Skip to content

A panel discussion with Brannon Andersen, Jacob Park, Pamela Waldron-Moore on teaching, learning, and a just transition. Moderated by Bart Everson.

photo of Brannon Anderson

Brannon Andersen came to Furman University in 1994 after completing his Ph.D. at Syracuse University, where he also was a senior geochemist studying leachate mitigation as part of the closure of the Freshkills Landfill on Staten Island, NY. He is trained in geology but has morphed into an environmental scientist with a focus on biogeochemistry and sustainability science. Dr. Andersen has co-authored over 110 abstracts with undergraduate students for regional and national professional meetings, he has published over 28 journal articles and book chapters, and has been awarded over $2 million in external grants.

Jacob Park is Associate Professor in Castleton University’s College of Business who specializes in the social and environmental dimensions of innovation, entrepreneurship, and international business, with special focus/expertise in emerging and developing economies in Africa, Asia-Pacific, and Caribbean islands regions. He is also a Visiting Professor at the University of Johannesburg (South Africa) and has served as the Coordinating Lead Author of the UN's GEO-6 Report, Lead Author for the UN Millennium Ecosystem Assessment initiative, and as an Expert Reviewer for a number of reports for the Intergovernmental Panel on Climate Change.

[headshot]

Pamela Waldron-Moore is Professor of Political Science at Xavier University of Louisiana, where she has taught since 1998. She holds a Ph.D. in political science with specialization in comparative politics and international relations. Her teaching and research expertise lies in exploration of themes related to the political economy of development, industrialized democracies; international political economy, international law and politics, gender inequality, climate justice, knowledge economics, democratization, global citizenship and African feminisms.

Bart Everson is a media artist and creative generalist at Xavier University's Center for the Advancement of Teaching and Faculty Development. His recent work draws on integrative learning, activism, critical perspectives on technology, and Earth-based spiritual paths.

Links for this episode

Transcript coming soon!

Smart phone with Zoom app on the screen

Many educators found Zoom to be an invaluable tool in being able to continue with teaching and learning this last year. By now, you have probably gotten used to hosting or participating in Zoom meetings. Did you know that the Zoom software is updated periodically to add new features? There are some new Zoom features that you can use in order to provide a more engaging online learning experience for your students. Read on for some new features that may be of interest to you.

NOTE: You must have an up-to-date version of the Zoom client software to test out these features. Here’s some information on how to update Zoom.

1) Share Screen to all Breakout Rooms

If you used breakout rooms before, you may have facilitated a breakout room activity where you wanted to share your screen in all the breakout rooms while the participants are in the breakout rooms. If so, your wish has come true! There is a new “Share to breakout rooms” option available in when you click on the Share Screen button when breakout rooms are open.

share to breakout rooms option
Screen Share to Breakout Rooms

Note: Sharing your screen will interrupt any screen shares that participants may have started in the breakout rooms.

2) Focus Mode

Focus Mode does just that – it helps keep participants focused in a Zoom meeting. This feature was designed with educators in mind. Focus Mode places meeting participants in a view where they are only able to see themselves, the host/co-hosts, and the content they are sharing. In this view, hosts and co-hosts can also choose to view participants in gallery view, enabling them to see all participants simultaneously. This feature can help instructors who facilitate and proctor exams on Zoom. Instructors can require students to be sharing their screens simultaneously while taking an exam, and then the host can review each student’s screen, without the students seeing each other’s screens.

start Focus Mode
Prompt to Start Focus Mode in Zoom meeting

In order to use Focus Mode in a Zoom meeting, you first must go to your settings in your xula.zoom.us account and turn on Focus Mode. More information can be found in this Focus Mode article on the Zoom support site.

3) Vanishing Pen

This new feature in the Annotation toolbar is available when screen sharing or using the Whiteboard. The vanishing pen allows hosts and participants to use a pen tool where the drawings slowly vanish. This is helpful if you want to draw attention to something temporarily. Instead of using the draw tool to make a mark and then using the eraser tool to remove the marking, you can use the Vanishing Pen and the marking will slowly disappear.

