Are you slow at typing? Try dictating using Google’s voice typing.
Voice typing is a feature that is available in Google Docs. Voice typing is available in more than 40 languages. Although the results of the voice dictation is not 100% accurate, it can be a quick and easy way to start a rough draft.
To get started with voice typing, you need Google Chrome web browser and a functioning microphone connected to your computer. Login to your Google account and open an existing Google Doc or start a new one. In the ‘Tools’ menu, select ‘Voice typing’. A small pop-up window will appear to the left of your document with a dark microphone icon inside it. Click on the microphone icon. Once the microphone icon turns red you can start speaking. When you are done dictating, click the microphone icon again to turn off the voice typing service.
If you would like to learn more about the commands you can use with voice typing, refer to this Type with your voice help document or simply say “Voice commands help” when you are voice typing.
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 May 2019/20.19.5 release that were added to our system this month:
1) Assignments – Annotate in full screen
When annotating submissions in Assignments, instructors can now toggle to a full screen view. This allows for more screen space to display learner submissions and insert annotations, while removing unnecessary navigation menus.
2) Assignments – Opt-out of Annotations
Instructors can now determine if they want to use the annotation tools when assessing submissions for a specific assignment. Previously, if you had Annotations enabled in a course, all assignments displayed the annotation tools with no option to disable them. The new option allows instructors to easily opt-out of using the annotation tools, without the need to request a configuration change from their administrators.
3) Assignments – Rotate page using annotation tools
Instructors can use the Page Rotation function when assessing assignments using the built-in annotation tools. Depending on the format of a learner submission, documents may appear rotated when initially rendered in the document viewer. Use Page Rotation to quickly reorient the document so it displays as expected.
Page rotation options available in annotation tool
4) Discussions - Save feedback in draft state
This feature provides instructors the option to save feedback on assessments in draft state prior to publishing it to learners. Now when instructors add feedback to assessments, the Save Draft and Publish buttons display.
Note: The Save Draft button does not appear when a discussion topic is only associated with a rubric.
General Feedback page with the Publish and Save Draft buttons
5) Grades - Transfer rubric score to grade item score
This updated feature provides instructors the option to save feedback on assessments in draft state prior to publishing it to learners. Now when instructors add feedback to assessments, the Save Draft and Publish buttons display.
This feature sets the default value of the d2l.Tools.System.Features.GradingExperience configuration variable to Automatic transfer of rubric score to Grade Item. As a result, rubric scores are transferred to the grade item score by default.
The Rubric evaluation page is visible to instructors if a rubric is associated to a grade item, and the grade item is not associated with an activity such as an Assignment, Discussion, etc. When an instructor saves changes made on the Rubric evaluation page, the rubric score is transferred to the learner's grade item score automatically and instructors no longer have to manually transfer the rubric score to a learner's grade item score.
6) Quick Eval – Find and prioritize unevaluated learner submissions in one location
Quick Eval is a new tool that allows evaluators to see a list of unevaluated learner submissions from all their courses. Submissions from Assignments, Quizzes, and Discussions are displayed in one location to improve efficiency when locating work that requires evaluation and providing feedback to learners.
Educators can sort, filter, and search submissions to prioritize their evaluation work. Sorting can be done using the first or last name of the learner, Activity Name, Course Name, and Submission date. Filtering can be done using one or more of the following categories: Activity Name, Course Name, and Submission Date. Clicking on a user’s name opens an evaluation screen directly from the Quick Eval list where the evaluator can complete their assessment. The search function in Quick Eval allows evaluators to locate submissions for evaluation by searching for a specific user, assignment, quiz, discussion topic, or course.
When learner submissions are evaluated and published, they no longer show up in the Quick Eval list. An empty Quick Eval list gives educators confidence that no learner submissions are pending evaluation.
Evaluator view of the Quick Eval list
7) Quizzes - Full-screen quiz evaluation
Now instructors can evaluate quiz attempts in full-screen mode. This update enhances an instructor's quiz evaluation experience.
Quiz evaluation in full-screen mode
8) Rubrics - Rubrics Grading Experience available for Group Assignments and Discussions
The Rubrics Grading Experience available for assignments and discussions is now available for group Assignments and group Discussions. When a rubric assessment is in draft state, the assessment is not viewable by members of a given group. Once the assessment is published, all group members can view the rubric assessment. Previously, the new Rubrics Grading Experience was only available for regular Assignments and Discussions.
In addition, when a non-file submission assignment is connected to a grade item in the gradebook, the assessment symbol on the Grade All screen launches the assignment assessment experience.
The assessment symbol on the Grade All screen now launches the assignment assessment experience
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.
Traditional writing assignments are appropriate for many types of assessments, but there is no law that says traditional writing assignments are required for all.
In a Faculty Focus article, Dr. John Orlando explains how student videos can be used to demonstrate learning. He writes,
A good video assignment is to put students into small groups with instructions to make a video that teaches a key concept related to class. If done well, the video not only demonstrates students’ understanding of the concept, but also serves as a resource that can be used by others.
