I usually get a lot of questions from faculty related to setting up their Brightspace courses. In the spirit of starting the spring semester with less stress, I offer the following infographic with course design suggestions to reduce your course setup and management stress:
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.
In an Edsurge article by Jenny Abamu, she notes that one of the biggest misconceptions following Millennials is that they are digital natives. Students at a New Media Consortium Summer Conference (NMC) pushed back on the generational generalizations, noting that assumptions regarding their attitudes, hobbies, and abilities are hurting them academically.
I did not know how to use headers, footers or page number in Microsoft Word, so I got five points off every essay for an entire semester. - Alyssa Foley, Student
Jenny goes on to say that Alexandra Pickett, the Director of New York State University’s Center for Online Teaching Excellence, noted that many of her students know how to use online platforms such as Twitter and Facebook for fun, but have no idea how to leverage them for academic and professional use. This is a point the students at NMC echoed.
The students said that in order for their educational institutions to better serve them, it is important to challenge the assumption that students are digital natives.
While the EdSurge article's results were from surveying Millenials, anecdotal evidence shows that the same holds true for Gen Z students. That is, Gen Z is savvy about using social media personally. However, they are not as savvy about how to use tech tools academically or professionally.
Instructors can help students learn the basics for the tools that will be used in their course by providing them links to how-to resources.
Did you know that we have a list of Brightspace how-to resources for students on our CAT FooD blog? You can find the Brightspace how-to’s and other help resources at the following links:
Whether you've had one semester or a few semesters of using Brightspace behind you, you may be thinking it would have been helpful if I had known this about Brightspace beforehand.
An article in the Brightspace Community provided insights on what professor Lori McIntosh-Belanger wishes she had known about Brightspace when she got started. In the article she provides insights on using Quizzes and Question Libraries, Discussions, Widgets, Rubrics and Marking Assignments. If this has piqued your interest, you should read the article, “What I Wish I Had Known as a Brightspace Instructor”.
Image credit: Image by TeroVesalainen from Pixabay
In an Inside Higher Ed blog post, Travis Grandy, PhD student in Composition and Rhetoric at the University of Massachusetts Amherst, writes,
Do you ever feel like you want to get more out of your syllabus? Sure, it plays center-stage during the first day of class, but does it really have to end there? Perhaps it’s a matter of presentation.
He goes on to express his frustration of writing a carefully detailed syllabus only to see his students tuck it away never to be seen again; assuming they read the syllabus in the first place.
After seeing an article on creative approaches to the syllabus, Travis felt his syllabus had a design problem as his syllabus had over the years ballooned to over two thousand words, single-spaced, with a few bullet points.
Travis redesigned his syllabus to not only make the content more useful for his style of teaching, but also easier to use and visually engaging. His revised syllabus ended up being full-color, using illustrations and visual metaphors to convey content, and was intentionally designed help students more easily find the information and get excited about the core purposes of the class. It is important to note that to make his syllabus accessible, Travis made his syllabus available in other formats as well.
Travis’ strategies for a syllabus redesign and ways to better integrate the syllabus into teaching and learning are:
Have Your Syllabus Reflect What You Value Most
Design elements to draw attention to the things about your course that you most want to stick with students. This should not come at the expense of being detailed about your classroom policies or meeting institutional requirements for what should be listed on a syllabus.
Tips for the Design Process
Start from a Template: Templates can include great options like two-column newsletter style or a table of contents to make your syllabus easier to reference. MS Word and Google Docs are easy to intermediate skill level tools you can use to create your redesigned syllabus. A few intermediate to advanced skill level tools you can try are Smore and Populr.me.
Get Visual: A visual doesn’t have to be elaborate, but strategically using images, shapes, or flow-charts can be an equally effective way of drawing attention to the most important parts of your syllabus.
Design with Accessibility in Mind: You want to make sure your syllabus is accessible for all students. This should include providing your syllabus in multiple formats and also using easy to read fonts and high contrast colors.
Build Your Design Knowledge: Educate yourself on effective design practices and visual rhetoric.
Beyond the First Day of Class
Use the syllabus at key moments: A great time to ask students to look at the syllabus is when you transition between major units or assignments of the course. You can turn this into a class activity such as having students write a short reflection about how their work in the previous unit helped them develop competencies or achieve course outcomes.
Reinforce concepts from your syllabus in assignments and grading: Use concepts from your syllabus consistently in other course documents including assignment prompts and grading rubrics.
If you do decide to redesign your syllabus keep in mind that accessibility is very important. Don’t assume that a full-color syllabus is accessible to all students. For accessibility, provide multiple options for students to access the content so they can choose what works best for them. This can include printing in color or black and white, sharing the syllabus as a PDF (with character recognition), and using alt-text and captions for images and diagrams.
Although there are legal mandates requiring institutions of higher education to make educational materials accessible (e.g., the Americans with Disabilities Act and Section 504 of the Rehabilitation Act), accessibility is fundamentally just good design. Content that is accessible is better organized and therefore more usable by all. Accessible content renders properly on a wide variety of devices, it is easier to navigate, and it conveys information in a consistent, logical manner. Moreover, changes in how we view the content are occurring. More and more content is being displayed on mobile devices. For content to appear properly on all devices, it must be well designed.
