WEBVTT 1 00:00:02.920 --> 00:00:20.180 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Alright. Hello, everyone, and welcome to our ready to go a startup term course, plus refresher for term one. My name is Amy Pinkerton, and I'm a senior instructional designer at the center for teaching and learning or Ctl. And I'll let my colleagues introduce themselves, starting with Brian. 2 00:00:21.140 --> 00:00:30.750 Brian Klaas: Oh, Hi! I'm Brian Kloss. I'm the assistant director for technology here in the Center for teaching learning, and I have a faculty appointment at the school and teach a bunch of classes. 3 00:00:31.770 --> 00:00:33.810 (Amy Pinkerton) BSPH CTL Teaching Toolkit: And then Lauren and Carrie. 4 00:00:34.590 --> 00:00:39.579 Lauren Dana: Great Hi! My name is Lauren. I'm also an instructional designer at the center for teaching and learning. 5 00:00:42.510 --> 00:00:48.510 Keri McAvoy: Hi, everyone! I'm Carrie Mcavoy. I'm an instructional design support specialist with the center for teaching and learning. 6 00:00:49.320 --> 00:01:06.379 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Alright. Thank you. This session is being recorded and the recording will be posted on Ctl's on demand workshop videos, page on our teaching toolkit website, and there will be opportunities for Q&A throughout today's session. But if you do have questions, you can also post those in the chat. 7 00:01:06.620 --> 00:01:15.079 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Alright. So let's begin. So today, we're going to start by identifying what is new in course, plus so new course plus tools and features. 8 00:01:15.450 --> 00:01:23.320 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Then we're going to discuss some start of term tasks and explain how course plus tools and features can be used to accomplish these tasks. 9 00:01:24.110 --> 00:01:32.439 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Then we're going to identify some common or frequently asked questions or Faqs that are typically submitted to Ctl help at the start of academic terms. 10 00:01:32.490 --> 00:01:34.969 (Amy Pinkerton) BSPH CTL Teaching Toolkit: And then, finally, we'll share some resources 11 00:01:35.860 --> 00:01:49.200 (Amy Pinkerton) BSPH CTL Teaching Toolkit: to do this. We're going to spend about 10 min on what's new in course, plus about 20 min on start of term tasks, 8 min on faqs and resources, and then the remaining time will be used, will be open for questions and answers. 12 00:01:49.730 --> 00:01:55.980 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Alright. So we'll start off by. I'll pass things off to Brian to talk about what is new in course, plus. 13 00:01:56.630 --> 00:02:23.329 Brian Klaas: Thanks, Amy, let me go ahead and share my screen. So, as you probably know, there's lots of new things in course, plus on a regular basis. But I'm gonna highlight just a few of the things that we've added in the last few months since. Probably I think march of this year. Because these may not be familiar to you if you didn't teach during the 4th term but want to raise them to your attention, because there's some pretty significant changes and enhancements to some of the tools 14 00:02:23.330 --> 00:02:49.560 Brian Klaas: inside, of course, plus. So the very 1st thing I'm gonna talk about. And and as I go along, if you have questions, you could type in the chat, raise your hand, happy to answer them. So the very 1st thing I want to talk about is a a small feature, but kind of important that we launched just a couple of weeks ago inside, of course, plus. And that is sort of our 1st foray into using generative AI inside, of course, plus 15 00:02:50.344 --> 00:02:56.205 Brian Klaas: and not gonna give you all the back story because there's a fairly extensive blog post that talks about the back story on this. 16 00:02:56.490 --> 00:03:02.099 Brian Klaas: But what we're providing now is essentially a tool that will 17 00:03:02.190 --> 00:03:26.199 Brian Klaas: take a look at the content you've created, and by content in this case, I mean Ctl hosted lecture materials. This doesn't have to be a Ctl recorded lecture, but something that's hosted inside of a page builder page inside of a course site inside, of course, plus if you have Ctl hosted lecture materials, there is now this option. When you edit the page. 18 00:03:26.200 --> 00:03:50.760 Brian Klaas: Students don't see this, but only faculty and tas do. If you edit the page, you'll notice there's now this button on the page in the lecture materials box that, says AI review quiz maker, and if I click on this, this opens up a very simple tool that describes what it does and essentially what the tool does is, it takes the transcripts from your Ctl. Hosted lectures, sends them off to chat Gpt, or the large language model. That is the 19 00:03:50.760 --> 00:04:15.739 Brian Klaas: same model behind Chat Gpt, and then generates review questions for use in in lecture quizzes review quizzes maybe even exams. I don't think that the overall sort of quality of of the questions is probably good enough for a midterm or a final exam in your class. You may feel otherwise. That is up 20 00:04:15.740 --> 00:04:40.590 Brian Klaas: to you. But it's it's a very simple tool that allows you to sort of save time. Not have to worry about coming up with review quest questions. About the sort of core didactic content, because the literature shows that the most effective way for students to remember. Core didactic content is through review, formative assessments. Review quizzes activities that allow them to review that 21 00:04:40.590 --> 00:05:05.339 Brian Klaas: core material in a very simple way where it's like, did you understand these concepts, or did you not, before they sort of build from that to go on to something else? And most of us, as faculty, myself included, don't have time to do a lot of sort of review quiz making. And so this tool takes care of that for you, and essentially all you do is click a button that says, generate a review, quiz, and then, after a couple of minutes, it will generate that review quiz for you. 22 00:05:05.340 --> 00:05:20.289 Brian Klaas: and I can show you what this looks like. A review. Sorry generates the questions. Not necessarily the whole quiz. Because I'll show you what actually comes out from this process. What comes out from this process is an email. You get an email, as you can see here. 23 00:05:20.510 --> 00:05:45.480 Brian Klaas: like, I got one a couple of weeks ago using this that, then gives you a series of questions. Multiple choice, true, false match from 2 lists. I think that's it. Yeah. Kinds of questions that ask questions about what was in the, in, the, in the lecture, the whole lecture itself, and then you can decide. Are these questions good are they appropriate? You know, in case the large language model gets something wrong. 