You select the Vanishing Pen by clicking on the Spotlight button in the Annotation toolbar, and then selecting Vanishing Pen.

spotlight using vanishing pen
Annotation Tools - Spotlight using Vanishing Pen

4) Share and Play Video Files Directly Into Meeting

This feature allows you to directly choose a video file from your computer to play through screen sharing. Instead of having to share your desktop and bring up the file, or share a specific video playback program, the video file will play directly in Zoom for all meeting participants to watch. This option is located in the Advanced tab of the Share Screen window.

Share screen - share video option
Share Screen Advanced options - Share Video

More information can be found in this Sharing and Playing a Video on the Zoom support site.

5) Reactions - Full Emoji Suite and “Away” Coffee Cup

If you click on the Reactions button in Zoom, you’ll notice that you have a full array of emojis to choose from in order to express your emotions! When an emoji or icon is selected, it will appear in the corner of your video, as well as next to your name in the Participants window. Emoji reactions will disappear after 10 seconds, while raise hand and nonverbal feedback, such as Yes, No, Slow down, and Speed up will be persistent and must be manually removed by the participant or host. Additionally, you will also find the Coffee Cup icon, which will display an “away” status for you. The host and participants can use the Coffee Cup to indicate when they have stepped away from the meeting and then turn the Coffee Cup off when they return.

Zoom reactions
Zoom Reactions

Zoom coffee cup reaction with "I'm away" noted on the screen
Zoom Coffee Cup Reaction

Zoom emojis
Zoom Emojis

6) Immersive View

Zoom Immersive View is a feature that places some or all meeting participants in one virtual background. It helps to simulate the feeling of an in-person meeting or classroom. The feature can accommodate up to 25 people. To enable Immersive View as the host, click the View icon in the upper right corner of a Zoom meeting, and then click “Immersive View.” You’ll be presented with several options for virtual immersive “rooms” for up to 25 participants.

Zoom's View menu with immersive view highlighted
Zoom's View menu with Immersive View highlighted

CAT+FD team in a Zoom meeting using Immersive View
Example of CAT+FD Team in an Immersive View

For more information check out this Introducing Zoom Immersive View blog post. Additional information about Immersive View can be found in the Zoom Help Center.

7) Mute and Video Off When Joining a Recorded/Live Streamed Meeting

When participants join a meeting that is currently being recorded or livestreamed, they will be notified, and their audio and video will automatically be turned off. This will allow them to fully opt into being recorded or not, without their face or voice accidentally being recorded if they do not consent to it.

8) Post-Meeting Survey

Hosts now have the ability to have Zoom prompt participants to take a survey after they leave a Zoom meeting, including through third-party survey tools. After participants leave a Zoom meeting, the survey will automatically load in their browser. Hosts can then review the survey results via the Reports feature in your xula.zoom.us account or through the third-party website.

Zoom survey options
Add a survey to Zoom meeting

To apply a post-meeting survey for a Zoom meeting, you first must go to your xula.zoom.us account settings and turn on Meeting Survey. Then, after scheduling a Zoom meeting, the Survey feature will be available at the bottom of the meeting confirmation page. For more information check out this Post meeting Survey and reporting page on the Zoom support site.

Try out these new features and let us know what you think by leaving a comment on this blog post.

ICYMI, you may be interested in these Zoom related CAT FooD blog posts:

"[M]y time at Xavier has allowed me to understand and appreciate the mission of St. Katharine Drexel and the University. This insight is vital for understanding the needs of our students and the demands upon our faculty and how this impacts programing at CAT+FD. -Dr. Mark Gstohl

Although we are sad to see Dr. Jay Todd move on to other things, we are delighted to welcome Dr. Mark Gstohl back to CAT+FD as our new Associate Director for Programming beginning January 2022! Dr. Gstohl is an associate professor in the Theology Department who has taught at Xavier since 2000. He formerly served as CAT+FD's faculty-in residence for Service-Learning from 2010-2013. His service-learning projects, Little Free Library projects, and work with local artist Jacqueline Ehle Inglefield at A Studio In the Woods helped him to win the Top 100 Leaders in Education by the Global Forum for Education & Learning in 2021, in recognition of his contribution to the field of education.

In addition, Dr. Gstohl brings his talent in incorporating technology into teaching, as well as his expertise in effective online teaching. He served on our original e-learning committees and implemented effective online and hybrid pedagogical practices well before they were pandemic imperatives.

