Sharing your screen in Zoom meetings is an essential skill. But do you know how to get the most out of screen sharing while presenting with Zoom? In this 7 Zoom Screen Share Tips Every User Should Know (video), Scott Friesen shows you his favorite tips and tricks from sharing videos to polling your participants. Get ready to become the master of sharing via Zoom meetings!
Also, we have Zoom how-to resources on our CAT FooD blog. You can find links for the Zoom how-to resources here:
A common assignment given in an online class is for students to participate in a discussion forum. Many online discussions forums are setup so that students are asked to respond to a prompt and reply to posts from their classmates. The discussions are likely to be underwhelming if the discussion forum is not setup to encourage substantive discussions.
When planning and facilitating quality online discussions, you should provide:
Discussion prompts that encourage student engagement
Clear/specific instructions and expectations
Specific/descriptive grading criteria
The Association of College and University Educators (ACUE) developed a set of resources to help instructors teach effectively, whether in an on-campus classroom or in a virtual learning environment. Online Teaching Toolkit has resources and recommendations that can be immediately put to use by instructors, to benefit both faculty and their students. ACUE’s Plan and Facilitate Effective Discussions resource, which is a part of the toolkit, has recommendations for a general rubric for discussion forums, reflection activity, and discussion feedback that you may find helpful.
In a recent Quality Matters (QM) Success Story Webinar, Lisa Kidder and Mark Cooper shared a resource that has suggestions for Alternative Discussion Structures. The resource includes specific learner instructions and grading criteria for each alternative discussion format. Some of the alternative discussion formats in the resource are reflections, case studies, timeline collaborations, student facilitation, small group/share, video analysis, in the news, and debates. The resource explains where the connection to QM Specific Review Standards and Universal Design for Learning (UDL) Guidelines for the discussion formats are.
Breaking news: Xavier has secured a site license for all faculty to have immediate access to Camtasia 2020.
For those just tuning in, Camtasia is a tool for making videos by recording from your screen and camera. A common use for teachers is to record short lectures. Many Xavier faculty will be familiar with this software already. In recent years, you may even have come to the fifth floor of the Library to use the CAT+FD Camtasia Studio.
Under the current pandemic conditions, we all have limited access to facilities, and our Camtasia Studio is not open for general use. CAT+FD advocated for a site license so that faculty can use Camtasia on their laptops, desktops, and other devices, wherever they may be. Many thanks to the office of the Vice-President for Academic Affairs for approving this purchase!
In addition to the software, we have access to TechSmith's tech support as well as extensive training materials, which are quite frankly excellent.
So what are you waiting for? Yes, you can download and install Camtasia now. Here's the link.
Please note: You will need to our freshly-minted Camtasia License key to unlock the software beyond the free trial period. To get the key, please contact me, Bart Everson. You can send me an email or use this form.
Many faculty find themselves teaching remotely because of the pandemic. One topic related to remote teaching that comes up often is student engagement during Zoom class meetings. Instructors who meet their students synchronously through Zoom want to know that the students are paying attention and are engaged during the class session. Some instructors feel that for student engagement in a synchronous class they should force the students to turn their cameras on during the class meetings. This article by Karen Costa, a Faculty Development Facilitator, explains why it is a really bad idea to force students to turn their cameras on from a trauma-awareness and equity perspective.
Are you looking for ideas for student engagement in Zoom sessions that do not require you to force your students to turn their cameras on? In an article posted on LinkedIn, Karen Costa provides some practical strategies that can help you to engage your students in a Zoom session. A few of her strategies are:
Encourage students to use non-verbal feedback including raise/lower virtual hand, answer yes/no to questions, speed up/slow down, and emoji reactions (clapping hands, thumbs up).
Ask informal questions throughout the session and encourage students to use the chat to engage with you and their peers.
Use formal and/or informal polls.
Embrace the pause. Pause during the class session to give students time to think and answer.
Invite students to share out via audio and or audio/video in addition to answering in the chat.
Teach students how to be on-camera in a Zoom session (e.g., lighting, background, virtual background, mute/unmute microphone).
Normalize the fear of being on-camera.
Try using breakout rooms.
Make the chat the heart of your session.
Set the tone for engagement from moment one.
If this has piqued your interest, you can read more about these strategies in Karen’s Making Shapes in Zoom article.
