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the word update written on a chalk board

D2L (the company that owns Brightspace) uses Continuous Delivery to update our Brightspace system. The Continuous Delivery model gives us regular monthly updates allowing for incremental and easily integrated changes with no downtime required for our Brightspace system.

Our Continuous Delivery update occurs on the 4th Thursday of each month. D2L provides release notes to help users stay up-to-date with the changes.

Here are some of the updates in the November 2024/20.24.11 release that were added to our system this month:

1) Brightspace Community – Increased usability with Community enhancements

The Brightspace Community now provides increased usability with the following enhancements:

  • Suggested Results in question workflows (English only): Quickly get answers with automatic searches across the Community as you type your questions.
  • The Ask a Question page, with the question "how to share my award?" and the Suggested Results for the question shown on the right side of the page.
    On the Ask a Question page, type your question to view Suggested Results on the right side.
  • Community announcement banners (English only): Keep up to date with essential news via announcements on specific category pages and within knowledge bases.
  • ASC Homepage Known Issues automated search (English only): Search directly from the ASC homepage using the new ASC global search bar. Immediately find Known and Fixed Issues that may provide a workaround or a new workflow, speeding up your return to teaching and learning. Note that Known Issues and Fixed Issues can not currently link to cases.
  • Learning Center course filters in Community search using course tags (English only): Use simple tag filters to find the course that meets your needs.
  • Quicker search loading times: Search results now load faster with this update.
  • Event tags for Group or Community-wide Events (English only): Identify group-specific or community-wide events with ease using the new tags in your search experience.
  • Quicker access to the Best Answers (English only): Look for the Accepted tag on question results to quickly find the most reliable answers to your Brightspace inquiries. Comments on questions also appear in search results.
  • Persistent saved filters: Maintain your selected search filters on the Search Results page even when switching content sources (for example, from articles to discussions), ensuring your filters stay intact.
  • Specific documentation article feedback (English only): Use the new feedback feature to vote and provide detailed feedback on Community articles.
  • The "Was this article helpful?" question shown with the feedback prompt shown with the feedback textbox and Submit Feedback button.
    At the bottom of a topic page, respond to the Was this article helpful? question. When the feedback prompt appears, type your feedback and click Submit Feedback.

2) Groups – Restore groups and categories

A new Recycle Bin option is available in the Groups tool, enabling you to restore individual group units or entire categories within a course offering. When you restore groups, existing enrollments and lockers are also reinstated (if present). Any activities linked to the restored groups, such as discussions or assignments, can then be individually restored through their respective restore pages.

Recycle Bin in the Groups tool
Click Recycle Bin to view the deleted groups and group categories.
The Recycle Bin showing a group with the checkbox checked.
Select the check box for a group or group category and click Restore.

Note: Groups and categories deleted before this feature was introduced in this November 2024/20.24.11 CD update do not appear in the Groups Recycle Bin. To restore these previously deleted items, contact D2L Support for assistance.

This feature implements the following PIE item:

  • D5136 ( Restore groups and group categories)

If you are interested in getting more information about these and all the November Continuous Delivery updates, refer to the Brightspace Platform November 2024/20.24.11 Release Notes.

Additionally, refer to the Brightspace Release Notes for Continuous Delivery Releases, for details about current, past, and to preview upcoming continuous delivery updates.

Want more information?

View current, past, and preview upcoming Continuous Delivery release notes
Instructors Quick Start Tutorial
Brightspace Known Issues
Request a sandbox course
Sign-up for Brightspace training sessions
You can find Brightspace help at D2L's website.
Join the Brightspace Community.
Try these Brightspace How-To documents.
Visit our Brightspace FAQs for additional Brightspace information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

Note: Are you doing something innovative in Brightspace or perhaps you've discovered a handy tip? Share how you are using Brightspace in your teaching and learning in The Orange Room.

Image credit: image by geralt from Pixabay

As the semester winds down, many faculty find themselves knee-deep in grading. Entering grades into Brightspace may be a tedious time-consuming task, especially when you need to assign the same grade to multiple students. Whether it's a pass/fail assignment, a standardized in-class activity, or a participation grade, manually entering the same score repeatedly can be cumbersome and time-consuming.

In my last blog post, I explained how instructors should input grades and feedback in the Grade Book. Today, I'll share a helpful tip: using the "Set Grades" feature to quickly assign the same grade to multiple students.

Follow these steps to do it.

Give Multiple Students the Same Grade at the Same Time:

  1. From the NavBar, click on Grades.
  2. Click on the arrow on the right of the Grade Item name.
  3. Select Enter Grades.
  4. Select the checkboxes next to the names of the students OR select all of the students at once by clicking on the checkbox above the list of students.
  5. Select Set Grades.
  6. Enter a value in the Grade textbox.
  7. Select Save.
  8. Select Save and Close.