In 2014 (CAT+FD's 20th anniversary) Dr. Gstohl served as a central member of our MVP team, where we explored how our mission should grow and change. It is with this insight and history that he will approach his new position to support our activities and initiatives by planning and promoting CAT+FD programming.

Dr. Gstohl, we look forward to working with you!

female student looking at laptop screen

Giving students timely, useful feedback can greatly enhance learning and improve student achievement. ICYMI, read my Give Students Feedback That Helps Them Learn blog post for information on providing better feedback.

Are you looking for ways to simplify grading and for providing feedback on assignment submissions? These Brightspace tools can help:

Annotations Tool
The Annotations tool allows instructors to provide feedback directly in submitted assignments. Feedback can be provided as text highlighting, freehand drawing, text annotation, and note annotation.

The use of a stylus is not required when using the Annotations tool. However, it could help to speed up the process of marking up the assignment submissions.

For more information, refer to this how to use the Annotations tool blog post.

NOTE: The Assignment Grader app allows instructors to make annotations on assignments. The Assignment Grader app is no longer available for download to new users. Existing users may continue to use the app if they have it installed on their device, but no further updates or support will be made available by D2L and the app is scheduled to be removed from app stores. As an alternative mobile grading option, D2L recommends using the Quick Eval tool.

Rubrics
Rubrics allow instructors to establish set criteria for grading assignments. Using the rubrics click-and-score simplicity saves time when grading. With a rubric you can provide consistent evaluation and contextual feedback to students. You can add additional personal feedback to each criterion, expanding on why you chose that level and what additional work would be required to improve on it.

For more information, refer to this using interactive rubrics in Brightspace blog post.

Video Notes
Audio and video feedback can provide richer and more detailed feedback than may be possible through written comments. Visual or audio feedback also provides a more personal way of giving feedback. You have the option to provide audio and/or video feedback in Brightspace. Use Video Notes to provide short, video-based feedback, comments, or instructions.

Here are a couple of blog posts with more information:

Quick Eval
Quick Eval 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.

For more information, refer to this blog post on using Quick Eval.

The Orange Room

Have you visited The Orange Room (Brightspace Educator Share Showcase)? The Orange Room is a community where educators can learn from each other about efficient and innovative ways to use Brightspace. Several of your colleagues shared tips and suggestions already. Here are two contributions that may be of interest to you:

Want more information?

Brightspace Tip #255: Simplify Assignment Collection
Brightspace Tip #143: Annotate Assignment Submissions
Brightspace Tip #204: Interactive Rubrics
Brightspace Tip #231: Video Notes
Brightspace Tip #233: Video Notes – Closed Captions
Brightspace Tip #120: Quick Eval

View all the Brightspace training recaps
Instructors Quick Start Tutorial
Continuous Delivery release notes
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.

Photo credit: photo by #WOCinTech Chat is licensed under CC BY 2.0

two African American females looking at laptop computer screens

In a Teach Thought blog post, Justin Chando writes,

To tell a student “great job” or “this needs work” is a missed opportunity.

Hearing that you did a great job is wonderful. However, the problem with “great job” or “this needs work” is that it is not specific. There is no indication of what was done that was successful, and no information about how to replicate this success in future assignments.

In the blog post, Justin goes on to explain Grant Wiggins’ key characteristics of better feedback. Helpful feedback is:

Goal oriented: Goal referenced feedback creates a roadmap for students; it shows them how far they can go in the mastery of a subject or skill by outlining specific places for improvement or highlighting successful behaviors/techniques.

Transparent: A useful feedback system involves not only a clear goal, but transparent and tangible results related to the goal. The feedback needs to be concrete and obvious.

Actionable: Great feedback begs an obvious action/response from a student. It provides a clear course of action for the next time around or outlines a new plan for moving forward.

User-friendly: Feedback is not of much value if the student cannot understand it or is overwhelmed by it. Quality feedback should be accessible to the student, clear and concise, using familiar language from the lesson/course.

Timely: Vital feedback often comes days, weeks, or even months after. Give students timely feedback and opportunities to use it in the course while the attempt and effects are still fresh in their minds.

Ongoing: One of the best ways to give great feedback is to give it often. Ongoing formative feedback helps students identify their strengths and weaknesses and target areas that need work.

Consistent: Keeping guidance as consistent as possible allows students to hone in what needs to improve in their work and focus on making it better.