Also, we have Zoom how-to resources on our CAT FooD blog. You can find links for the Zoom how-to resources here:
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 July 2020/20.20.7 release that were added to our system this month:
1) Brightspace - Supported browsers
This release introduces the following updates to browser support for Brightspace:
Brightspace supports HTML5 Video Player and does not rely on Adobe Flash and Adobe Flash Player. However, you can still create Flash-dependent video content in Brightspace Learning Environment.
The concept of a Maintenance browser is removed from the Brightspace Platform Requirements documentation, as this previously related to the now unsupported Microsoft Internet Explorer browser. All supported browsers (Chrome, Edge, Firefox, and Safari) deploy using a continuous delivery model and Brightspace supports the latest versions of these browsers.
As of the July 2020/20.20.07 release, Firefox ESR is no longer a supported browser, due to extremely low usage. To support clients through this transition, D2L will fix high-priority issues for Firefox 68 ESR (until the end of September 2020) and Firefox 78 ESR (until the January 2021 release).
Brightspace's browser version check now displays warnings for browsers earlier than the following versions:
Chrome 81 (released in April 2020)
Chromium-based Edge 81 (released in April 2020)
Edge Legacy 44 (not receiving any further updates)
Safari 13 (released in September 2019)
Firefox 76 (releases May 5th, 2020)
You can access Brightspace with older versions of the supported browsers; however, D2L does not test Brightspace against these older versions. This means you may encounter unexpected user interface behavior and appearance, or broken and unsupported functionality. In most cases, D2L does not fix software defects experienced in unsupported browser versions. For an optimal experience that offers better performance, accessibility, and security, D2L strongly recommends that all users access Brightspace with a supported browser.
2) Rubrics – Accessibility improvements in Rubric creation workflow
This feature was originally released for the Rubrics tool in the June 2020/20.20.6 Continuous Delivery Update. The July 2020/20.20.7 update includes the following accessibility improvements in the rubric creation workflow:
When you change the names of levels in the rubric create or edit experience, screen readers now read the updated name rather than the original default level names.
Screen readers now indicate when new levels, criterion, groups, and overall score levels are added to a rubric. Previously, there was no loading progress indicator.
Screen readers now state that there is a new level, criterion, group, or overall score level.
The keyboard navigation tab sequence is improved when navigating to the Add and Cancel buttons in the Outcomes Picker window.
Occasionally, you may want to overwrite a file with a newer/updated version. It is easy to replace or overwrite files in your Brightspace courses.
Follow these steps to do it.
To overwrite an existing file, you should:
From the context menu of the topic, select Change File. This will prompt you to upload a new file.
Drag and drop the new file into the upload space or click Upload to browse for the new file.
If you would like your students to receive a notification of the updated content, check the Notify students that the content has changed button. Students must have notifications turned on in their personal settings to see the notifications.
There are a some situations where you may want to copy components of a Brightspace course OR copy an entire Brightspace course into another one. For example,
You have a course from a previous semester and you would like to copy the course contents into your empty course shell for the current semester.
You have a Master Course Shell that you input content into and would like to copy the course contents into your empty course shell for the current semester.
You are teaching multiple sections of a course, you created all the content in one Brightspace course section and want to copy the content into the other sections.
You created content in one course (e.g. rubrics, discussions, quizzes, etc.) and would like to copy that specific content from one Brightspace course into another.
Copying an entire Brightspace course OR copying components of a Brightspace course into another Brightspace course is not hard. As long as you are the instructor for both courses, it is a simple process you can do.
Notes About Copying Between Courses
Here are some things to consider when copying a course or copying components of a course.
Overwriting and Duplicating Items
In general, course components already in the destination course will not be affected by copying course components. The only course component that can be overwritten is a course file, i.e., HTML pages that have been created in the course site or files that have been uploaded to it. A course file is overwritten if one of the files being copied into the course has the same name as an existing file.
If copying components from the same source multiple times, be careful not to copy the same items more than once, or this will create duplicates that may be visible to users in the course.
Student data is not copied from one course to another; only the course structures are copied. For example, if a Discussion topic is copied, only the prompt and discussion settings are copied, not the individual student posts.