24 00:05:45.480 --> 00:06:09.190 Brian Klaas: it's important that it is reviewed. But you definitely want to review critically the what comes out of it and then decide what you're gonna do with it. And in my particular case. What I did here is I actually took these. Some of these did this on some of my own lectures in my classes, and I went in, and I built in lecture quizzes, using the in lecture quiz tool that's available been available in course, plus, for I don't know about 2 years now 25 00:06:09.477 --> 00:06:34.189 Brian Klaas: to create in lecture quizzes for quizzes, for lectures I had already recorded, just to make sure that my students were understanding core concepts and core ideas. In in my lectures here. Again. This is very simple and easy to do. You can run this tool as many times as you want, because all you're really doing is clicking a button and then it, you know, sends that that lecture off to your the large language model, and then generates different sort of responses 26 00:06:34.190 --> 00:06:56.550 Brian Klaas: every single time. I mean, there's a finite number of variations that can come out of a 10 min lecture. You know questions about a 10 min lecture. But again, it's a tool that lets you think about, and how you might, you know, again, provide more review opportunities for your students, formative assessments which will help them learn along the way. And if you want to learn a little bit more about how the tool works, you can look at the blog post. 27 00:06:56.550 --> 00:07:21.289 Brian Klaas: I just wanna emphasize one thing that's in there. You know, if you're worried about the content of your lecture being stolen by Chat Gpt. It's not going to be the content is not available to, or used to train, chat, gpt, or future versions of chat gpt in any way, shape or form the files are deleted immediately after use. So there isn't a lot of I think there's no need for a lot of concern about, you know. 28 00:07:21.290 --> 00:07:32.859 Brian Klaas: somehow, your lecture content being able to use and to answer questions from anybody around the world inside of Chat Gbt, because that is really not how the tool works at all. 29 00:07:33.010 --> 00:07:50.700 Brian Klaas: So that's the 1st thing I wanted to show off here. In in course plus, and there will be more more generative. AI based tools coming in in the future slowly but surely, and done in a very careful way. And that's super important. 30 00:07:50.700 --> 00:08:05.439 Brian Klaas: The next thing I want to talk about is that in case you hadn't seen it or did not know you and your course team can create or live talks schedule your live talks inside, of course, plus yourself. 31 00:08:05.440 --> 00:08:30.100 Brian Klaas: So all classes, all fully online, traditionally online classes that have previously required you to go to acuity scheduling and fill out when you want to have your live talks and coordinate with your instructional designer and your instructional designer manually making these changes, you know, in your course, schedule all that's gone. It's all done in real time now. So as a faculty member or a ta. 32 00:08:30.100 --> 00:08:55.089 Brian Klaas: you can go into any live talk listing edit, the date and time edit the information you previously. You could never update the date and time on your own. You had to have an instructional designer do that. That is no longer the case. If you're adding a new event, anybody can just select live talk as one of the event types, and that information is automatically, whenever you make changes, addition is deleted, it's automatically synchronized with the live talk 33 00:08:55.090 --> 00:09:11.010 Brian Klaas: page in your class website. So this change just removes a ton, a ton of of work that used to have to be done kind of administrative overhead during the in the past, Marie, you have a question. 34 00:09:11.010 --> 00:09:21.239 Marie Diener-West: Yeah, thank you. So I think that Boris actually put in my links for me. But what is your recommendation of where? Where you put your zoom link in in. I didn't. 35 00:09:21.240 --> 00:09:21.600 Brian Klaas: So we're. 36 00:09:21.600 --> 00:09:22.160 Marie Diener-West: That was. 37 00:09:22.160 --> 00:09:47.129 Brian Klaas: That's a great question. So, although you can absolutely, you know, use the schedule builder tool to update your live talks and change the dates or delete them, or whatever it is you're gonna do you still do need to enter in the link to the live talk on the live talk page in the class website, just as we've been doing for probably. Well, you haven't, well, you did last year you did last year the 1st year. You didn't do that but that it's all fully managed by faculty now. But yeah. 38 00:09:47.130 --> 00:10:10.540 Brian Klaas: zoom links for your live talks on the live talk page. You know we do not recommend putting them in line into the actual like event in the syllabus builder tool itself. We've seen some people do that they like, you know the additional information here. They'll go and put copy and paste the zoom link the big problem with that. There's 2 big problems with that. Just everybody knows number one. 39 00:10:10.540 --> 00:10:37.339 Brian Klaas: The schedule page in your course website is publicly visible. So if you put a link to a a zoom session in there you can end up getting zoom bombed. That still happens. I know it feels like zoom bombing was a thing from a hundred 1 million years ago. It still absolutely happens. So you do not want to put that link into that general, that sort of open notes, because then anybody can see this, and people still do access it. The other thing putting it on this page means that students copy and paste it or click on it. 40 00:10:37.340 --> 00:11:04.430 Brian Klaas: and then just go straight to the live talk, and that you don't get any record that they actually joined the session from within course, plus the sort of tracking that we have in course, plus requires students that go to go through course, plus to say yes. They attended that live talk session, or they attended, or they downloaded the video or the transcript, or whatever it is. And if you put that link into yourself into that that event that doesn't happen, none of that tracking happens at all. To answer your question, Marie. 41 00:11:04.430 --> 00:11:05.829 Marie Diener-West: Yes, thanks so much, Brian. 42 00:11:06.110 --> 00:11:07.470 Brian Klaas: Great excellent. 43 00:11:07.560 --> 00:11:32.499 Brian Klaas: alright, so the 1st thing was review, quiz maker. Second thing you now manage live talks on the course schedule, which is great and awesome and useful. The next thing I want to talk about is the peer assessment tool. So the peer assessment tool has been around in course, plus for a very long time. It was not without significant faults and problems in the past, particularly speed in larger classes a class above a hundred 44 00:11:32.500 --> 00:11:57.350 Brian Klaas: would start slowing things down. A class above 300 would be just painful and awful to work with. And we, the course plus team, spent a lot of time reworking the tool, making it blazingly fast compared to how it was before, and making some additional changes to make it better to make it so that whether you're a 10 person seminar or a 600 student statistical methods in public health. 45 00:11:57.350 --> 00:12:21.739 Brian Klaas: one class you can use the peer assessment tool, and it works reliably, and it works rapidly. So if you don't know what peer assessments are, the center for teaching and learning instructional design team will happily work with you to learn about peer assessments and what their value is. These are very useful in large classes where the faculty don't necessarily have time to grade all 400 papers, or all 200 papers 46 00:12:21.740 --> 00:12:46.730 Brian Klaas: or drafts of a project, or something like that. It allows students to get feedback from their peers and do that work at a scale that an individual faculty member, or even faculty with tas can't do alone. But also peer assessments. Remember, allow students to demonstrate their own mastery of a subject right. This is a great way to have students show that they understand the content that they're able to apply critical thinking towards 47 00:12:46.730 --> 00:13:06.059 Brian Klaas: it, and synthesize different pieces of information in the kind of feedback they give to students. That's really the the big advantage of peer assessments, and and why they are very, very powerful tools, not just for reducing grading work, but they're also very powerful tools for making sure that students can demonstrate their competence in this subject area. 48 00:13:06.190 --> 00:13:31.179 Brian Klaas: But really, briefly, I just want to show you the the redesign