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About Janice Florent

Technology Coordinator in the Center for the Advancement of Teaching and Faculty Development at Xavier University of Louisiana

by Janice Florent

In a recent Faculty Focus article, Dr. Karen Buchanan, associate professor of education at George Fox University, compared formative assessments and fitness bands. In the article, Dr. Buchanan explained how a fitness band changed the life of a colleague because of the continuous feedback provided about her progress toward her fitness goal.

The goal of formative assessment is to monitor student learning and provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

  • Help students identify their strengths and weaknesses and target areas that need work
  • Help faculty recognize where students are struggling and address problems immediately

person wearing a fitness band

Fitness bands are popular because they work. The fitness band:

  • Provides clear, timely data on users progress
  • Helps users see where their current data sits in relation to their goals
  • Provides users with feedback and/or tips aimed at improving their performance
  • Celebrates milestones using a variety of electronic methods

The continuous feedback and progress toward goal is formative assessment.

Can instructors be as effective as a fitness band? Here are two suggestions for providing students with helpful feedback:

  • Be detailed in your feedback - Be specific and give examples. How can students implement your suggestions if they are missing, minimal, or vague?
  • Stay current in grading - How can students implement your suggestions if they are not given in a timely manner?

Embracing the power of formative assessment will help you increase the quality of your teaching and help students to improve their metacognitive awareness of how they learn.

For more information read Dr. Buchanan’s article What Fitness Bands Can Teach Us about Classroom Assessment.

Image Credit: Image by StockSnap from Pixabay

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by Janice Florent

abstract colorful artwork

Do you intentionally choose some colors over others because of their effect on the brain? There have been a number of studies on the influence of color on brain performance. These studies have yielded some interesting results.

Effective use of color is important and is often overlooked and under-utilized. Colors can affect mood, have different meanings in various cultures, and bring immediate things to our minds. The right color can put your students in the right mood for optimal participation.

Here is a breakdown of commonly accepted psychological effects of colors from a Using Color in Learning article:

Red is a stimulant. Red can evoke passion and excitement, increase blood pressure and metabolism. Use it to draw attention to key points, but don't overdo it as it could turn your students off. Red is a good color for pointing out things not to do.

Orange is an antidepressant. Similar to red it can be used as a stimulant. It is seen as warm and welcoming and can be beneficial when used in relation to food or creative processes. Use it to appear more personable to your students, particularly when dealing with boring content that just has to be presented.

Blue is in many ways red's counter--it lowers the pulse and encourages serenity. Use it to calm students when presenting information that may initially seem complicated or overwhelming.

Green is known to bring tranquility and peacefulness. It is seen as refreshing and is the easiest color on the eyes. Green helps to relax muscles and deepen breathing. Use it wherever you want, as much as you want. With good design, green can be a very effective eLearning color.

Yellow is a brain stimulant and promotes memory, clear thinking and decision-making. Yellow should be used sparingly as it is the harshest color on the eyes. Use it to highlight points that should be memorized or that are often forgotten in your content.

Purple is a mind-balancer that promotes good judgment and spirituality. Purple is traditionally the color of royalty. It can be used to express any number of moods depending upon the color with which it is paired (with blue it becomes calming, with red it becomes stimulating). Use it in conjunction with another color to achieve your desired mood. Purple is a very well-rounded color that could be used to express anything from lightheartedness and fun in learning to sophistication of a company or brand.

Pink is usually associated with sweetness, warmth, and energy. It’s often described as a color of playfulness and fun. Use it in your courses to convey a light-hearted or positive message. Also, consider using pink if your primary audience is women, as there is a strong correlation between this color and femininity.

Black is technically the absence of color and typically elicits feelings of power, formality, mystery, fear and sexuality. Use it for fonts. There are a lot of jazzy things you can do with font colors but sticking with traditional black is often the best choice for the bulk of text.

White
is technically the perfect balance of all colors and is seen as pure and clean. Use it all over. Don't be afraid of well-thought-out white space. White is also a strong color contrast choice for fonts when text is on a darker background.

Here is an interesting color emotion guide:

color emotion guide

Companies often select colors for their logos based on what the color conveys. The Hidden Meaning Behind Famous Logo Colors article explains how the main color of company logos has a serious impact on how people perceive it.

When using color to enhance learning, present content with carefully chosen colors. However, don’t get too crazy with the colors.

It is important to remember that people who are color blind cannot distinguish the differences between certain colors. Therefore, for accessibility do not use color alone to convey meaning. Also, when selecting colors, you should make effective color contrast choices to make your content accessible.

Image credits:
Image by geralt from Pixabay
Color Emotion Guide by The Logo Company from Visual.ly

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by Janice Florent

the thinker statue

Students who succeed academically often rely on being able to think effectively and independently in order to take charge of their learning. They are thinking about their own thinking; mastered the knowledge about their own learning. This is referred to as metacognition. Metacognition is the ability to think about your thoughts with the aim of improving learning.

