko and colleagues (2009) also found that successful students engaged in “self-monitoring to maintain what they perceived as a high standard for learning” (p.50). To understand if students are reaching short-term goals, and thus more likely to meet long-term goals, they should be monitoring their assignment scores and current grade in the course each week. Their final grade should never be a surprise; if they are checking their progress on a regular basis, they have a realistic idea of how they are performing and what scores they need to earn to achieve a desired final grade. It is so helpful that Macmillan Launchpad automatically syncs with my LMS, so students can view their Learningcurve and Assess Your Strengths grades, as well as all of their Canvas grades and assignments, in one gradebook. To really convince my students why they should engage in these practices, I take a “proof is in the pudding” approach. After the first high stakes assessment, such as a unit exam, I calculate and provide students with their own data that supports this claim. I typically do this by providing a table that breaks down Exam 1 grades (A, B, C, D, F, Did not Attempt), and provide corresponding grade averages for the lower stake learning activities (Learningcurve, Assess Your Strengths, weekly attendance/participation, etc.). A pattern almost always emerges that shows as exam grades go down, averages for other class activities goes down. This highlights to students that the weekly goals (and corresponding activities) matter – those achieving those weekly goals are more successful on high stake assessments. Best practices: Encourage goal setting during the first week of classes by asking students to complete a goal worksheet with daily, weekly, and monthly goals. Regularly check in with them to update their worksheet. Post the expected time commitment for each assignment to assist with time management. Ask students to track their own progress using the Launchpad and LMS gradebook. Research shows simply measuring behavior can improve it. Many LMS systems allow students to determine how well they need to do on assignments to earn a desired grade such as a What If? Feature where they can enter hypothetical grades for future assignments). Encourage them to set a short-term goal (daily or weekly) and long-term goals using this feature, and regularly monitor their progress in the gradebook. After a high stakes assignment, show students a breakdown of the high stakes assignment grades with grades on other assignments – this usually showcases a pattern that those who complete/do well on learning activities also do well on larger assessments. Show them data supporting that their effort and performance on low stakes assignments pays off in meeting goals.   References Basila, C. (2014). Good time Management and motivation level predict student academic success in college on-line courses. International Journal of Cyber Behavior, Psychology and Learning, 4(3), 45–52. https://doi.org/10.4018/ijcbpl.2014070104    Handoko, E., Gronseth, S., McNeil, S., Bonk, C., & Robin, B. (2019). Goal setting and MOOC completion: A study on the role of self-regulated learning in student performance in massive open online courses. International Review of Research in Open and Distributed Learning, 20(3), 40-58.   Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half century retrospective. Motivation Science, 5(2), 93–105. https://doi.org/10.1037/mot0000127 ... View more

I’ve been teaching Abnormal Psychology with LaunchPad in hybrid and in-person courses for multiple years, but this summer semester was my first attempt at teaching fully online. Compressing the 15-week course into 8-weeks was one challenge, but others included how to best communicate all the things that often get said in the classroom, not just about content, but also about how to use resources like Launchpad. Below are some lessons learned: Things kept from previous classes that worked well: An extensive syllabus, including not only requirements and schedule, but also all assignment components, and an expanded section on the computer access and skills necessary for success in the course. This includes reminders to plan for emergencies, and always have a backup. LearningCurve – these quizzes have been a great tool for my students for many semesters, and this did not change in the online modality. I require students to complete these as they read the chapters, and encourage them to return to them as a study tool before tests. Frequent reminders/FAQs – there are always questions about LaunchPad and how it is integrated into the course. I keep a list of both the questions asked, and how these are answered, so that in future courses I can post these as a reference. I also schedule announcement posts in the first week of class reminding students how to do things like integrating their LaunchPad account into the LMS (we use D2L Brightspace). Test questions – many of which I have obtained from the Instructor Resources included in LaunchPad. While testing did have to be moved into the LMS, the items remained the same, allowing me to compare results across modalities. Things that had to be adapted to the online modality: Early semester presentation on how to use LaunchPad. In previous semesters I have worked through this in person – for the online course I recorded a mini-lecture of me working through the site, navigating one LearningCurve quiz, navigating to the grade book, etc. Lecture presentations – while I have recorded lectures and provided these online in order to use a “flipped” classroom model for previous hybrid sections, teaching fully online reduced the opportunities for students to discuss questions about these lectures with me in person. This was dealt with by adding the discussion modules below. Things added to the online course: Discussion boards – in place of in-class discussions, students were required to post their questions or comments on each chapter, and respond to their colleagues. This allowed an opportunity to correct misapprehensions and answer questions about content. In addition, this further encouraged reading of the textbook, which was the prompt for these discussion posts. Online interaction with instructor and TA – as always, students were encouraged to come to us with problems as early as possible. New modalities for this were necessary, and a discussion board was added for this purpose. Activity Checklists – in order to organize the many components of the online course, and to help with flow in a compressed (8-week) semester, a checklist of tasks was created for each week of the course. This included links to: the e-book with instructions to read the relevant chapter the relevant Learning Curve assignment, which had been integrated into the LMS any additional reading the posted video lecture\ the required discussion posts in the LMS This addition also helped streamline student’s use of LaunchPad, as the checklists were in the LMS, but linked to components of LaunchPad which had been integrated. Links navigated to Launchpad, but scores appeared in both gradebooks.  Results Class average scores on all tests were approximately the same, in some cases slightly better, than in the previous 3 semesters of teaching the course in other modalities. As usual, there were some students who failed to complete some or all of the LaunchPad assignments, however the proportion of this seemed lower than in previous semesters. Final grade average was slightly higher than in most recent semesters, with a higher proportion of “A” grades. ... View more