For more information on these key characteristics of better feedback including strategies to give better feedback, read Justin's Teach Thought blog post, How To Give Students Specific Feedback That Actually Helps Them Learn.

Also, check out this Wise Feedback: Using Constructive Feedback to Motivate Learners blog post from the Center for the Advancement of Teaching at Temple University.

Photo credit: photo by #WOCinTech Chat is licensed under CC BY 2.0

Well. Here we are. Again. The school year has gotten off to kind of a rough start, wouldn't you say? I heard one mother with children in the local system remark that this would absolutely, positively have to be the last "first day of school" this year. At least, she hopes so.

On our campus, the physical damage may not be profound, but we have faculty and staff and students who have lost a lot. In some cases, they've lost their homes, possibly even loved ones. We are walking around and doing our best to return to the normal rhythms of the academic year, but it's challenging, to be sure.

Wouldn't it be nice if we could just reboot this entire semester?

That may not be possible, but perhaps we can reboot our own experience of the semester. We can make some time for stillness, which can refresh and renew the spirit. Please join us Wednesday morning for "A Quarter of Quiet." See details below. Whether you make it or not, please do remember to engage in some form of self-care. It's absolutely essential in the best of times — to say nothing of right now.

Wednesday is also the autumnal equinox, a very special time when day and night are equal, considered by many Americans as the first day of fall. On behalf of CAT+FD, let me be the very first to wish you a happy equinox!

Meditation Room

A Quarter of Quiet

The Center for the Advancement of Teaching and Faculty Development invites you to join us for a regular group meditation. We'll meet in the Meditation Room of the St. Katharine Drexel Chapel each Wednesday morning throughout the 2021 fall semester. Drop in when you can.

What to expect?

As the meditation room is located directly beneath the bell tower, we are using the bells in our meditation. They chime quarterly. Our period of silence begins at 8:30 and ends at 8:45.

But I've never done this before!

You needn't have any experience with meditating; just stop by and give it a try. There's no commitment and no pressure. There's also really no right or wrong way to do it. Just sit quietly. Of course, if you'd like some basic instruction we can help; contact Bart Everson.

Why meditate?

Meditation has numerous well-documented benefits, including stress management, improved emotional balance, increased focus and awareness and increased responsiveness to student needs.

  • Date: September 22, 2021 - December 15, 2021 (when classes are in session)
  • Time: 8:30 - 8:45 AM
  • Location: Meditation Room, St. Katharine Drexel Chapel
  • Sponsor: CAT+FD

Photo credit: Bart Everson

Inclusive Mixed-Mode Teaching

Thanks to those of you who attended last week's workshop on how to be effective and inclusive in mixed-mode teaching. For those who were unable to attend, we hope this video recording of the workshop will be helpful.

You'll find this video and other resources in support of the workshop on the CAT+FD wiki.  

Debbie Harry using a rotary telephone.
"I'm in the phone booth; it's the one across the hall"

Thanks to Hurricane Ida, I'm getting to see what it's like for those students who have to, for a variety of reasons, do their schoolwork on a smartphone, and it's making me think about our reliance on education technology and the assumptions we make about our students. We need to think about how our use of technology might make learning even more difficult for some of our students.

We drove to Tallahassee to get away from the storm, returning on Tuesday, August 31, after ensuring that the roads were clear enough to get back to our house. We knew we wouldn't have power (or internet) when we got back, but we wanted to check on our house as soon as we could, since we live out in the country and have lots of pine trees in our yard. Our electricity came back on the following Tuesday, the same day Xavier reopened remotely, but our internet service is still out (the data cable is still lying in my front yard).

I am now on Day 18 without access to reliable high-speed internet service. At our house, we have our cell phones; however, since the storm, we have not been able to get more than one bar of signal.  Meanwhile, I still have work that needs to be done and requires access to the internet. Also thanks to Ida, we have very bad cellular service at our house -- one bar, at best -- and we are using way more data than we're supposed to.

A message from AT&T that we've gone over our data cap.
We went over our 9GB data cap for this cycle in just six days.

What all this means is that my highly connected life, in which I could work any time I needed to, has come to a grinding halt. I've repeatedly told colleagues and students that I will respond when I can, and that short text messages are actually the most reliable means of communication for me. I'm sure for some, I sound like I'm making excuses and trying to avoid work.