Students who do not learn how to "manage" themselves well as they proceed through school experience more setbacks, become discouraged and disengaged from learning, and tend to have lower academic performance.

In an Edutopia article, Dr. Donna Wilson, provided the following steps for helping students learn how to be more metacognitive:

  1. Explicitly teach students about this essential learning skill by defining the term metacognition.
  2. Ask students to describe the benefits and supply examples of driving their brains well.
  3. Whenever possible, let students choose what they want to read and topics they want to learn more about.
  4. Look for opportunities to discuss and apply metacognition in a variety of lessons so that students can transfer it for the most benefit.
  5. Model metacognition by talking through problems.

If this has piqued your interest, read the Edutopia article, Metacognition: The Gift That Keeps Giving.

Additionally, incorporating metacognitive strategies into your Blackboard course design can help to create autonomous and self-starting learners, who are responsible for their own learning and are willing to share the synthesized version of their knowledge with peers. For more information read my Metacognition for Effective Online Learning blog post.

Image Credit: Image by 139904 from Pixabay

Humanized learning increases the relevance of course content and improves students' motivation to log-in to your course week-after-week. Whether you are teaching a face-to-face, hybrid, or online course, humanizing and personalizing your Blackboard course can go a long way to providing an inviting space for your students.

One of the ways you can humanize your Blackboard courses is to add a profile avatar. By default, when you do not setup your profile avatar it will appear as a blank avatar in the Blackboard system. Rather than having this gray faceless image, faculty and students can upload a profile image (avatar) to represent them throughout the Blackboard system.

profile avatar

The profile avatar appears in the page header, people tool, blogs, journals, discussions, wikis, and roster. The profile avatar also appears in the notifications modules—What's New, Needs Attention, and To Do—which appear on the Xavier University tab or on a course's home page.

The recommended pixel size for an avatar is 150 by 150. Larger images should be clipped.

You can only have one avatar picture at a time to be used throughout the entire Blackboard system.

NOTE: The University has the following policy regarding profile avatars:

Users may not send, display or receive pictures or other media which are copyrighted, abusive, obscene, sexually inappropriate, threatening, racially offensive, or considered harassment or offensive to human dignity.

Faculty should include this statement about what is not an acceptable profile avatar when they ask students to upload a picture to be used as their avatar.

Follow these steps to do it.

To upload a picture to be used as your profile avatar:

  1. Expand the [Global Navigation Panel] by clicking the arrow on the right of your name.
  2. Click on [Settings].
  3. Click on [Personal Information].
  4. Click on [Personalize My Settings].
  5. Select [Use custom avatar image]. Click [Browse My Computer].
  6. Select the avatar image file and click Open.
  7. Click [Submit].

Want more information?

Step-by-step instructions to upload profile avatar (PDF) are available.
Humanizing your courses.
Personalize your Blackboard course using template variables.
Explore Blackboard’s On Demand Learning Center.
Try these Blackboard How-To documents.
Visit the Blackboard FAQs for additional blackboard information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

by Janice Florent

syllabus graphic

In a recent 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

  1. 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.
  2. 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.
  3. 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.
  4. 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.

For more information read the Inside Higher Ed blog post, Give Your Syllabus an Extreme Redesign for the New Year. Another great article on syllbus redesign is Writing Syllabi Worth Reading.

Image credit: "27Apr09 ~ Planning" by grace_kat is licensed under CC-BY-SA 2.0

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by Janice Florent

One of the reasons hybrid and online courses appeal to students is when a course is well designed the student has the opportunity to playback or review a concept until they have mastered it.

In order for course materials to be accessible for all learners the course material should be provided in multiple formats. Having the material in multiple modes allows the student to choose the mode that works best for them.

If your course material is visual provide an audio version as well. If your course material is auditory, make it visual too. Incorporating transcripts, subtitles, closed captioning to audio and visual content in a course is invaluable for students with disabilities, diverse and/or preferred learning styles, and English as a second language (ESL) students.

Designing your courses 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. Students without disabilities will find having accessible resources within your course a bonus.

Here are a few simple steps, from my previous blog posts, that you can take when creating content and setting up your course that will make it more accessible:

As we start a new year and a new semester it is a good time to start to make your courses accessible. Here is a link to a 10-Step Guide to Making Your Course Accessible for All Students.

checklist

As you prepare for the start of the semester, it is a good time to get started setting up your Blackboard courses. Blackboard courses are automatically created using the course information in Banner a few weeks before the start of the semester. You can post your syllabus, course documents, and announcements to your Blackboard courses. You can also customize your course menu and/or add a course banner.