tool this page is, gonna take this class that, John Mcgreenny taught last year has lots and lots and lots and lots of students. It was like about 400. But you'll notice the page loaded pretty quickly, even though there's 400 students, each of whom were asked to do. I think it was 5 different assessments of their peers. So there's a lot of data that goes on in here. 49 00:13:31.180 --> 00:13:55.309 Brian Klaas: Lot of data. That's that's that's put into the tool. But we also did a lot of redesign around the work around the tool to make it easier to access, to jump into, say, like the student activity view. Once the peer assessments been opened. Oops. Sorry about that. And you know it's it's a very powerful and pretty fast tool. There's tools for copying peer assessments between courses, duplicating them 50 00:13:55.310 --> 00:14:03.779 Brian Klaas: within a course. There. You know, there's been some workflow changes as well, but we think overall. It's a much 51 00:14:04.050 --> 00:14:28.159 Brian Klaas: faster, more easy to use. Tool students can see their results inside, of course, plus which they couldn't do before. They had to only see it in email. So there's a lot of changes that have been made to the peer assessment tool. Since the 1st version. So this was released back in March. We've gotten a lot of good feedback and continue to make changes based on faculty feedback. So if you've been wary of using the peer assessment tool in the past because of 52 00:14:28.160 --> 00:14:38.589 Brian Klaas: sometimes the complexity or the challenges of using the tool. We really think we've addressed most of those, and the faculty who have used it thus far have been have been pretty happy with the results there. 53 00:14:39.300 --> 00:15:00.420 Brian Klaas: Alright. So the last thing I want to talk about is something that just launched today. And that is is that the course groups. Tool has a new interface. There's been a couple of reasons for this. One. The tool's been around for a really long time, and the interface sort of got bits and pieces added to it over time. 54 00:15:02.070 --> 00:15:26.629 Brian Klaas: the other sort of reason. And it was sort of inconsistent and had some weirdness in it's straightforward, but still kind of weird. But we also are working on a very long term project of introducing a new design system to course, plus that has sort of a more modern look and feel so over the next couple of years most tools will be rebuilt to use this new kind of design system. So things are more consistent and and also look more modern because there are some tools that have been around again 55 00:15:26.720 --> 00:15:51.630 Brian Klaas: for about 20 years, and I could use a refresh. But you'll see here that the Course Group school now is a much sort of cleaner and more open look to things. I can expand all the details just as we could before. But there's more sort of like organization to the page. A lot more sort of like tabular layouts. If I want to edit the information, I don't really leave the page. It's all 56 00:15:51.630 --> 00:16:16.619 Brian Klaas: done on the same page itself. So there's a lot less sort of clicking and waiting around for tools, you know. Simple forms fly out sort of in these. Fly out windows on the right. I can. Do, you know, more editing work on a separate page if I want to. We did add a couple of features. If you're looking for a specific student, somebody contacts you. And they're like, Hey, my group is having this problem. And you're like, okay. So Lisa contacted me 57 00:16:16.620 --> 00:16:41.289 Brian Klaas: so I can type up here type the students name, and it filters the groups based on the student name, 1st or last, or whatever it is, which is very handy. Certainly for me, when I have lots of groups, and I'm wanna just sort of like, wait, what group is Lisa in again? Oh, right. She's in Group 3. In this case, you know that. Lisa? So yeah, there's it's a brand new ui. We are very eager to hear your feedback about how you feel about the look and feel 58 00:16:41.290 --> 00:17:06.239 Brian Klaas: sort of the overall workflow and functionality of it. But it is, I think, overall a much cleaner and simpler and more elegant view. And and I think this is gonna be a nice change as we begin to roll this out to all of the tools in course, plus over the next couple of years. So it's not gonna be tomorrow. It'll be over the next couple of years. And we've also done a couple of things on the back end as well, with course groups 59 00:17:06.240 --> 00:17:31.030 Brian Klaas: where you it doesn't let you delete groups that are tied to sign up sheets because you've had issues where somebody will delete it from the course group side, and it doesn't get deleted from sign up sheets, or vice versa. And same thing with peer assessments. We've had issues where people set up groups, the peer assessment opens for the groups, and then people change the groups after the peer assessment opens. It doesn't let you do that anymore. So there's a little bit of a little more sort of like error handling and and 60 00:17:31.030 --> 00:17:38.549 Brian Klaas: and avoiding a problems, sort of tools built in here, which I think will make the use of the tool even better over time. 61 00:17:38.630 --> 00:17:53.980 Brian Klaas: So I think I'm over my 10 min. I'm probably well over my 10 min but that's all that I wanted to show. If anybody has any questions you can certainly ask, and I will gladly answer. You can ask now, or towards the end of the session in the QA. Part, and I'll turn it back over to Amy. 62 00:17:55.560 --> 00:18:07.690 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Alright. Thank you, Brian. I don't see any hands raised, and I don't think any questions are in the chat, so we will go on to our start of term tasks. 63 00:18:07.700 --> 00:18:08.779 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Let me just 64 00:18:09.050 --> 00:18:25.049 (Amy Pinkerton) BSPH CTL Teaching Toolkit: reshare my screen here. Okay, you should see the slide, but not the notes. Okay? All right. So now, we're going to talk about your startup term tasks, and how course, plus how you can use course to accomplish these tasks. 65 00:18:26.470 --> 00:18:40.740 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Alright! So what are the major tasks that you should be focusing on again? Term one starts next week. So what are these last minute start of term tasks. Well, the 1st one we're going to go over is your managing your teaching teams and bios. 66 00:18:41.130 --> 00:18:55.460 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Then we're going to cover what to look for in your syllabus and grade book. Then we'll talk about those last minute updates to content and resources. And finally, we'll look at some communication, and in particular we'll go over how to send your welcome message. 67 00:18:57.511 --> 00:19:08.070 (Amy Pinkerton) BSPH CTL Teaching Toolkit: You can follow along in the Carrie just posted a link to a Pdf. In the chat of the who does what checklist? And many of these tasks and more are posted in that checklist. 68 00:19:09.310 --> 00:19:38.339 (Amy Pinkerton) BSPH CTL Teaching Toolkit: All right. So before we begin on how to do each of these tasks. I wanted to recommend that anyone in the editing role. So faculty teaching assistants, site content editors, etc. They're going to want to start whenever you're doing any kind of editing or administrative work. In course, plus, you're going to want to start from the faculty tools page of your course site navigating from this page will take you to the editing or faculty view. Of course, tools like quiz, generator, and online library, which will save you a click. 