In my recent series of accessibility tips, I identified some things you can do now to design with accessibility in mind as you are creating content and setting up your courses. Designing with accessibility in mind will save you some time in the event you do have a student with a disability. Remember accessible content is not only for the impaired.
Just in case you missed my accessibility series of blog posts, I provided links to them here:
Google Chrome is my preferred web browser. I’m always looking for ways to work smarter and not harder. If you use Google Chrome and are looking for ways to be more efficient with it, check out Rajtilak Bhattacharjee’s Google Chrome tips and tricks to help boost your productivity.
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 a few updates in the December 2019/20.19.12 release that were added to our system this month:
1) Assignments – File size information in submission receipt email
File size information now displays next to the file name in the submission receipt email sent to learners upon making a submission to an assignment submission folder.
2) Assignments – Submission ID displays for Learners
A new column that displays Submission ID information is visible to learners on the View Feedback page in Assignments.
Submission ID visible to learners when reviewing Submission Feedback information
3) Content – Sort order changes in Upload / Create menu
When using the Upload / Create menu to add activities to Content, the placement of the New Assignment option has moved. Previously, it appeared between New Discussion and New Quiz. Now, New Assignment appears above New Checklist.
Updated sort order of the Upload / Create menu
4) Grades - Synchronization with Assignments and Discussions via API and import options
Grades are now fully synchronized in the Assignments and Discussions tools when grades are added to Brightspace via the existing Import as CSV, Import as Excel, and API entry options. This change builds upon recent grades synchronization updates for Assignments and Discussions.
Note: Synchronization only occurs for new grade entries. Existing grade data for assignment submissions and discussions will not automatically be migrated because of the high impact to all past data and reports.
5) Release Conditions – Learners are notified when a release condition triggers new content
In a course that uses release conditions to unlock additional content, learners previously were not informed when new content became available as a result of a release condition that was satisfied. Because there was no automatic notification or refresh of the table of contents, there was the potential for frustration when learners think they are done a module, and are later informed that there are steps left to be completed.
Now, when release conditions are satisfied, the learner is notified using a pop-up ("toast") message that there are new items available in the course.
6) Release Conditions – Updated ordering of Tools
When adding Release Conditions to activities or content, the View Conditions for, and Condition Type menus now display tools in an updated order.
When browsing for release conditions, Assignments is now at the top of the list of tools
When creating new release conditions, Assignments is now at the top of the list of tools
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.
As you work on setting up your courses you may have questions. Here is a list of Brightspace help resources you can use to get answers to your questions.
Additionally, if you are having difficulties using any of the course tools, you can get help from D2L. This help is available 24/7 via Email and Live Chat. You will find links for Email Support and Live Chat Support in the Help menu on the NavBar (inside of Brightspace). You must be logged into Brightspace to access the Email and Live Chat Support links.
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 PublicDomainPictures from Pixabay
As you prepare to teach this spring, now is a good time to get started setting up your Brightspace courses. According to our Information Technology Center (ITC), the spring courses have been created in Brightspace. If you are listed as the instructor for the spring course in Banner, you should see the course in your My Courses widget in Brightspace.
NOTE: If you do not see your spring courses in your My Courses widget, you should click on the link to "View All Courses" (located at the bottom of the My Courses widget). If your spring courses are listed when you "View All Courses" but are not shown in your My Courses widget, you should pin the course in order to have it appear in the My Courses widget. Follow these instructions for pinning/unpinning courses.
To get started, you can post your syllabus, course documents, announcements, and setup your Grade Book in your Brightspace courses. You can also customize your course homepage and/or course image/banner.
If you teach a course that is cross listed you will have a Brightspace course for each cross listing. You can combine the cross listed courses into one Brightspace course so that you can post course materials and grades to one combined Brightspace course. Combining courses may also work for you if you are teaching different sections of the same course and would like to have the different sections combined into one Brightspace course so that you can post course documents and grades in the one combined course. The beginning of the semester is the best time to submit a request to merge your Brightspace courses before you add course materials or grades to the courses.
Additionally, if the spring course you are teaching is the same as one of your previous courses you can copy the entire course (or copy components) into your "empty" Brightspace spring course.
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.
A few weeks after the end of the semester, all Fall 2019 courses will be changed to an inactive status. Once the courses are changed to an inactive status, student work and grades will be visible to the instructor but students will no longer have access to the course.
The current policy is that courses will remain on the Brightspace system for three semesters before they are removed. You can request a Brightspace Master Course Shell that you can use to make a copy of your course. Master Course Shells will not be removed from the Brightspace system. If you would like your course content/materials to be available in Brightspace beyond the current retention period of three semesters, you should request a Master Course Shell for the course.
Additionally, instructors who want to build their course before the normal course creation schedule can request a Brightspace Master Course Shell that can be used to develop and maintain their course materials.
A Master Course Shell:
Is a course environment an instructor uses to develop and maintain course materials that are used from semester to semester.
Is not tied to Banner. Therefore, no students or other users are enrolled into this Shell.
Can be used as a "master" where one keeps permanent changes to a course.
Faculty may copy content from a Master Course Shell into a Brightspace Course shell as long as they are enrolled as an instructor in both shells.
Master Course Shells are not deleted except upon the request of the instructor or when the instructor is no longer employed at Xavier.
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.