Give Multiple Students the Same Feedback at the Same Time:

  1. From the NavBar, click on Grades.
  2. Click on the arrow on the right of the Grade Item name.
  3. Select Enter Grades.
  4. Select the checkboxes next to the names of the students OR select all of the students at once by clicking on the checkbox above the list of students.
  5. Select Add Feedback.
  6. Enter feedback in the textbox.
  7. Select Save.
  8. Select Save and Close.

choose the enter grades option from the context menu

set grades and add feedback options in Enter Grades

NOTE: Giving multiple students the same feedback at the same time as described in this blog post is helpful for giving multiple students, like group members, the same feedback on an assignment/activity. I do not recommend using the Add Feedback functionality in this way if you want or need to provide more personalized details to each student. In that case, you should enter the personalized feedback for each student individually.

Want more information?

Enter Bulk Grades Using the Set Grades Feature (video)
Brightspace Tip #480: Grade Book – Enter Grades and Feedback
Brightspace Tip #382: Escaping Grading Jail

View current, past, and preview upcoming Continuous Delivery release notes
Instructors Quick Start Tutorial
Brightspace Known Issues
Request a sandbox course
Sign-up for Brightspace training sessions
You can find Brightspace help at D2L's website.
Join the Brightspace Community.
Try these Brightspace How-To documents.
Visit our Brightspace FAQs for additional Brightspace information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

Note: Are you doing something innovative in Brightspace or perhaps you've discovered a handy tip? Share how you are using Brightspace in your teaching and learning in The Orange Room.

grade book

Assessments measure student achievement. They may take the form of traditional assessments such as exams, or quizzes, but may also be part of learning activities such as group projects, discussions, or presentations.

Brightspace has a number of tools instructors can use to assess learners and the Grades tool is useful for assigning and keeping track of learner grades. If you are not familiar with setting up your Grade Book, review Brightspace Tip #437: Grade Book for information.

There are multiple ways to enter grades for learner submissions in Brightspace. Three ways instructors can enter grades in their Brightspace courses are:

  • Using Quick Eval
  • Within Individual Tools
  • In the Grade Book

Quick Eval

Quick Eval is a tool that allows evaluators to see a list of unevaluated learner submissions from all their courses. Submissions from Assignments, Discussions, and Quizzes are displayed in one location to improve efficiency when locating work that requires evaluation and providing feedback to learners. Instructors can use Quick Eval to assess learner submissions.

Within Individual Tools

For assessments that are created using a Brightspace tool, such as Quizzes, Assignments, and Discussions, instructors will associate the assessment with a Grade Item in the Grade Book. The association is made within the tool itself. When you are ready to grade the student’s work, you will grade it within the tool and the grade will automatically transfer over to the Grade Item in the Grade Book.

In the Grade Book

For assessments that occur outside of Brightspace, instructors have to create a Grade Item in the Grade Book, and then manually enter student grades into the Grade Book. Examples of in-class assessments where you may need to manually enter grades in the Grade Book include participation grades, tests administered on-paper, presentations, and demonstrations.

Instructors can manually enter grades for assessments in the Grade Book’s Standard View or Spreadsheet View.

Standard View

The Standard View allows instructors to enter grades by grade item for all students in the course or for an individual student.

switch to standard view button in Grades tool

The standard view allows instructors to evaluate individual learner submissions. Each submission type has a unique icon and new learner submissions are identified with a dot on the corner of the icon.

Learner submission icons with a new submission indicator dot on the discussion icon
Learner submission icons with a new submission indicator dot on the discussion icon

Click the associated icon next to the learner submission to evaluate the submission.

Spreadsheet View

The Spreadsheet View allows instructors to enter grades for all students and all grade items in a single spreadsheet view. For quick edits, click “Switch to Spreadsheet View” (the button toggles back and forth between “Standard View” and “Spreadsheet View.”)

switch to spreadsheet view button in Grades tool

The Spreadsheet View allows instructors to manually enter or modify grades in cells. Instructors can also override previously-entered grades using the Spreadsheet View.

Entering the new or updated grade in the field for the learner and the submission
Entering the new or updated grade in the field for the learner and the submission

Spreadsheet View is ideal for entering grades for assessments that occurred outside of Brightspace. Once you’ve entered the grades, save the changes before leaving the page.

Entering Feedback

You can enter feedback by clicking on the arrow to the right of the grade item (column) you want to add feedback to, then select Enter Grades.

choose the enter grades option from the context menu

Locate the name of the student you want to provide feedback for, then select the pencil icon under the Feedback column and enter the feedback.

feedback's pencil icon identified
The pencil icon opens the feedback dialog box

Once you’ve entered the grades and feedback, save the changes before leaving the page.