69 00:19:39.011 --> 00:19:53.489 (Amy Pinkerton) BSPH CTL Teaching Toolkit: this tool or this page also mirrors your content page. So the page that you added in schedule builder so the navigation tools section of the faculty tools. Page will list everything that's linked to your content. Page 70 00:19:54.145 --> 00:20:04.164 (Amy Pinkerton) BSPH CTL Teaching Toolkit: this is also where you're going to access. Any activities, assignments, content, tools, communication tools, and your administrative tools. So again, your starting point, 71 00:20:04.610 --> 00:20:07.079 (Amy Pinkerton) BSPH CTL Teaching Toolkit: is your faculty tools, page 72 00:20:08.930 --> 00:20:27.520 (Amy Pinkerton) BSPH CTL Teaching Toolkit: alright. So our 1st task is, how do I add or remove teaching assistants and site content editors. And to start, you're going to start from your faculty tools, page and click on your add students, Tas or editors, guest, faculty and guests. Page, and this is listed under the administrative tools. 73 00:20:27.790 --> 00:20:48.310 (Amy Pinkerton) BSPH CTL Teaching Toolkit: From here you can start by verifying the people who have non-student access to your course. So this page will list all of the faculty of record, any teaching assistants or tas as well as site, content, editors, course coordinators, and even guest faculty. And whether or not they receive class emails. 74 00:20:48.803 --> 00:21:12.890 (Amy Pinkerton) BSPH CTL Teaching Toolkit: So you can go through and see all of the people who have non student access to your course, and from here you can also give student give someone accent access. So say, you have a new ta that you need to add to your course site. You can type in their name, verify by their Jedi, their Jed email and then grant them the role that they need for your course. So in this case, a ta 75 00:21:13.363 --> 00:21:27.919 (Amy Pinkerton) BSPH CTL Teaching Toolkit: you can also remove people. So if you say, for example, you have a ta from last year, who's different? You have a new ta this year. You can remove last year's ta by clicking on, remove access on the row of their name. 76 00:21:27.980 --> 00:21:46.400 (Amy Pinkerton) BSPH CTL Teaching Toolkit: and don't worry. If you accidentally remove someone you can always add them back in. And I just want to verify that or confirm that they that you do not want to add students using this page, students should be added or dropped through registration. So this is only for non student access. 77 00:21:47.540 --> 00:22:03.749 (Amy Pinkerton) BSPH CTL Teaching Toolkit: While you're updating your non student access. This is also a great time to review your faculty. Bio page, and this is listed under your syllabus. Some from here you can remove any outdated people or information, and then also add new bios. For, say, your new tas 78 00:22:04.096 --> 00:22:17.370 (Amy Pinkerton) BSPH CTL Teaching Toolkit: adding and updating people on the faculty page can be a little tricky. So I recommend following the step by step, instructions that are posted in the course plus faculty guide, and Carrie shared the link to that in the chat. 79 00:22:19.970 --> 00:22:24.210 (Amy Pinkerton) BSPH CTL Teaching Toolkit: And now I'm going to pass things to Lauren to talk about syllabus and gradebook. 80 00:22:24.550 --> 00:22:53.440 Lauren Dana: Great. Thank you, Amy. So the next question we're gonna address is, how do I update my syllabus and grade book? And this is a very important question. The syllabus is actually going to be your 1st point of contact with your students as a public page. Students can actually see the syllabus before they even enroll in the course. So you do just want to keep this in mind, like Brian said about the zoom links on your content. Page. You just want to be careful about what you're placing in the syllabus, since it is a public page. 81 00:22:53.440 --> 00:22:57.660 Lauren Dana: And it's also really important for this reason to keep this page up to date. 82 00:22:57.810 --> 00:23:12.120 Lauren Dana: and the grade book is how you will communicate grades to your students, which we know is important to your students, and one of their probably most frequently asked questions is, Where are my grades? So we're going to start with reviewing on how to get the syllabus up to date. 83 00:23:13.950 --> 00:23:26.479 Lauren Dana: So the 1st thing that we recommend doing is just reviewing and reading through the entire syllabus. Each term focus on consistency as well as any outdated information that may need to be updated for this term. 84 00:23:26.510 --> 00:23:40.469 Lauren Dana: We also recommend trying to place yourself in the mindset of your students. Do you need to expand on participation requirements? Or AI, or do you want to add more to your methods of assessment details? Section to help students understand your assessments? 85 00:23:40.760 --> 00:23:45.030 Lauren Dana: So keep this in mind as you go through, and once you review the syllabus 86 00:23:45.418 --> 00:23:48.000 Lauren Dana: you'll need to make any necessary edits. 87 00:23:48.050 --> 00:24:03.389 Lauren Dana: You'll need to go into edit mode to make these changes, and just as a quick review, any section that has a little pencil icon. Next to it is a section that you can update or edit. If there is no pencil. Icon, it is a pre created section by Bsph. 88 00:24:03.460 --> 00:24:19.880 Lauren Dana: any section that has a chain link. Next to it means you need departmental approval. Unfortunately, at this stage, on August 21, st it's probably too late to edit these sections and receive the approval in time for Monday. So this might be an edit that you wait to do for next year. 89 00:24:20.050 --> 00:24:29.919 Lauren Dana: The chain link sections will also be locked once the course opens, however, we do recommend, as a best practice, that all syllabus edits are made before the course opens. 90 00:24:30.520 --> 00:24:36.910 Lauren Dana: Another suggestion, and we really do encourage this is that you should only use the syllabus on course plus. 91 00:24:36.980 --> 00:25:05.400 Lauren Dana: You should remove all other versions of your syllabus from your course site. This helps avoid inconsistencies for students as well as possible conflicting information. And, to be honest, it's going to make life easier for you, as you only need to update one version just as a quick pro tip. Students can also print out the syllabus in a Pdf format from course plus, so they can still have access to that. Pdf, so you don't need to put it in the online library. Just use that course, plus syllabus. 92 00:25:08.130 --> 00:25:23.640 Lauren Dana: All right. Now, we're going to talk about grade book. So before the term starts. You really do want to make sure that the grade book is set up and ready to go. You should 1st make sure that your overall grade is based on the option. You would like, course, plus offers between percentages or points. 93 00:25:24.070 --> 00:25:45.590 Lauren Dana: And then you may also already have or want to create categories. Categories are using grade book to help group together a number of related items. So, for example, a category might be homework. Weekly reflections, live talk attendance. So in the image, you can see that this grade book, for example, has a required category that was created 94 00:25:45.890 --> 00:26:12.819 Lauren Dana: in a percentage based grade book. The category tool can automatically calculate the weight of each item within the category. So, for example, if the homework category contains 4 assignments, you can make each homework assignment automatically worth 25% of the total score for that category in a points based grade book categories, organize items for display. So it's more of a way to organize things for students, but it doesn't adjust weights of categories or assignments. 