Recent technologies have made video creation remarkably easy and video assignments can be shared in Brightspace. However, you should opt to have the students upload their video files to a video sharing site like YouTube and just provide a link to the video inside Brightspace.
I usually get a lot of questions from faculty related to setting up their Brightspace courses. In the spirit of starting the summer session with less stress, I offer the following course design suggestions to reduce your course setup and management stress:
Setup Grade Book First
Setting up your Grade Book before adding assignments and activities that will be graded simplifies your course creation workflow. Grade items are not automatically created in the Grade Book. Instructors have to setup their grading system and create grade items separately.
When you setup your Grade Book first, you can associate the assignment/activity with the corresponding grade item in the Grade Book at the time you are creating the assignment/activity. This eliminates going back and forth between creating assignments/activities and the Grade Book.
Use Due Dates
Use due dates in Brightspace to help students stay on track. Dates automatically populate into the course calendar. Students will see due dates when they look at entries in the course calendar.
Enter due dates and availability (start/end) dates when you create assignments, assessments, discussion topics and forums, etc. Keep dates aligned with the dates in your syllabus to prevent student confusion about when an assignment/activity is due.
Make Names Consistent
Avoid naming assignment/activities one thing in the syllabus and another in the course (and/or still another in the Grade Book). If your assignment is listed as "Week 5 Short Essay Paper" in the syllabus, but your assignment submission folder is labeled "Educational Technology", you can expect to field questions and/or excuses from students who can’t figure out what they’re supposed to do.
Make things easier for students by making sure an item is named consistently throughout the syllabus and course, and things will be easier for you as well.
Keep Information Consistent
Posting multiple copies of assignment instructions or supplemental material in multiple places in the course is an invitation to trouble because there isn’t necessarily a correlation between them—they can be completely different documents. When there’s a change to the assignment, you have to remember to make edits everywhere you might have posted the information, or risk giving students conflicting information.
Instead of posting multiple copies use Quicklinks, as they are great for making sure information is consistent throughout the course. Quicklinks are useful because they allow instructors to provide students with a direct link to content in the course. For example, instructors can create an announcement or email for students with links that take students directly to specific content files or assignments inside of the course. Because this is a direct link to information in the course, when you make a change to the information it will be updated everywhere in the course because it’s linked.
Copy Course or Copy Components
You do not have to start from scratch when creating content for your course. If you created content in one course you can copy that content or copy components from that course into another course. For example, if you are teaching multiple sections of a course, you can create all the content in one course section and then copy the content into the other sections. Likewise, if you created content in one course (e.g. rubrics, discussions, quizzes, etc.) you can copy that specific content into another course. Copying course content is particularly useful at the start of a semester as it allows you to copy content from a previous semester to a newly created empty 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.
Today is Global Accessibility Awareness Day (GAAD). GAAD aims to get you talking, thinking and learning about digital access/inclusion and people with different abilities and talents.
Accessibility is about everyone. It is extremely important for students with disabilities to have access to accessible course content.
The Brightspace HTML Editor has a built-in accessibility checker that makes it easy to check for issues or offer suggestions to fix identified accessibility issues.
Follow these steps to do it.
To check for accessibility issues:
After you add content to the HTML Editor, click the accessibility checker icon.
The checker indicates if the content is free of accessibility issues, or offers suggestions to fix them.
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.
Thursday, May 16th is Global Accessibility Awareness Day (GAAD). The purpose of GAAD is to get everyone talking, thinking and learning about digital (web, software, mobile, etc.) access/inclusion and people with different disabilities.
While people may be interested in the topic of making technology accessible and usable by persons with disabilities, the reality is that they often do not know how or where to start. Awareness comes first.
The key to embracing accessibility – whether online, in the classroom, or on campus is realizing that taking the time to address an issue doesn’t just help a handful of individuals; in the end, everyone benefits.
Participants in global accessibility awareness day are encouraged to attempt to go an hour without using a technology most people take for granted – such as not using a computer mouse, attempting to navigate a website using a screen reader, or enlarging all of the fonts in a web browser to 200 percent, to see how functionality may be lost when accessibility isn’t taken into consideration in the design.
In an IDDblog blog post, Alex Joppie listed a few tips for keeping your online course running smoothly. I’ve combined his tips with a few of my own to provide you with suggestions to help your online course run smoothly. Those suggestions are as follows:
Before the semester starts—touch base with your students
Send an email to your students before the first day of class. In your email,
Make sure students know they’re enrolled in an online class. Some students take online classes because they think it will be easy. When in fact, some students struggle in online courses because they do not have the skills to be self-directed learners. You should let the students know that online classes take time and self-discipline.
Inform them of technology requirements, textbooks, and other required materials. This will help them hit the ground running.
Let the students know when your Brightspace course will be available.
Let the students know you’re there. This email can also serve to ensure to students that even though the entire course is going to facilitated by computers and networks, that there is a human being involved who cares about their success.