As you know, one of the benefits of using a digital product (vs a print product) is that you can quickly make changes to that product and continue to improve on it after it releases. To that end, we’ve been working hard on Read & Practice in 2019 (and will continue to do so through the rest of the year).    This summer, we released two major changes: Added ‘batch’ functionality so you can assign multiple items or chapters at once  (directions under Method 4) Changed the page layout so you can see more of the important stuff at once   As a reminder, in the spring, the team was also busy working on a variety of changes and improvements based on your feedback: Improved the loading speed of the gradebook Improved navigation within the gradebook so that the top row and left column always appear Added pagination to the gradebook so instructors don’t have to wait for ALL students to load on one page Added Search to look for specific Assignments or specific Students in the Gradebook.  Added the downloadable ebook option (click on the arrow next to your name in the upper right) Created the ability for instructors to add a URL to their course   And of course, we will not stop work once the fall rolls around...but we want you to have the element of surprise to look forward to…so more to come! ... View more

In an effort to make sure you are all ready to go before classes start, here's a short checklist of how to prepare yourself and your students to use LaunchPad this semester.  Course Set Up – Prior to Term ❏ Bookmark the LaunchPad sign in page: https://www.macmillanlearning.com/college/us/digital/launchpad/ ❏ Attend a training and develop confidence in your ability to use LaunchPad ❏ Learn your username and password (and don’t put it on a post-it note in your office for students to see) ❏ If you are using an LMS in conjunction with LaunchPad, make sure your integration is set up correctly and that you’ve attended the LMS training session.  ❏ Bookmark Instructor Help and know how to contact Customer Support  ❏ Set up a new course for the new term. (You can copy your existing course and branch it, if  you have multiple sections of the same course, or create a new course.)  ❏ Make a series of assignments for students to complete. If you are new to LaunchPad and want to start small, we typically recommend that you begin with LearningCurve. ❏ Confirm that your assignment settings match the goals of your course.  (For instance, do you want to make the assignments due before class to enable discussion or after class, to confirm understanding.)  ❏ Activate your course so it is available for students to enroll into.  ❏ Prepare for your First Day of Class with students by using our FDOC tools or by talking to your local representative. Getting Started with Students - First Day of Class ❏ Provide students with the access information needed to join your course, whether they are buying access through the Macmillan LearningStudent Store or purchasing codes directly from your campus bookstore.  ❏ Explain to students why you are having them use LaunchPad and show how it can benefit them ❏ Make students aware of the three purchase options: purchase now, enter an access code, and pay later.  ❏ Make sure students know when and how to contact Customer Support.   ❏ Make students aware that the full ebook is included in LaunchPad, and it’s available to be downloaded for reading offline.  Gradebook Results and Assessment – During and After the Term ❏ Review the gradebook to identify common student misconceptions and inform course and lecture plans  ❏ Use individual student data for early intervention  ❏ Download my student results from LaunchPad (or, if using an LMS, from the LMS) ❏ Think about how to change and improve your course for next semester ❏ Review the Macmillan “Webinars on Demand” for new ideas on how to use LaunchPad in your course. ... View more