95 00:26:12.820 --> 00:26:19.669 Lauren Dana: Each graded item in a category in a point based grade book is always worth exactly the points that you have assigned to it. 96 00:26:20.310 --> 00:26:31.150 Lauren Dana: And then, once you've done this, we recommend that you go back to the methods of assessment on your syllabus and make sure that your grade book matches the breakdown of what's outlined in this section. 97 00:26:31.370 --> 00:26:46.099 Lauren Dana: Okay? So, for example, in the methods of assessment, you can see feedback and practices worth 20 resource. Quiz 20. You want to make sure that your grade book accurately reflects this, and if it doesn't, you will need to make sure you update your grade book to match the syllabus. 98 00:26:49.750 --> 00:27:17.419 Lauren Dana: Alright. Next after you do that one more thing, you're going to go through each graded item. So graded items can stand alone, or they can be linked to course plus tools. The tools that they can be linked to our disc, the dropbox quiz, generator in lecture quizzes discussion, forum peer assessment, or the Pathfinder simulation. You want to go through each item and make sure it is linked to the tool when applicable, so it might not always be applicable, but just double check that. 99 00:27:17.520 --> 00:27:21.749 Lauren Dana: And then for each item you also have the option to exclude from a final grade 100 00:27:21.780 --> 00:27:26.939 Lauren Dana: display grade and student view, so the students can automatically see it. Once you put in the grade 101 00:27:26.980 --> 00:27:30.080 Lauren Dana: or mark, if the item counts as extra credit. 102 00:27:30.140 --> 00:27:57.359 Lauren Dana: We also have a relatively new course, plus feature where you can now add rubrics to the grade book. I think it's been around for about a year, Brian, I think. Yeah, and so if you go under edit for each graded item, you will see the option to click. Enable rubric based grading. You can attach a rubric to any grade book item that doesn't already get its score from another tool like peer assessment or quiz generator. So we definitely encourage you to explore this. 103 00:27:59.920 --> 00:28:09.959 Lauren Dana: Okay? And then very quickly, I just want to give you some reminders on how to manage your grade book during the course so you can enter grades by item, by student or group. 104 00:28:10.050 --> 00:28:13.560 Lauren Dana: you can view the student view of gradebook which can be helpful. 105 00:28:13.580 --> 00:28:20.599 Lauren Dana: You can upload a file of feedback or type text feedback to the entire class or an individual student or group. 106 00:28:20.830 --> 00:28:32.770 Lauren Dana: You can overwrite feedback for any student, and you can also overwrite any score or gate grade that's synchronized from another tool like quiz, generator, peer assessment. You have every right to kind of change that or or update it. 107 00:28:33.010 --> 00:28:50.999 Lauren Dana: and then, finally, which I think we all know but could could use a reminder is, we want to emphasize the importance of timely grading. You should have a plan in place before the term starts of who will grade which items and by what date I highly recommend viewing our workshop, giving students effective feedback. 108 00:28:51.300 --> 00:29:00.410 Lauren Dana: Carrie will place the link in the chat. This is a really great workshop to help you organize and plan how to give feedback that your students need in time. 109 00:29:00.710 --> 00:29:05.169 Lauren Dana: and I'm now going to hand it back over to Amy. Who's going to talk about how to update content. 110 00:29:05.810 --> 00:29:12.450 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Alright. Thank you. Lauren. So now I'm gonna answer the question, how will my students access course content? 111 00:29:12.880 --> 00:29:34.589 (Amy Pinkerton) BSPH CTL Teaching Toolkit: And for this students will access a majority, of course, content and resources from the content page. And when you're on the content page and you click edit the schedule. The content page is edited using schedule, builder, tool, and sometimes we use schedule builder and content interchangeably. But schedule builder is the tool used to edit the content page. 112 00:29:34.972 --> 00:29:48.620 (Amy Pinkerton) BSPH CTL Teaching Toolkit: All of your Ctl. Produced. Lectures will be linked to the content page as well as any activities, assessments you can, your live talks and even things like dropboxes and discussion forums can all be linked to your content. Page 113 00:29:49.029 --> 00:29:58.740 (Amy Pinkerton) BSPH CTL Teaching Toolkit: by now, since it's so close to the start of term, your content page should be set up, and should just need a quick quality check to make sure everything is up to date and in the correct order. 114 00:29:59.309 --> 00:30:13.720 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Just a reminder, as Brian mentioned earlier. That this page is public. So again, don't post things like your zoom links on your content. Page. Because anyone on the Internet could see that information. 115 00:30:14.231 --> 00:30:25.220 (Amy Pinkerton) BSPH CTL Teaching Toolkit: You can also hide events or items or hide entire categories. So, for example, if you have something that you're not quite ready for students to see yet. You can hide that until later in the academic term. 116 00:30:25.918 --> 00:30:47.609 (Amy Pinkerton) BSPH CTL Teaching Toolkit: And then also just a quick tip that when event items are linked to other tools like dropboxes and quiz generators, the dates that the dates will sync to what's in schedule builder. So once you've linked that item. If you need to change like the open date or the due date for that item, you'll do that in schedule builder. 117 00:30:49.633 --> 00:31:00.969 (Amy Pinkerton) BSPH CTL Teaching Toolkit: So what do the different dates mean in schedule builder? So when you're creating or editing an event, you'll see some dates listed, and we're just going to go through and see and explain what each of these dates mean. 118 00:31:01.430 --> 00:31:17.950 (Amy Pinkerton) BSPH CTL Teaching Toolkit: The 1st is your open or available on date, and this is the date that the students can access that event. So before this date, that event is just text, and on that date and time that text becomes a clickable link. 119 00:31:18.580 --> 00:31:24.279 (Amy Pinkerton) BSPH CTL Teaching Toolkit: The due date is the date that students are reminded of the event. 120 00:31:24.930 --> 00:31:38.199 (Amy Pinkerton) BSPH CTL Teaching Toolkit: and then the access ends or closed date is when that when students can no longer access that event. So that clickable link then goes back to being unclickable or not. Not hyperlinked. Text. 121 00:31:39.570 --> 00:31:47.929 (Amy Pinkerton) BSPH CTL Teaching Toolkit: so that's what those 3 dates mean. So as you're updating your schedule, you'll want to check these dates to make sure that they're updated for this academic term. 122 00:31:48.275 --> 00:32:08.160 (Amy Pinkerton) BSPH CTL Teaching Toolkit: You can also mark items as always available. So, for example, if you're listing your class sessions, you might want to use the class session, date and time for the open or available date. But you might want students to be able to access that material before that date. So in that case you would want to check the mark items as always available checkbox. 123 00:32:08.586 --> 00:32:23.109 (Amy Pinkerton) BSPH CTL Teaching Toolkit: You can also mask available dates so that they don't appear on the content page. And that's handy. If you're, for example, if all of your content or a big chunk of your content is opening on the same date, you might just want to hide those opening dates. 