Responsive Pedagogy, Not Just Responsive Design

During the two weeks of asynchronous learning means everything is done in Brightspace, our LMS, which is fine, because I do everything in Brightspace anyway. After the past 18 months of remote teaching, I decided everything for my classes, even my face-to-face classes, would take full advantage of Brightspace. I don't even have a document called a syllabus anymore: instead, I have a number of pages in Brightspace that provide all that informatiom. Working in Brightspace when you have a full-sized monitor (or even two monitors) plus a high-speed internet connection is great. Working in Brightspace on a phone with an okay cellular signal is manageable, but barely so. The screens are slow to load, and sometimes they don't load at all. Uploading a PDF takes a very, very long time. Some screens, especially administrative screens with lots of settings, are hard to manage on a phone. And if you forget one little detail, you have to go through the whole laborious process again.

Some will ask why I don't just go somewhere with reliable wifi. I spent one Sunday in Hattiesburg at USM's library to do this -- and got a ton of work done, but that was a four-hour round-trip drive (although we were also able to load up on gas for the generator). The next day, I drove Baton Rouge, a three-hour round trip drive, and again got a ton of work done (that was Labor Day, by the way). Meanwhile, no one was cleaning up my yard or cleaning out my refrigerator or keeping an eye on my dogs who can't go outside because our fence is damaged. No one was talking to my insurance company about my car that got squashed by an oak tree.

Chart comparing digital byte units.
Wikipedia contributors. (2021, September 17). Byte. In Wikipedia, The Free Encyclopedia. Retrieved 18:55, September 18, 2021, from https://en.wikipedia.org/wiki/Byte

I'm privileged to be experiencing this during a major disaster, when compassion is more accessible. AT&T says they won't charge me for going over my data plan (although yesterday they started throttling our data rate to 128 kbps (yes, kilobytes)). Imagine doing this just because it's all you can afford to do. Imagine trying to do your work on your phone while sitting in the parking lot of a fast food restaurant because their wifi is better than your cell service. Imagine trying to look at PowerPoint slides full of small text on a 6-inch screen. Imagine having to cram all your work into one three-hour block of time because that's all you can afford to leave your house for.

All of us in academia try to balance our school work with our non-school responsibilities. It's a tough juggling act, and no one of us does it the same way.

I guess my point is that while I have always said I understood that some students might need to do their schoolwork on their phones. While I've always said I understood that some students are juggling multiple responsibilities that have nothing to do with school along with all their schoolwork, I've never understood just how difficult it is to do.

The advancements we've seen in educational technology over these past two decades have been really amazing. But #EdTech assumes a lot about the students (and the teachers). It assumes we have the personal infrastructure you use the technology, and for some reason, it also assumes that we that infrastructure allows for constant access to the technology. These are really bad assumptions to make. Demanding that students turn on their webcams during Zoom classes (What if they don't have a webcam? What if their internet connection isn't good enough to upload the video stream?) or expecting them to simply be able to do all of their work on a computer -- these are lousy assumptions.

Compassion means we need to make other assumptions, though. Compassion means we need to assume that our students are struggling as much (and probably more) than we are with COVID and Ida and Nicholas and parents and kids and bills and so forth. Before we automatically assume that our students can hop online and do whatever important work we want them to do, let's stop and think about why they might not be able to. Let's try to provide them with an education that is responsive to their needs rather than one responsive to just ours.

You can easily insert images, videos, and other media into your Brightspace course using the "Insert Stuff" option within the Brightspace Editor. Insert Stuff allows you to embed or link to content items and place them within your Brightspace course. Insert Stuff is available anywhere in the course where the Brightspace Editor is available. This includes content item descriptions, announcements, discussions, assignments, quizzes, surveys.

insert stuff window

Depending upon your needs, Insert Stuff allows you to upload and insert media in the following ways:

  • Upload a file from your computer
  • Insert a file from within your Course Offering Files
  • Insert a file from within your Brightspace ePortfolio
  • Create and insert a Video Note (webcam recording)
  • Insert a Youtube video via Youtube Search within Insert Stuff window
  • Insert an image file via Flickr Search within the Insert Stuff window
  • Enter a URL where your media file exists
  • Insert a media file by using the Enter Embed Code option
  • Insert media via a Mediasite Lecture Capture search

The next time you are contemplating using media in your courses, try inserting stuff.