Links and Associations between Components
If copying linked or associated components, e.g., files attached to an Assignment Submission folder or the HTML files for pages that have been created, all of the related components must be copied at the same time. To do this, be sure to select the "Include Associated Content" checkbox when it appears. As long as that box is checked, all associated components are copied and the links between them are retained.
If the course copy contains any VoiceThreads, they will need to be "re-linked" in the destination course. After the copy, go into the destination course and click on the VoiceThread links and re-select the VoiceThread.
Respondus LockDown Browser (RLDB) Settings
Copied courses that have tests/exams with RLDB enabled require instructors to access the Respondus LockDown Browser Dashboard once after the copy to update the RLDB settings in the destination course. This has to be done before students will be able to take exams that require RLDB.
Turnitin PeerMark Assignments
Our Turnitin integration does not support copying of PeerMark Assignments. You will have to recreate your PeerMark assignments in the destination course.
Follow these steps to do it.
If you want to copy an entire Brightspace course OR copy components from a Brightspace course into another course, you should:
Get into the course you want the content copied into.
In the NavBar (of the course you want the content copied to), click on "Course Admin".
Click on the "Import/Export/Copy Components" link.
Click on the "Copy Components from another Org Unit" radio button.
In the Course to Copy option, click the "Search for Offering" button.
Click on the magnifying glass in the "Search for" field OR enter the name of the course you want to copy from in the search field.
Click on the radio button to the right of the course you want to copy content from and then click on "Add Selected".
Verify your selections are correct before proceeding.
At the bottom on the browser window you will click on either "Copy all Components" OR "Select Components" and follow the prompts.
Double-check to make sure that you are in the course you want the content copied into AND that you have selected the correct course you want to copy content from. There is no way to reverse the copy process once the wrong course is selected and the copy request is submitted.
You have been using Brightspace for a few semesters now and you are starting to feel comfortable with it. You have mastered the art of uploading files. You create announcements with ease. You have aced using discussion forums. You navigate the Grade Book effortlessly and collecting assignments digitally from your students via assignment submission folders is a breeze.
If you are wondering what to do next, you should consider taking your course to the next level by adding images.
Images can be used to serve many different purposes. Images are powerful because they:
Can help tell a story
Can explain a technical process
Can convey course information in an alternate format
Can break up the monotony of “text-only” pages
Can increase student engagement
Students pay more attention to articles/readings with graphic content
Just make the course look better
Below are examples of a Brightspace course that has a module without images and the same module with images and details. Which one looks better? Which course would you rather interact with?
The images used in example #2 are for decoration, but they do add color and continuity to the course. Also, the descriptions provide students with additional information and links to go to for help. Thus eliminating the need for the student to search around the course for help or to find details about the assignment.
You can insert an image anywhere you use the HTML Editor in Brightspace. With a few clicks of your mouse, your Brightspace course can go from boring text only to visually engaging pages of text and images that convey meaning to students in different ways!
Are you looking for images to use in your courses? Here are a few helpful resources:
In the HTML Editor, place your cursor where you want to insert the image and then click the Insert Image button.
Follow the prompts.
NOTE: Images that enhance information or contribute to the understanding of text content need alternative text (Alt Text) to be accessible. Images that are purely decorative and add no content value should be identified as decorative.
Often instructors are looking for images to use in their courses because images can liven up the course and help students understand the course material.
A picture is worth a thousand words, but it might also be worth a thousand dollars if your school gets hit with a copyright violation claim. —Eric Curts
There are many high quality pictures that can be used without any licensing concerns. These can include images that are released under creative commons, or are in the public domain, or simply are copyright-free.
Additionally, you may find an image you want to use, but you would like to make changes to it. You can find free photo and image editing tools in this eLearning Industry blog post by Christopher Pappas. Just make sure the image copyright gives you permission to modify the image.
If you are looking for information on copyright and Creative Commons, our Creative Commons (CC) Wiki Resource has information about CC licenses and CC licensed works that may help.
In a continued effort to support learner engagement and connection, D2L announced that the 30-minute Video Note extension will remain permanent, with a default limit of 30 minutes and 1 GB uploads.
Video Notes is a built-in media recording tool in Brightspace that allows instructors and learners to record short videos with a webcam. This makes it easy to personalize the learning experience with short, video-based feedback, comments, or instructions. Video Notes can be added where video attachments are supported and when the HTML Editor’s Insert Stuff option is available.