124 00:32:23.650 --> 00:32:27.560 (Amy Pinkerton) BSPH CTL Teaching Toolkit: and you again. You can do that by masking the available date. 125 00:32:29.370 --> 00:32:41.360 (Amy Pinkerton) BSPH CTL Teaching Toolkit: As mentioned, the system will notify students of their due dates, but students can also download the schedule to their personal calendars by clicking on the download to the download. The schedule to your calendar button 126 00:32:41.670 --> 00:32:59.990 (Amy Pinkerton) BSPH CTL Teaching Toolkit: once a student has downloaded the calendar, it doesn't automatically update their personal calendars when you make any changes. So if you do make changes to the schedule, especially things like live talk changes or changes in opening and due dates. You'll want to announce that to the class, so that students are alerted to update their personal calendars. 127 00:33:01.619 --> 00:33:30.089 (Amy Pinkerton) BSPH CTL Teaching Toolkit: At this time you should also check open and close dates that are not just on your content page, but maybe linked to or posted on other course, plus tools or features. So, for example, you'll want to check your open and close dates for your drop boxes. Any sign up sheets your discussion, forum and quizzes, and especially your online library items. So a lot of times, we get the question, why can't my students access this item in the library? And sometimes it's because that library item itself 128 00:33:30.090 --> 00:33:47.119 (Amy Pinkerton) BSPH CTL Teaching Toolkit: has an open and closed date that needs to be updated. And while you're checking your dates in the online library, you can also check for any hidden files or folders or out of date resources that you can quickly replace a file in the online library, using the admin tools. 129 00:33:48.500 --> 00:33:59.190 (Amy Pinkerton) BSPH CTL Teaching Toolkit: All right. So now let's change our focus from content and resources to communication, and specifically answer the question, how will I communicate with my students and welcome them to the course. 130 00:34:00.027 --> 00:34:18.910 (Amy Pinkerton) BSPH CTL Teaching Toolkit: There are many forms of communication happening within a course, especially an online course and different course plus tools can be used for each type of communication. But for today, we're going to focus on tools for faculty faculty to student communication, like class emails, announcements and discussion forums. 131 00:34:19.402 --> 00:34:34.090 (Amy Pinkerton) BSPH CTL Teaching Toolkit: If you'd like to dive deeper into the topic of communication, then I invite you to check out our July 2024 workshop recording of nurture classroom connection tips for writing course, communication for adult learners. And we'll post the link to that in the chat. 132 00:34:35.820 --> 00:34:55.319 (Amy Pinkerton) BSPH CTL Teaching Toolkit: all right. So welcoming students before the term starts, you're going to welcome your students. And typically, this takes the form of a class email and an announcement. But it could also take a format like a pre, a recording like an audio or video recording with a transcript, or even an activity or a discussion forum activity. 133 00:34:55.857 --> 00:35:01.799 (Amy Pinkerton) BSPH CTL Teaching Toolkit: So you'll want to welcome your students, and you have a variety of formats that you can welcome them in 134 00:35:02.705 --> 00:35:20.000 (Amy Pinkerton) BSPH CTL Teaching Toolkit: but most of the time you're gonna welcome your students using an email. So let's talk about the class email tool. And when you're using the class email tool, you can use filters to select your email recipients and again for your welcome message. You're probably going to select everyone. 135 00:35:20.020 --> 00:35:27.420 (Amy Pinkerton) BSPH CTL Teaching Toolkit: and then you'll also want to check display as an announcement so that students can see your welcome message in multiple places. 136 00:35:28.174 --> 00:35:44.029 (Amy Pinkerton) BSPH CTL Teaching Toolkit: You can also write your email now and check enable scheduled delivery to have it sent out at a later date. So say you have your your email is ready to go check, enable scheduled delivery, and you can have it sent out on 1st thing Monday morning as an example. 137 00:35:44.455 --> 00:35:54.369 (Amy Pinkerton) BSPH CTL Teaching Toolkit: And this also means that you can write up other emails that you know that you're going to want to send throughout the academic term. You can write those now and save yourself some time later. 138 00:35:56.908 --> 00:36:21.509 (Amy Pinkerton) BSPH CTL Teaching Toolkit: You can also save emails to the course email archive. This is a great way to keep a record of what was communicated to students when and you can use past email archived emails as a template for future emails. So, for example, if you archived last year's welcome message. You can then import that that welcome message into this year's offering, and then just make sure you update it with this year's information. 139 00:36:22.021 --> 00:36:30.470 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Especially things like dates. So you'll want to. If you're going to use a past archived email, just make sure you proofread it and update any outdated information. 140 00:36:32.320 --> 00:36:35.902 (Amy Pinkerton) BSPH CTL Teaching Toolkit: All right. So I mentioned email filters earlier. 141 00:36:36.320 --> 00:37:02.350 (Amy Pinkerton) BSPH CTL Teaching Toolkit: and these are a really great tool to use to manage who you're sending emails to. So, for example, some of your filter options are connected to discussion, form, activity, dropbox submission quizzes site visits and survey tools. So for example, at the end of the 1st week of the term you can email students who've not logged into the course site within that 1st week of term. 142 00:37:02.725 --> 00:37:19.159 (Amy Pinkerton) BSPH CTL Teaching Toolkit: You can also email students who have submitted a dropbox assignment, one email and students who have not submitted that same assignment, a different email. So use the email filters to work for you instead of taking the time to maintain email lists. 143 00:37:21.960 --> 00:37:29.890 (Amy Pinkerton) BSPH CTL Teaching Toolkit: All right, and now, so we talked a lot about email. Let's talk about our discussion forum and discussion forum setup. 144 00:37:30.263 --> 00:37:54.170 (Amy Pinkerton) BSPH CTL Teaching Toolkit: So the discussion forum is organized by category and then by topic. And I want to quickly emphasize that categories and category groups are set up by the faculty or ta, and then depending on the category settings. Topics within those categories can either be started by the faculty Ta or students. So if you want students to be able to create a topic, you'll have to select them in the category settings. 145 00:37:55.101 --> 00:38:14.729 (Amy Pinkerton) BSPH CTL Teaching Toolkit: I also wanted to mention that you can create a category called course QA. And this is a great opportunity to manage how students are communicating questions to you as the faculty? So this would be similar to a student raising their hand and asking a question in class. Only in this case they're posting the question to a discussion forum. 146 00:38:14.730 --> 00:38:31.109 (Amy Pinkerton) BSPH CTL Teaching Toolkit: And this benefits students because other students can see what questions their peers are asking, and it will benefit you because you only need to answer that question in one place, as opposed to answering the same question from multiple students through multiple emails or other messages 147 00:38:33.606 --> 00:38:49.899 (Amy Pinkerton) BSPH CTL Teaching Toolkit: discussion from categories can be set up in a lot of different ways. So, for example, categories can be graded so linked to the grade book. And another popular setting is using the post before view option. So this means that students have to post something before they can read their peers posts. 