WEBVTT

1
00:00:01.930 --> 00:00:03.870
Celine Greene (CTL): All right. Everybody got back.

2
00:00:03.880 --> 00:00:15.880
Celine Greene (CTL): Okay again. Welcome to the course, plus refresher. We do have a lot to get through in the hour, and that includes we're going to start off with a just in time. What you need to know for a term start.

3
00:00:15.890 --> 00:00:34.670
Celine Greene (CTL): We are not going to be showing you all the ins and out so much as where things are in course. But that really should be aware of, as the term starts, Ctl health, including the Course Bus Guide, is a great way to find out the need to know the how to, as well as myself for the other and sexual design team members.

4
00:00:34.680 --> 00:00:52.570
Celine Greene (CTL): We're also going to have time to set aside to learn about what's new in course plus, and then we're leaving the end of today's session to answer your specific questions, and hopefully provide you with answers. And if we can't provide an answer right then and there, we will follow up with you individually

5
00:00:54.290 --> 00:01:12.860
Celine Greene (CTL): feel free to engage in the chat as we're going on. Amy is monitoring the chat for us, and some of the questions that you have. We might not get to during the first or second part of today's session, but hopefully we can get to it during the open Q. And A. So Let's go ahead and get started with just in time for term. Start the need to know. Course, bus tools.

6
00:01:14.240 --> 00:01:38.139
Celine Greene (CTL): Anyone in the editing role in a course plus site. That's a faculty ta course coordinator, site content Editor. They should always be starting when they're going into course plus in the editing rule from the faculty tools, Page. And this page might look a bit different based on your course format. If you're on campus you might still be using this sessions tool instead of having switched to the schedule builder tool,

7
00:01:38.150 --> 00:01:56.210
Celine Greene (CTL): but still regardless. Here's where you can quickly access the student view of any course. Pages that aren't yet open to the students, and as well as get to the editing options for all the activities, assignment, and other content tools, and also get to the recording and communication tools.

8
00:01:56.240 --> 00:02:15.220
Celine Greene (CTL): Now, to get to faculty tools, it will always be at the top left of your course, plus page. There will always be a link underneath your name or the course that you are logged into. Okay. So from the course plus homepage when you go to a course site, the faculty tools page can always be accessed right underneath your name,

9
00:02:15.230 --> 00:02:22.620
Celine Greene (CTL): and, as I mentioned, you might have a different view based on how your course site is set up the course format.

10
00:02:22.640 --> 00:02:32.189
Celine Greene (CTL): But again, you will always have access to the editing view of activities and assignments, the administrative tools and the communication and other content tools.

11
00:02:34.320 --> 00:02:35.589
Celine Greene (CTL): So the first thing

12
00:02:35.600 --> 00:02:44.390
Celine Greene (CTL): I want to talk about coming off of that faculty tools page is very important. To be finalizing right now is the course plus syllabus builder tool.

13
00:02:44.400 --> 00:02:49.690
Celine Greene (CTL): Now every course site should only have one accessible service one. So this the

14
00:02:49.700 --> 00:02:58.360
Celine Greene (CTL): if you happen to be in a course, a faculty, or Ta, who has put a syllabus into the online library. I'm going to tell you two things. One

15
00:02:58.370 --> 00:03:15.489
Celine Greene (CTL): you're responsible for making that digitally accessible. That means it's totally different training, but it should pass the Microsoft word accessibility check as well as if it's a Pdf. Past the acrobat accessibility check. If you're not sure what that is.

16
00:03:15.500 --> 00:03:20.190
Celine Greene (CTL): Well, i'll tell you what you don't have to worry about it when you're just using the course, plus syllabus tool

17
00:03:20.230 --> 00:03:26.749
Celine Greene (CTL): additionally by only using one syllabus, and that's the course syllabus tool. You have

18
00:03:26.920 --> 00:03:34.890
Celine Greene (CTL): to only edit one place, and in the Pdf version with you, or to print out the Pdf. Of the course plus syllabus.

19
00:03:34.900 --> 00:03:48.169
Celine Greene (CTL): You're going to get the full schedule, and we're actually starting to implement. We're going to actually have even the objectives listed for the lectures and activities that are on your scheduled builder page.

20
00:03:48.180 --> 00:04:01.090
Celine Greene (CTL): Okay. So again, one syllabus is what we aim for, and that is the course bus syllabus edit it one place, make sure it's completely accessible. You're golden. So that's what we want to do is stay with one syllabus.