Are you looking for images to use in your courses? Check out my Find Free Images to Use in Your Courses blog post.

Follow these steps to do it.

To insert stuff:

  1. In the Brightspace Editor, place your cursor where you want to insert the media and then click the Insert Stuff button.
  2. Choose the media type you want to insert and follow the prompts.

insert stuff icon shown on Brightspace Editor toolbar

Want more information?

Create a File and Insert Stuff (video)
Brightspace Tip #259: Brightspace Editor
Brightspace Tip #231: Video Notes
Find Free Images to Use in Your Courses

View all the Brightspace training recaps
Instructors Quick Start Tutorial
Brightspace Known Issues
Continuous Delivery release notes
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.

D2L rolled out a new modern, upgraded, responsive, accessible, and pretty Brightspace Editor! The new Brightspace Editor became the default editor with our August Continuous Delivery Updates. The Brightspace Editor replaces the old HTML Editor and is the primary method of creating content in Brightspace. The Brightspace Editor allows users to enter text, pictures, or embed audio/video. Advanced users can even embed HTML code.

Brightspace Editor
Brightspace Editor

You can create course content using the Brightspace Editor. For example, the Brightspace Editor is available when you edit discussion topics, create custom instructions for assignment submission folders, create quizzes, create announcements, and create content topics.

The Brightspace Editor has many icons that match those of common word processing software: bold, left justify, bullets, tables, and so on. It’s important to remember the Brightspace Editor is not a word processor. When you add pictures, links or embed videos, you are creating references to items that are stored internally (in Brightspace) or externally (another web site). If those items are changed or deleted, the reference will not display properly.

Redesigning the editor provided opportunities for D2L to provide a better experience. Some new features were added to the Editor, but there was also a focus on improvements in accessibility, responsiveness, and ease of use:

  • Improved accessibility – D2L ensured that toolbars met the new WCAG 3.0 standards for button spacing and that the keyboard navigation makes sense to users, especially those using screen reader technology. They also recreated their great color picker that highlights WCAG AA compliance to end users.
  • Enhanced responsiveness – The toolbar collapses intelligently based on the size of your screen, with different breakpoints. This means that formatting options collapse together, alignment options, and 'insert' options - creating a great experience on any device.
  • Ease of use – The editor now looks more like a standard web text editor - with all formatting options at the top. Contextual menus are inside the editing experience for quick access while typing. They included the advanced code editor that makes editing html code easier. They upgraded the tables feature and added: format painter, word count, and @mentions in Discussions. All areas clients suggested for improvement in the Product Idea Exchange (PIE).

A breakdown of the new features in the Brightspace Editor
Brightspace Editor: A Breakdown of New Features

Enhancements to the Editor

  • More and different formatting options.
  • An improved color picker with WCAG compliance checking.
  • A full set of emojis and special symbols
  • The move of footer options like 'preview' ' source' 'accessibility checking' and 'expand' to the main toolbar.
  • Updates to the font size menu
  • Removal of Spellchecker*
  • Removal of Cut/Copy buttons (which no longer worked on most browsers anymore in any case)
  • A refreshed Accessibility checker
  • The Brightspace Editor now remembers the open or closed state of the More Actions button, per user, in order to reduce clicks for users that frequently use options in the expanded editor.

*NOTE: The Brightspace Editor does not have a built in spell checker. Your web browser’s built-in spell check functionality is available in the new Brightspace Editor and D2L recommends using it.

Additions to the Editor

  • Format painter that enables you to copy and apply text formatting.
  • New Advanced Tables that includes sorting options.
  • Contextual menus for editing text, links, and images (image editing is not available in all areas)
  • Word Count including character and selection word count
  • Advanced Source Code Editor that includes code suggestions and color coding for tags.
  • Lato font
  • @mentions support in Discussions
  • An 'Other Insert Options' menu for overflow items to improve responsiveness.
  • Limited text pattern support: * * for italics, ** ** for bold, ## for H2, ### for H3, etc until H6.

Want more information?

Using the Brightspace Editor

View all the Brightspace training recaps
Instructors Quick Start Tutorial
Brightspace Known Issues
Continuous Delivery release notes
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.