148 00:38:50.530 --> 00:39:11.260 (Amy Pinkerton) BSPH CTL Teaching Toolkit: So we recommend reviewing all of the possible settings to decide what works best for you and your particular discussion, forum activity and icons, as you'll see on the screen, will appear in the discussion Forum to provide information about how each category is set up to help you and your students navigate the discussion, Forum. 149 00:39:12.990 --> 00:39:18.490 (Amy Pinkerton) BSPH CTL Teaching Toolkit: all right. And now we'll pivot a little bit and talk about course groups and sign-up sheets. 150 00:39:20.036 --> 00:39:38.689 (Amy Pinkerton) BSPH CTL Teaching Toolkit: So 1st we'll talk about sign up sheets so you can create different types of sign up sheets depending on your needs. So, for example, you can set up office hours selecting course group members or claiming project topics. So there are a lot of different sign up sheet options that you can set up 151 00:39:38.900 --> 00:39:58.973 (Amy Pinkerton) BSPH CTL Teaching Toolkit: and sign up sheets, as I mentioned, can be used to automatically create course groups. Now, Brian mentioned course groups earlier, so I won't go into too much detail about course groups now. But I will mention that you can use a sign up sheet to create a course group, or you can have course groups created through random assignment or manual assignment. So if you want to 152 00:39:59.480 --> 00:40:03.949 (Amy Pinkerton) BSPH CTL Teaching Toolkit: so you can have students assigned to groups in different ways, depending on your needs 153 00:40:05.038 --> 00:40:17.159 (Amy Pinkerton) BSPH CTL Teaching Toolkit: you can also, when you're setting up your course, groups set up corresponding discussion forums and wikis that are private for each course group. So only the faculty. Tas, and students in that group can see what's posted. 154 00:40:18.140 --> 00:40:35.869 (Amy Pinkerton) BSPH CTL Teaching Toolkit: All right. So we've gone over a lot. We went over managing non student access and your faculty teams, syllabus and grade book content and resources and communication. So are there any questions so far before we move into frequently asked questions. 155 00:40:36.578 --> 00:40:41.510 (Amy Pinkerton) BSPH CTL Teaching Toolkit: I don't see any hands raised, and I don't see any questions in the chat. 156 00:40:41.812 --> 00:40:53.380 (Amy Pinkerton) BSPH CTL Teaching Toolkit: If you do have a question, you can post it in the chat, or there will also be time for QA. At the end. But I think we are good to pass things off to Lauren to talk about frequently asked questions. 157 00:40:53.620 --> 00:41:04.559 Lauren Dana: Thank you, Amy. So we're just going to spend a few moments going over some of our most frequently asked questions from faculty and students that come to Ctl help after the term starts 158 00:41:06.620 --> 00:41:34.949 Lauren Dana: alright. So one of the 1st questions we get quite a bit is, why are students unable to access my course. And that's a pretty big question. So if you are an online faculty, it usually means that the Start date has not yet arrived. So, for example, term one starts on Monday, August 26.th So that is when students will have access unless you've requested something prior through your Id or through Brian. So that's that's probably the case. If your students are not able to access your online course 159 00:41:35.050 --> 00:41:57.659 Lauren Dana: for other courses, you want to check, to make sure that you have made the course site available. That's the responsibility of the faculty. So to do so, what you would do is go to faculty tools, and then you would just select that make available button on the top right of the main faculty tools page. So you want to make sure that you've done that if your students are not, are having issues accessing the course site 160 00:41:59.460 --> 00:42:25.299 Lauren Dana: alright. The second question that we also get your student may ask you, hey? I registered for your course, but it's not showing up on my course, plus account, and there are a couple of reasons for this. So the 1st is, it does take a few hours after registration for the course to show up on your students course plus page. So they may just need to wait. Another possibility is that if it's an online course, the student may not have completed the introduction to online learning. 161 00:42:26.135 --> 00:42:36.869 Lauren Dana: Another option is, if there are multiple sections and a student drops a section, adds another section, they will usually stay dropped. In this case we recommend reaching out to Ctl help. 162 00:42:37.270 --> 00:42:55.380 Lauren Dana: And then finally, it might be something really simple. A student just needs to log out, of course, plus and then log back in. I would actually probably start with this to to recommend them. But again, Ctl, help is here to help you. So if ever a student reaches out to you with this, please, you know, send them our way. If if none of these work. 163 00:42:57.840 --> 00:43:19.240 Lauren Dana: and then going along with this, sometimes students will say, Hey, I completed the Iol. But the site isn't reflecting this, why could this be an issue? And again, there are a couple of reasons. One is that not all the exercises were completed. Another option is that the student registered for multiple offerings and completed work in both. So it's showing us not completed. 164 00:43:19.523 --> 00:43:32.289 Lauren Dana: And then, if the student is absolutely confident, they completed the course. You can have them reach out to Ctl help. And again, you don't have access to the Iol, so just send them to Ctl. Help. If, again, none of these troubleshooting tips work 165 00:43:35.440 --> 00:43:43.150 Lauren Dana: alright, then a nice easy one is, how do I see my roster for my course? So to do that you're just going to go under communication. 166 00:43:43.480 --> 00:43:46.910 Lauren Dana: and then you'll see the roster there in the top menu bar 167 00:43:47.060 --> 00:43:57.560 Lauren Dana: just as a reminder course, plus synchronizes with Sis about every 30 min, so new registrations will be slightly delayed before they they update on the course sites. 168 00:43:59.400 --> 00:44:16.539 Lauren Dana: Okay, then our last FAQ. Which Amy started to address a little bit when she was talking about content is, why can't students see all the files in my online library? And again, the 1st option is, some files or folders may have date controls which determine when they are visible to students. 169 00:44:17.022 --> 00:44:35.469 Lauren Dana: And you can either remove the open or close dates, or edit them to be applicable to your needs, and our next slide will show you how to do this. Another issue which Amy also talked about is that the entire folder might be marked hidden. So this means you can see the folder and the resources within the folder. But students cannot. 170 00:44:35.520 --> 00:44:52.150 Lauren Dana: And to do this, you just go to manage online library edit. You go to edit a folder by selecting the pencil icon, and then you'll see a phrase called Hidden folder next to a box, and if that box is checked it means that the folder is hidden, and you'll need to uncheck it for students to have access. 171 00:44:54.030 --> 00:45:00.240 Lauren Dana: Okay? And then, as promised, I just wanted to quickly show you how you would update or remove open or close dates. 172 00:45:00.280 --> 00:45:11.209 Lauren Dana: So you go to online, library, manage online library. And then if you're adding a new full file, you could add, or if you want to edit, you'd select edit, file or folder. 173 00:45:11.250 --> 00:45:15.499 Lauren Dana: and then, as you can see, that use open date, use close date. 174 00:45:15.510 --> 00:45:35.530 Lauren Dana: So if you want to add or edit it, you would click on that calendar icon, and select the date and time that works for you. If you want to just get rid of it, just delete it. Either the open or close date, and then you want to make sure that you either hit. Add, if it's a new file, or folder or edit, if it's an existing file or folder. 