21
00:04:01.100 --> 00:04:18.849
Celine Greene (CTL): If you are consistent upon having two versions of your syllabus, Please make sure the verbiage from the the mandated sections, such as student disability support services, make sure the verbiage matches the course plus. So this tool, and always make sure any edits that we do to one you're doing to the other.

22
00:04:18.860 --> 00:04:33.619
Celine Greene (CTL): When we talk about editing our syllabus sections. We're going to go ahead and draw attention to that in a second. I do want to show that there's also along with print. Pdf: We have reorder sections and new section right there at the top of the course bus syllabus.

23
00:04:34.230 --> 00:04:51.629
Celine Greene (CTL): So when we have existing sections we can go ahead and sort them. That was the reorder sections button, and when you do that it is simply a matter of clicking and dragging civic, free little lines next to the section. Titles, contact, information, course, description, et cetera.

24
00:04:51.640 --> 00:05:08.010
Celine Greene (CTL): Those three little lines are supposed to represent a hamburger, so grab the hamburger. It's two buns with a paddy in the middle, grab the hamburger to click and drag those four sections up and down in the order that you want them to appear and make sure you click on safe order when you're done,

25
00:05:08.330 --> 00:05:18.089
Celine Greene (CTL): and then when you want to add a new section, perhaps there's a section that's not in the syllabus builder tool right now, but you want to add in one. Well click on the new section button

26
00:05:18.100 --> 00:05:32.079
Celine Greene (CTL): course. Plus has many suggested sections, and when we do that a lot of these suggested sections, and again, they'll actually automatically add toward the bottom of your course. Bus service builder, and you can reorder the sections after.

27
00:05:32.090 --> 00:05:45.180
Celine Greene (CTL): When you do add a new section, I want to show you you will actually click on the edit icon to edit that section, or an existing section. That's that pencil, icon that we see right here at the top right of the section,

28
00:05:45.740 --> 00:05:58.359
Celine Greene (CTL): and when we add that section we can go ahead. If it has an example, we can go ahead and view an example. We see this link over here on the right. For show example, we're going to copy and paste the text,

29
00:05:58.370 --> 00:06:12.990
Celine Greene (CTL): For instance, maybe you have your methods of assessment section all worked out, but you want to go ahead and provide the details for methods of assessment. Well, we can show the example, and we can copy and paste that into the rich text editor, and we can edit it as we cease it.

30
00:06:13.110 --> 00:06:28.659
Celine Greene (CTL): I do want to warn you that right now, in these final days before term starts, that the sections that are linked to the course system linked to the core system, which is separate from course it's, imported directly from the core system.

31
00:06:28.670 --> 00:06:33.849
Celine Greene (CTL): Have this chain link. Icon and methods of assessment is one of those sections.

32
00:06:33.860 --> 00:06:52.510
Celine Greene (CTL): If you need to edit anything in a section that is indicated by the chainlink icon, a section that is linked to the core system, it has to be set for approval. So when you make your syllabus edit, if you've edited anything with this chain link icon, you're going to see your draft,

33
00:06:52.520 --> 00:06:56.409
Celine Greene (CTL): but it's not going to be made public to the students until it's approved.

34
00:06:56.420 --> 00:07:18.549
Celine Greene (CTL): And in that time, after you've edited all your sections you're going to have to pick a button at the top of the course by fill this builder and send it for approval. And then you're going to see a message at the top of that syllabus builder tool that says, Hey, your your changes are pending approval, and that usually is the academic or program coordinator of of your class

35
00:07:18.560 --> 00:07:25.989
Celine Greene (CTL): that will approve that, and the change is made in the course system and subsequently made in course. So the students will see those changes

36
00:07:26.170 --> 00:07:28.390
Celine Greene (CTL): you got to give them at least two days.

37
00:07:28.400 --> 00:07:43.100
Celine Greene (CTL): I would recommend this close to term start. If you're making any changes on the Syllabus section that have to be approved, send a separate email to your academic coordinator and say, Hey, I implemented some changes in the course bus that you need to approve.

38
00:07:43.110 --> 00:08:00.269
Celine Greene (CTL): They get it done asap. So it can happen before term starts, because after term starts we cannot edit those sections. They're locked from editing, so make those changes. Send them for approval, and also send an email this close to term. Start to please approve those changes that I just submitted.