The team has been working hard on improvements to LaunchPad this year. A lot of the changes are ‘behind the scenes’ like security improvements and changes to how LaunchPad works for visually impaired users working with JAWS, but a few to highlight are: We just released some student onboarding changes that adds a "Purchase Access" and "Enter A Code" button to the top of the LaunchPad course if a user has less than 30 days of access remaining. This is designed to make life (and purchasing) easier for students using Trial Access.  To further help with student onboarding, we increased character limit of the LaunchPad school name field so institutions with a very long name won’t be truncated, making it easier for students to find their school.  We removed the Flash Player from the LaunchPad System Check since a) we have very little Flash content in LP anymore and b) Flash is going away, as you know.  The "Zero score for unsubmitted" Gradebook Preference is now disabled by default for copied/branched course. This prevents the issue where an instructor creates a copy or branch of an existing course but doesn’t update the due dates and then when students enroll in the course, they automatically receive a zero for all past due assignments. ... View more

Macmillan Learning has a Faculty Consultant program that might work for you.       The Faculty Consultants talk about how they implement our products in their classes. They can speak about how our products actually work in real classes with live students.   They can talk about how LaunchPad changed their class or what students think of Sapling or how they included Achieve Read & Practice into their syllabus or how they use iClicker to engage students. So if you are thinking about using LaunchPad, we can connect you to another faculty member to learn more about what they  use in LaunchPad and why they like it. Or if you aren't sure how Sapling would fit into your program, you can talk to an Faculty Consultant about their experience with Sapling.  Or if you want to know if Achieve Read & Practice really works, you can talk to a peer about the benefits of R&P. Lastly, if you want to know anything about iClicker--active learning activities, grading best practices, or benefits of the student app & remotes--our Advocates are prepared to help out!   If you want to learn more, just comment on this post and we'll be in touch!      ... View more

For Fall 2019 classes, almost all of our Sapling users (except those in Chemical Engineering and Organic Chemistry) will have the option to start using Sapling in HTML5. What are the benefits of moving to HTML5? With Flash going away, there will be NO PLUGIN needed to run Sapling. Sapling will then run faster on more browsers.   (For the best user experience, we recommend that you run a browser check. Go to HTML5test.com to see your status). We will have more accessibility options. HTML5 also provides a better platform for upcoming additions to features and functionality. More modern and intuitive user experience Assignment preview and reset has more options Improved analytics such as item analysis Mobile accessible for tablets and target Web Content Accessibility Guidelines (WCAG) 2.0 AA Previewing assignments is easier Building and editing assignments is easier MolDraw for Lewis structures and molecular geometry What do you need to do to move to HTML5? If you are planning on using Sapling for the Fall 2019 semester, the sooner you let the Client Success Team know, the better. They can start building your course now in HTML5 before the start of classes. How can you get training on this? Just sign up for one of our training classes sometime this spring!  https://macmillanlearning.com/Catalog/event/training-demos/Sapling/Training When do you have to move to HTML5? Flash will be retired in December 2020, so you will be definitely need to by the end of 2020. ... View more

Okay, so I will confess that Question Pooling is probably my favorite part of LaunchPad. (Yes, I'm a nerd and I'm okay with that.) Hopefully you know all about question pooling already and this post is a boring reminder...but just in case, here's a recap:  With Question Pooling, you can create a group of questions from which one or more (depending on the setting) is chosen at random for students (and we do this for some of our pre-built quizzes already). If you pick questions that are all related to the same topic (which is sensible to do, by the way), then students are all being quizzed on the same concept, but the actual question they see varies--making cheating harder to do (not that students cheat, but you know, hypothetically...) and giving you a more diverse question base. So you could end up with a quiz where students see 10 questions, but those 10 questions are pulling from a pool of 50 questions, so each student likely ends up with a slightly different quiz from each of their colleagues.  Check it out and let us know what you think!  ... View more