If you teach a course that is cross listed you will have a Blackboard course for each cross listing. You can combine the cross listed courses into one Blackboard course so that you can post course materials and grades to one combined Blackboard 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 Blackboard 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 combine your Blackboard courses before you add course material or grades to the courses.

Follow these steps to do it.

Listed below are links with instructions for

Want more information?

Attend a drop-in session to get one-on-one help.
Explore Blackboard’s On Demand Learning Center.
Try these Blackboard How-To documents.
Visit the Blackboard FAQs for additional blackboard information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

image showing classroom with empty chairs

As we approach the end of the semester there are a few things you can do in Blackboard to wrap up for the semester.

Download your gradebook

Student access to courses is removed two weeks after the end of a semester. During this process all grade book records are deleted. You should download your gradebook to your local computer after you submit your final grades.

Create a master copy of your course

Courses remain on the Blackboard system for three semesters before they are removed. You can request a Master Course Shell that you can use to develop and maintain your course materials. Master Course Shells will not be removed from the Blackboard system.

Hide old courses from view

When you login to Blackboard you will see your courses for previous semesters listed along with the courses you are currently teaching on the Xavier University and Courses tabs. If you do not want to see older courses in the list, you can hide them from view.

Follow these steps to do it.

Instructions are available in previous Bb tips for downloading your grade book, requesting master course shells, and hiding old courses from view.

Want more information?

Explore Blackboard’s On Demand Learning Center.
Check out help for instructors at help.blackboard.com.
Try these Blackboard How-To documents.
Visit the Blackboard FAQs for additional blackboard information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

keep calm and create a master copy poster

Courses remain on the Blackboard system for three semesters before they are removed. You can request a Blackboard Master Course Shell that you can use to develop and maintain your course materials. Master Course Shells will not be removed from the Blackboard system. If you would like your course content/materials to be available in Blackboard beyond the current retention period of three semesters, you should request a Master Course Shell for the course.

Follow these steps to do it.

If you want your course/materials to be available in Blackboard, you should:

  1. Fill out the Master Course Shell Request form.
  2. Use Course Copy to copy the course content you want to keep into the Master Course Shell. Alternatively, you can start from scratch building content in your Master Course Shell.
  3. Copy the Master Course Shell contents into your “empty” Blackboard course once the course becomes available.

Note: You can share your Master Course Shell with other faculty members by filling out the Request to Grant User Access form.

Want more information?

Step-by-step instructions are available [Master Copies of Courses (PDF)].
Explore Blackboard’s On Demand Learning Center.
Try these Blackboard How-To documents.
Visit the Blackboard FAQs for additional blackboard information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

by Janice Florent

female staring at sheet of paper she is holding in one hand while holding pencil in the other hand

In a recent Faculty Focus article, Dr. Linda Shadiow and Dr. Maryellen Weimer suggested using end-of-semester evaluations to get information from your students that can help you develop your teaching persona (the slice of your identity that constitutes the “public teaching self.”)

Your teaching persona should be created from a series of choices made with the aim of enhancing student learning. In the article Drs. Shadiow and Weimer write,

By the end of a semester, we have a sense of how a course went and what activities and actions supported student learning. But through some painful experiences we’ve learned that sometimes what we thought happened was contradicted by what students experienced.

Getting a “learner-sighted” view of the course-experience can add to your understanding of the learning environment, including aspects of your teaching persona that have framed it.

The authors suggest you begin by telling students that you’re asking questions only they can answer. Explain that this is feedback that can help you become a teacher who helps students learn more effectively. Here is their sample note that introduces students to the concept of evaluating the course experience and some examples of sentence stems that can yield useful information:

Your insights into your learning in this course can help me see our course from your side of the desk. Please respond to any three of the statements below (more if you’d like). Submit these anonymously; I will use them as I plan for my courses next semester.

In this course …

it most helped my learning of the content when…because…
it would have helped my learning of the content if…because…
the assignment that contributed the most to my learning was… because…
the reading that contributed the most to my learning was… because…
the kinds of homework problems that contributed most to my learning were…because…
the approach I took to my own learning that contributed the most for me was…because…
the biggest obstacle for me in my learning the material was… because…
a resource I know about that you might consider using is…because…
I was most willing to take risks with learning new material when… because…
during the first day, I remember thinking…because…
what I think I will remember five years from now is…because…

What are good ways to gain insights from student feedback? Put some distance between the course and the feedback. It’s particularly beneficial to review the feedback when selecting course materials, developing assignments, and constructing the syllabus for the next semester. Another option is to have a colleague compile the results and return them to you prior to planning for the next semester.

For more information read the Faculty Focus article, A New Twist on End-of-Semester Evaluations.

Additionally, Blackboard has a survey tool that allows you to get anonymous feedback from your students. You can get more information about using Blackboard surveys in my Get Feedback from your Students tip.