{"id":159,"date":"2012-01-16T21:30:53","date_gmt":"2012-01-16T21:30:53","guid":{"rendered":"http:\/\/thesocietypages.org\/sociologysource\/2012\/01\/16\/help-the-lms-screwed-me\/"},"modified":"2012-01-16T21:30:53","modified_gmt":"2012-01-16T21:30:53","slug":"help-the-lms-screwed-me","status":"publish","type":"post","link":"https:\/\/thesocietypages.org\/sociologysource\/2012\/01\/16\/help-the-lms-screwed-me\/","title":{"rendered":"Help!!! The LMS Screwed Me!"},"content":{"rendered":"

Do you give quizzes online? If you do, then you feel my pain. I use weekly quizzes to assess student learning in real time (à la my Early and Often<\/a> strategy). On the face of it, this is a great plan, but every week I am inundated with emails from students claiming that they took the quiz, but that our LMS<\/a>[1]<\/a> lost it, glitched, or cheated them in some other way.<\/p>\n

So here\u2019s the conundrum: How do I create a policy that is fair to students who really have had technical difficulties that are beyond their control, while also weeding out students who are false reporting them? My solution, create an explicit set of directions to get the students to troubleshoot their problem themselves. Then only after they\u2019ve tried everything, they email me.<\/p>\n

You can download the form I use here: (Word<\/a> | Pdf<\/a> | Pages<\/a>)<\/p>\n

LMS Glitched Handout<\/a>