Make sure they got the email (and read it). Ask students to respond to the email. You may need to pursue other means of communication if a student doesn’t seem to be getting your email.
Additionally, take advantage of intelligent agents to automate sending email.
The first week—setting the tone
Follow these steps to set a healthy culture for the course and make sure everyone gets off to a good start.
Make sure students log in to your course. Use the Class Progress Tool to check to make sure everyone has logged in sometime within the first few days of class.
Create a welcome video for your course. Using a short video clip of yourself helps the students to have a picture of you in their mind. This video will help you to become a “real” person to your students.
Add a profile picture to humanize your course. Humanized learning increases the relevance of course content and improves students’ motivation to log-in to your course week-after-week. Your profile picture will create an inviting space for your students.
Create a more personalized learning environment in your course by using Replace Strings. Replace Strings allow you to create personalized messages for your students. A personalized welcome message, for example, will make your course feel more inviting to your students.
Be active in introductory discussions. Your introductory discussions will set the tone for the entire course. Make sure there’s a positive culture in your discussions by being engaging in the first one.
Encourage students to select their Brightspace personal preferences by configuring their account settings and notifications. Also encourage students to use the Brightspace Pulse app to keep up with critical and timely course related information and assignments.
Utilize the Brightspace Class Progress, Completion Tracking, and Checklists tools to help students stay on track. Students are more likely to be successful in an online course when they check-in regularly and keep up with their coursework. If a student falls behind early, they may never catch up.
Mid-course—checking in
Give your students an anonymous survey to get feedback from them on how the course is going. Do this sometime after you feel your students should have gotten a sense of the rhythm of the course but you still have time to make meaningful course corrections based on the feedback. This is especially important the first time you teach a new course.
Every week—the routine
Provide students with weekly communications that recap the previous week’s activities and prime students for the following week:
Highlight insightful discussion posts – Draw students’ attention to important points made by their classmates. It’s positive reinforcement for students and shows that you’re engaged.
Respond to gaps in student learning – Did everyone miss a question on the quiz, or skip over an important point in a discussion? If so, address it.
Contextualize the week’s main topics – Tie the week’s activities back to the learning goals of the course. Why is what we did this week important?
Prime the students for the next week’s main topic – Give some context about why they should care about what’s coming up next.
Consider presenting your weekly communications in the form of video announcements. Doing so will give your students more exposure to you as a "real" person speaking to them while giving them a presentation of material or virtual tour of the week's lesson.
End-of-semester evaluation—develop your teaching persona
An end-of-semester evaluation is a good opportunity to get feedback from your students to help you develop your teaching persona. 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.
Studies show that students withdraw from online courses at a higher rate than in face-to-face courses. There are many reasons for students withdrawing from an online course. Some reasons are beyond the instructor’s control. Educators do not like to see students withdraw from courses for the wrong reasons. The suggestions in this blog post will help you to improve retention and reduce attrition by making sure that your students are prepared, that they get off to a good start, and that they’re engaged.
Image credit: image by Clker-Free-Vector-Images from Pixabay
In a US News and World Report article, Ian Quillen identified six signs of a bad online instructor. The list included things like a syllabus that is unclear, no set timetable for responding to emails, and simply converting print resources used in the face-to-face class. Ian’s article was intended to help students access the quality of an online class and be able to withdraw if necessary. However, this list can also be used to help online/hybrid instructors recognize where their course may be in need of improvement.
Additionally, we developed an online teaching resource to help faculty develop or improve their online and hybrid courses. Check out our updated CAT+FD Online/Hybrid Teaching Resources and let us know what you think.
As you prepare to teach this summer, now is a good time to get started setting up your Brightspace courses. Our Information Technology Center (ITC) has created the summer courses in Brightspace.
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 summer 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 summer 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.
We asked students what they thought of the new core curriculum at Xavier University of Louisiana. Here's what they want you to know.
This episode is hosted by Jay Todd, Associate Director of the Center for the Advancement of Teaching and Faculty Development.
Jay Todd studied writing with Frederick and Steven Barthelme and Mary Robison at the Center for Writers at the University of Southern Mississippi. His fiction has appeared in journals such as Southern California Review, Chicago Quarterly Review, Fiction Weekly, and 971 Magazine. Since 2007, he has been a member of Department of English at Xavier, where he teaches American Literature, Freshman Composition, Modern English Grammars, and The Graphic Novel and Social Justice. From 2007 to 2010, Dr. Todd served as Xavier's Writing Center Director. From 2010 until 2015, he served as QEP Director, managing Xavier's Read Today, Lead Tomorrow initiative. In 2015, he became the Center for the Advancement of Teaching and Faculty Development's first Associate Director for Programming. As Associate Director for Programming, Dr. Todd assists in providing high-quality, relevant, evidence-based programming in support of CAT+FD's mission to serve faculty across all career stages and areas of professional responsibility.
Dr. Todd is a member of the Honor Society of Phi Kappa Phi, the Association for Interdisciplinary Studies, the Popular Culture Association, and the Louisiana Association for College Composition.