39
00:08:01.950 --> 00:08:05.290
Celine Greene (CTL): The next thing I want to talk about is the Class Sessions tool

40
00:08:05.300 --> 00:08:13.860
Celine Greene (CTL): class sessions, as I mentioned when I was talking about the faculty tools, page that's still being used in some face-to-face or forty one sections.

41
00:08:13.910 --> 00:08:43.000
Celine Greene (CTL): Class sessions can hold lots of information, including the zoom links that Aren't going to be made public to anybody who's not enrolled in the class. They can see the syllabus, but they won't be able, and they'll be able to see like a schedule of the sessions, but they won't be able to see those zoom rooms. If you're using this field, which i'll show you in a minute. When you edit the class session, you can link whatever you want to the Class sessions tool. In addition, you can have open text in your

42
00:08:43.010 --> 00:08:58.289
Celine Greene (CTL): class sessions. So here's just an example where there was open text field, where the fact, You gave some information about the cost sessions as well as implemented the link for the zoom and linked items for the online library. Excellent use of the class sessions editing

43
00:08:58.300 --> 00:09:11.800
Celine Greene (CTL): Don't. Just tell students. Here's the date and the topic. Give them more information. Give them some grounding, and when we do that, What we're going to have to do is when we go to edit our class sessions, we actually have to click on this cog wheel

44
00:09:11.890 --> 00:09:25.479
Celine Greene (CTL): that would be at the top, right or gear icon cogail, beer, icon at the top right of any class session banner that header. And then from that copy of when you click on it. There's a drop down menu from which you click edit.

45
00:09:26.270 --> 00:09:50.760
Celine Greene (CTL): When you were editing the class session. As I said, there's lots of things you can put into that class session, including rich text and including those zoom links for the class sessions as well as like a survey. You can even link. If you're a faculty or a Ta who has permissions to another course, you can even link by importing you're not actually linking your importing lecture materials from another course.

46
00:09:50.770 --> 00:09:58.689
Celine Greene (CTL): So if you had, for instance, an online section of a course as well as a dot, four, one or one section of the course,

47
00:09:58.700 --> 00:10:15.800
Celine Greene (CTL): and you were responsible for both, and for some reason you couldn't make it to the schedule of date and time. This one is Wednesday, September the seventh, for the class session. You can actually import a lecture video from the online offering As long as you have permissions to that online operating course

48
00:10:18.160 --> 00:10:34.649
Celine Greene (CTL): Schedule builder is the default option for online courses, and it's what we recommend actually for even face to face and blended courses. But again, it's an option for the face to face courses or the do for one, or talking pivoted or or um virtual courses.

49
00:10:34.840 --> 00:10:50.789
Celine Greene (CTL): But scheduled builder is the default for online, and it is what we recommend for everybody in the schedule builder tool. This is again the content page. Just like the sessions pages. We can have our assignments or items schedule builder items listed

50
00:10:50.800 --> 00:11:04.470
Celine Greene (CTL): with or without the dates showing, and they become active links, active hyperlinks. When that date. In this case the example that i'm showing you. The first item shows a date, but the next two items don't

51
00:11:04.490 --> 00:11:16.000
Celine Greene (CTL): the faculty chose to hide those opening dates, but on the opening dates we're going to see in a moment where that is set in the editing view of this

52
00:11:16.380 --> 00:11:18.049
Celine Greene (CTL): schedule builder tool.

53
00:11:18.270 --> 00:11:26.289
Celine Greene (CTL): When that date is reached, these assignments or items, schedule builder items become active hyperlinks that the students can click on.

54
00:11:26.300 --> 00:11:39.169
Celine Greene (CTL): Remember, you can't click on it yet until that date is reached, so as faculty and tas Where do you go to get to those items on the schedule builder? You go to the faculty tools, Page. It was in the navigation pane on the left hand side.

55
00:11:39.620 --> 00:11:52.190
Celine Greene (CTL): So opening dates, like I said, can be hidden from students. We can also include due dates. And again in this example, this little screenshot that I'm. Showing you the due day is listed for one of the assignments, but not for the other thing.

56
00:11:52.200 --> 00:11:53.090
Celine Greene (CTL): Other items.

57
00:11:53.100 --> 00:12:11.070
Celine Greene (CTL): There's also a date that the access to something ends. So maybe you have a due day and an access end dates as well as an opening day. You've got to have an opening day, but you don't have to have a due date which alert students, hey? But getting the course plus reminders. This is something that's due today.