NOTE: When entering feedback you have the option to enter private comments that will only be visible to you and users with grading privileges. Learners cannot see private comments.

Important

  • Remember tool-based assessments should be graded using the respective assessment tool.
  • Use the Enter Grades tab to easily view all learner grades, grade categories and grade items. From the Enter Grades tab, instructors can assess and evaluate grades for activities conducted outside of Brightspace.

Want more information?

Brightspace Tip #437: Grade Book
Brightspace Tip #475: Quick Eval
Enter Grades in the Grades tool
Grading in Brightspace
Brightspace Tip #204: Interactive Rubrics

View current, past, and preview upcoming Continuous Delivery release notes
Instructors Quick Start Tutorial
Brightspace Known Issues
Request a sandbox course
Sign-up for Brightspace training sessions
You can find Brightspace help at D2L's website.
Join the Brightspace Community.
Try these Brightspace How-To documents.
Visit our Brightspace FAQs for additional Brightspace information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

Note: Are you doing something innovative in Brightspace or perhaps you've discovered a handy tip? Share how you are using Brightspace in your teaching and learning in The Orange Room.

Image credit: Grade book by David Mulder | CC BY-SA 2.0 (image cropped)

While we can hope that this Tuesday won’t bring “something awful,” we must recognize that it will likely feel even more charged than 2008 or 2016. With that in mind, I’ve been thinking about how to best support my students following this year’s election.
The title for this blog post comes from Arcadia's song "Election Day," which has nothing whatsoever to do with the American political system. However, a 2021 study suggests that listening to 80s pop music can be an effective means of lowering anxiety.

Election Day in the U.S. is Tuesday, November 5—and it’s safe to say that most Americans are not only well aware of that fact but are also bracing for the emotionally charged days likely to follow. I’ve been reflecting on how to approach those expectations in my class next week.

I began teaching at Xavier in the fall of 2007, so I recall teaching on Wednesday, November 5, 2008, the day after Barack Obama was elected; I also remember teaching on Wednesday, November 9, 2016, the day after Donald Trump’s election. On both occasions, I was unprepared for the strong emotions expressed by my students. Both times, I ended up setting aside my planned activities to give students an opportunity to share what they were feeling. Was that the right decision? I’m not entirely sure. But in both instances, students seemed to appreciate my willingness to create a space for discussion.

According to Huston & DiPietro (2007), when responding to a stressful event, “an instructor’s response need not be complicated, time intensive, or even personalized.” Their study focused on faculty responses to collective tragedies, but their findings apply to other situations that bring up intense emotions. Students in their study often reported frustration when faculty ignored a major event and gratitude when instructors acknowledged that something impactful had occurred.

While we can hope that this Tuesday won’t bring “something awful,” we must recognize that it will likely feel even more charged than 2008 or 2016. With that in mind, I’ve been thinking about how to best support my students following this year’s election.

The Center for Teaching Excellence at Boston College encourages faculty to consider several factors when planning post-election classes:

  • Your comfort level: What are you comfortable discussing with students? Self-care is essential. Avoid engaging in topics that may elevate your own stress.
  • Student burnout: Are students able to engage in discussion? This has been a long, complex election year. Students might not have the cognitive or emotional energy to process the results immediately.
  • Connection to learning: How does this fit with the course content? For some students, discussing the election results might be more meaningful if there’s a clear link to course objectives.
  • Classroom community: How might this fit within your classroom’s culture? By now, you probably have a good sense of how your students engage with one another and their comfort level in discussing sensitive topics.

If any of these factors lead you to decide against dedicating an entire class to the election results, the team at the Center for Research on Learning and Teaching (CRLT) at the University of Michigan suggests a few smaller steps faculty can take:

  • Acknowledge the situation. By openly recognizing the election, we show students that we understand its impact on them. Huston & DiPietro (2007) found that students felt more unsettled when faculty didn’t respond to significant events at all.
  • Make learning adjustments. When students are stressed, their ability to learn can suffer. Consider temporarily easing your expectations. As Jin (2017) points out, external stressors can greatly hinder a student’s capacity to engage and retain new information.
  • Share campus resources. Most faculty aren’t trained as therapists, as Field (2023) reminds us. Sometimes the best support we can offer is to connect students with campus resources.

This election year, I won’t be in class on Wednesday, but I’ll let students know that they’re welcome to stop by my office for coffee and a friendly conversation. I’ll also be reducing the workload for the week, to give everyone a little more space to process the results—whatever they may be.

References