Students and instructors LOVE our new Achieve Read & Practice product. It has gotten higher marks from both groups than any software we have ever offered. For a limited time, we are offering TWO popular trade books to anybody who meets with one of our specialists for an Achieve Read & Practice demo. Sign up HERE and in the notes and comments section of the sign up form simply type #AchieveRP . Once you have completed your 20-30 minute meeting, we will send you your choice of two of these excellent and recent Macmillan popular books. Get your students reading and get some pleasure reading for you in the process! THE SELLOUT (winner of the Man Booker as well as the National Book Critics Circle Award) by Paul Beatty https://us.macmillan.com/tradebooksforcourses/academictrade/9781250083258/thesellout A HIGHER LOYALTY by James Comey https://us.macmillan.com/books/9781250192455 BEING MORTAL (NYT bestseller) by Atul Gawande https://us.macmillan.com/tradebooksforcourses/academictrade/9781250076229/beingmortal FACTFULNESS (Bill Gates and Barack Obama favorite) by Hans Rosling with Ola Rosling and Anna Rosling Rönnlund https://us.macmillan.com/tradebooksforcourses/academictrade/9781250107817/factfulness FRESH COMPLAINT (new collection of short stories from the Pulitzer Prize-winning author of MIDDLESEX and THE VIRGIN SUICIDES) by Jeffrey Eugenides https://us.macmillan.com/tradebooksforcourses/academictrade/9781250192721/freshcomplaint THE SUN DOES SHINE by Anthony Ray Hinton with Lara Love Hardin https://us.macmillan.com/tradebooksforcourses/academictrade/9781250205797/thesundoesshine ANNIHILATION by Jeff VanderMeer https://us.macmillan.com/tradebooksforcourses/academictrade/9780374537159/annihilation THE GREAT ALONE by Kristin Hannah https://us.macmillan.com/books/9780312577230 FIRE AND FURY by Michael Wolff https://us.macmillan.com/books/9781250158062 THE FIELD OF BLOOD (the company's top trade history title this season) by Joanne B. Freeman https://us.macmillan.com/tradebooksforcourses/academictrade/9780374154776/thefieldofblood THINKING, FAST AND SLOW (NYT bestseller by a Nobel Prize-winning Economist) by Daniel Kahneman https://us.macmillan.com/tradebooksforcourses/academictrade/9780374533557/thinkingfastandslow ... View more

At this point, hopefully you've gotten all your students into LaunchPad and you want to see who has started to do work. So you open up the gradebook and bam--there are ALL these pieces of data in the gradebook. What do they mean and how can they help you and your students? I think one of our BEST resources is the LaunchPad Gradebook Tutorial.  This help article shows everything you need to know about the gradebook and more! Check it out and let us know what you think! ... View more

Friday, February 8, 2019 at 2:00 PM ET While the benefits of a classroom response system in large lecture halls may be obvious, those same benefits can be obtained in smaller, more intimate class of 30 or fewer students. Led by Brian Geislinger of Gadsden State Community College, this webinar will discuss both how iClicker can be effectively used in small classes, as well as the unique challenges that active learning techniques in a smaller group can present. After earning his PhD in Physics from UAB, Brian Geislinger has taught Physics and Astronomy at Gadsden State Community College for the past 10 years. Brian has been recognized with a number of awards for innovation both in teaching and for the use of technology in his classroom. Register ... View more

If you're just starting out with LaunchPad and you are overwhelmed with the number and variety of resources in the product, just start with LearningCurve. Assign one LearningCurve before each class period so students come to class prepared for discussion. This will allow you more freedom in your class to talk about what's important, and you can see which students are doing the work or which topics are causing problems. And though it's hard to believe, students consistently, over the years, report actually enjoying doing work in LearningCurve because they can make progress, ask questions, and they actually learn! They view the interface as 'game-like' and the online format allows them to learn without feeling silly by asking questions in class. It's a win-win, so give it a try!  And if you're nervous, reach out to our implementation team of help in setting up your course quickly and easily. We're here to help!  ... View more

Did you know that you can integrate iClicker into your LaunchPad or SaplingPlus course to keep all your grades in one place? And that you can use iClicker for attendance? With iClicker, use GPS technology to ensure that students are attending class. No more attendance codes that can be easily shared via text! Learn more or sign up for a demonstration. ... View more

As you start to prep for your next round of classes, don't forget that we have syllabus inserts and presentation decks for you to use to help students get registered with Achieve, LaunchPad, and Sapling.    Please view the following presentation slides and download the attached syllabus inserts, input your course information, and share them with your students prior to your first day of class. You can post them in your learning management system, e-mail them, or print them out to distribute in class. If you want to make any changes to the presentation slides, go to File > Make a copy and edit the copy you create. Good luck and let us know if you have any questions as you start up classes!  ... View more