175 00:45:36.300 --> 00:45:43.889 Lauren Dana: So I'm now going to actually send things back over to Amy, who's going to share some final helpful Ctl resources to tie everything together for you. 176 00:45:44.930 --> 00:45:49.499 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Alright. Thank you, Lauren. So yes, we'll now share some resources. 177 00:45:49.610 --> 00:45:51.729 (Amy Pinkerton) BSPH CTL Teaching Toolkit: and then we'll go to open Q&A. 178 00:45:52.082 --> 00:46:18.410 (Amy Pinkerton) BSPH CTL Teaching Toolkit: So the 1st thing I wanted to highlight, which we've already mentioned throughout today's session is that Ctl help is here to help you with all things technical support for course, plus. And I also wanted to highlight the course plus faculty guide which we've been linking to links to. We've been sharing links to the faculty guide throughout today's session. But the guide is a really great place to find, step by step, instructions to do any of the things that we've talked about today. 179 00:46:18.745 --> 00:46:26.120 (Amy Pinkerton) BSPH CTL Teaching Toolkit: So again, I highlight I I highly recommend checking out the course plus guide if you want, step by step, instructions 180 00:46:26.120 --> 00:46:50.769 (Amy Pinkerton) BSPH CTL Teaching Toolkit: I also wanted to mention are that we have a Ctl teaching toolkit website. And this is a all things. Ctl, so if you're looking for recommendations or how to's for anything teaching learning or tech teaching technologies. The teaching toolkit site is a great place to start. It also goes into more detail about our course development processes and how to record with Ctl 181 00:46:50.840 --> 00:47:17.390 (Amy Pinkerton) BSPH CTL Teaching Toolkit: as well as our professional development options. And speaking of professional development options, Ctl offers professional development in a variety of ways. First, st I want to mention that for faculty, we have an online self paced modular course called the essentials. Of course, design, development and teaching at Bsph. And again, that's designed specifically for Bsph faculty. 182 00:47:18.267 --> 00:47:32.769 (Amy Pinkerton) BSPH CTL Teaching Toolkit: for tas, we have our Ctl teaching assistantship training course, which is also online and self-paced, and that one if students complete the course and submit all of the assignments. They'll receive a certificate of completion at the end of the course 183 00:47:33.245 --> 00:47:58.149 (Amy Pinkerton) BSPH CTL Teaching Toolkit: and then, if you don't need a whole course. But you're looking for a specific topic or a specific yeah, specific topic. You can check out our our workshops and our on demand videos as well as our Ctl blog. And the blog is great for keeping up to date on things happening around. Ctl, especially things like new new tools and features. And timely topics. 184 00:47:58.616 --> 00:48:02.099 (Amy Pinkerton) BSPH CTL Teaching Toolkit: So all links for all of these are in the chat. 185 00:48:02.260 --> 00:48:25.519 (Amy Pinkerton) BSPH CTL Teaching Toolkit: So now we're going to open up for for Q. And A. But first, st I'd like to invite you to complete this anonymous 2 min workshop evaluation survey. We really do value your feedback. We use these survey results to plan future workshops as well as revise existing ones. So please take a few moments to complete this workshop evaluation survey. 186 00:48:25.600 --> 00:48:39.949 (Amy Pinkerton) BSPH CTL Teaching Toolkit: and then I'm going to leave this on the screen. But we'll have. We have the rest of our time about 10 min left for open. QA. So if you have any questions, please raise your hand in zoom, or you can post your questions in the chat. 187 00:48:44.950 --> 00:48:45.730 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Alright. 188 00:48:48.450 --> 00:49:14.320 Marie Diener-West: Well, I have a little bit of a specific question, but maybe it can help others as well, since. I had asked the question about the Zoom link for live talks. It turns out I didn't really post them, and Boris didn't post them, because, of course, he can't post them because they're coming from my jh, you, you know big zoom account and I tried to just post it, and it turns out that I need to embed 189 00:49:14.320 --> 00:49:24.430 Marie Diener-West: the the pass code in it, and so I think there are instructions that I will follow. But I just wondered. I just wondered if anybody 190 00:49:24.580 --> 00:49:34.740 Marie Diener-West: like Brian or Boris would have some tips, or anyone, for you know, for me, with respect to just, you know, should I just follow those instructions, you know, under settings, etc. 191 00:49:34.740 --> 00:49:35.440 Brian Klaas: Yes, right now. 192 00:49:35.440 --> 00:49:36.980 Marie Diener-West: Now yes. 193 00:49:36.980 --> 00:50:01.969 Brian Klaas: Yeah, it's really just a matter of making sure that when you create a meeting in zoom, and this is best practice for any kind of meeting. Not just the live talks, but any kind of meeting is when you create a meeting in zoom. Just make sure you you choose that option to embed a pass code or to require a pass code. I know this can feel like onerous to people. It's like, Why do I have to pass code. But it's a it's an issue of security is really what it is. Because, especially in an environment like Hopkins, where we carry around 194 00:50:01.970 --> 00:50:26.229 Brian Klaas: around so much personally identifying information either on the clinical side or on the education side. It's really critical that we try to protect those conversations, even if they seem kind of casual and inane sort of as much as possible, and that's why we require the passcode as well. Again, zoom bombing can happen. People figure out people's personal urls all that good stuff. So it's good to either have. Well, certainly the passcode's easier. I think it's easier than 195 00:50:26.230 --> 00:50:33.690 Brian Klaas: the other option which is creating a waiting room to keep people out that you don't want there. But then you have to approve, like all the people, and it's too much work. So the power. 196 00:50:33.690 --> 00:50:34.249 Marie Diener-West: Let's go. I. 197 00:50:34.250 --> 00:50:35.940 Brian Klaas: Is what we require. There. 198 00:50:35.940 --> 00:50:56.309 Marie Diener-West: I get it. And thank you. I think Lauren just put in the chat. I actually have found that, and I will follow those instructions. It's just that I'm using, not my, you know. JH. You know. Zoom account. I have this biostat zoom account from the university to handle the size of our platform. So. 199 00:50:56.310 --> 00:51:02.640 Brian Klaas: It's just really it's clicking one button. It'll pre fill it for you when you when you set up the meeting or meeting. 200 00:51:02.640 --> 00:51:05.049 Marie Diener-West: Sounds sounds great. Thank you all. 201 00:51:05.050 --> 00:51:06.319 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Yeah, thank you. 202 00:51:08.020 --> 00:51:11.060 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Alright. Any other questions. 203 00:51:14.070 --> 00:51:16.939 (Amy Pinkerton) BSPH CTL Teaching Toolkit: I don't see anything in the chat. 204 00:51:17.890 --> 00:51:32.700 (Amy Pinkerton) BSPH CTL Teaching Toolkit: Alright? Well, if there are no other questions, then I just want to thank you so much for joining us today and wish you a great start of term. And again, if you have, if you do have questions after today's session. Please reach out to us. But thank you for joining us today. 205 00:51:32.970 --> 00:51:35.200 Marie Diener-West: Well, thank you very much. It's great to have the review and.