58
00:12:11.080 --> 00:12:14.770
Celine Greene (CTL): The Axis end. Date means that hyperlink activity becomes

59
00:12:15.170 --> 00:12:19.489
Celine Greene (CTL): not. It cannot be linked anymore at the access end, state,

60
00:12:19.510 --> 00:12:23.820
Celine Greene (CTL): access and state. So let's go ahead and look at it in editing view.

61
00:12:23.830 --> 00:12:38.169
Celine Greene (CTL): So here we are in the schedule builder again. Here we see all the dates. These are the same. The same items you saw on the student view of the page, have opening dates. These available dates were all next Monday, August twenty ninth.

62
00:12:38.180 --> 00:12:51.340
Celine Greene (CTL): But the students didn't see these two dates for the second and third item. They did see the due date for the third item, but they didn't see the available date for the second and third item. And here's what?

63
00:12:51.580 --> 00:12:59.860
Celine Greene (CTL): Because when we went when the Faculty or Ctl staff member of yours truly, went to edit that item, that schedule builder,

64
00:12:59.870 --> 00:13:09.180
Celine Greene (CTL): Builder. Item, they chose an option. They chose the option to hide available dates, and it's actually or mask available it's actually behind this drop-down menu.

65
00:13:09.190 --> 00:13:27.189
Celine Greene (CTL): I wanted to show you here with this screen clipping that your schedule builder items can be linked to all sorts, of course, plus tools and activities. Right? You can look at this list page Builder pages, live talks online libraries. Well live talk's, actually only the Cts staff ever. And I apologize for that

66
00:13:27.200 --> 00:13:29.819
Celine Greene (CTL): dropboxes, peer assessments, et cetera.

67
00:13:29.830 --> 00:13:49.929
Celine Greene (CTL): And then again, if you want students to not be able to access something, for instance, a survey, you know it's not just a due date. You just don't want them to access it. After a certain date you can optionally put in that access, and the hyperlink becomes melancholy. It's no longer hyperlinked, and it just becomes text again on that schedule builder page.

68
00:13:51.330 --> 00:13:53.489
Celine Greene (CTL): So here's another need to know item,

69
00:13:53.500 --> 00:13:56.110
Celine Greene (CTL): and that's the class email tool.

70
00:13:56.120 --> 00:14:15.299
Celine Greene (CTL): If you are sending an email to the entire class which you can do right now, even before your course site is open to students, you can get there from the faculty tools, page, or from the communication. Drop down menu, the horizontal navigation Menu communication will link you to the class email tools page one.

71
00:14:15.500 --> 00:14:31.549
Celine Greene (CTL): And when you send class emails you can send it to individual students, or you can send it to select students based on filters, or you can send it to everyone. And when you're sending these emails, i'll show you a little bit more on the filters. In a second

72
00:14:31.680 --> 00:14:50.630
Celine Greene (CTL): you can display the email on the email archive page. You can enable schedule delivery. Go ahead and write your welcome email today to be sent out Monday morning at eight Am. You can do that. You can enable schedule delivery. If you check that box you'll have the date and time field appear, or when you want it to

73
00:14:50.640 --> 00:14:52.320
Celine Greene (CTL): um this way.

74
00:14:52.450 --> 00:15:01.600
Celine Greene (CTL): If you are just sending a copy to everything, sending it to everybody. You will have an option to display it also as an announcement on the course home page.

75
00:15:01.610 --> 00:15:19.920
Celine Greene (CTL): Additionally, one last thing I want to point out before I show you a little bit more in the filters is that you can, if you have permission to a class that was previous off of a previous offering of this class. So if your ta, you might not have permission, not have access to the previous operating. But faculty.

76
00:15:19.930 --> 00:15:34.760
Celine Greene (CTL): You can import messages from your last offering. So if you have a welcome email and you don't want to have to rewrite it, go ahead and import that message, and then just custom, tailor it to Today's um. Today's date

77
00:15:34.770 --> 00:15:47.320
Celine Greene (CTL): right? We can do that. That might save you a lot of time. You can do that for your welcome email. You can do that for emails that alert students to an assignment, et cetera, et cetera, et cetera. It's a great tool a great resource to have on the

78
00:15:48.590 --> 00:15:59.500
Celine Greene (CTL): We do recommend that all the emails that are sent to students are sent using a class email tool, so that there is a permanent sent items box, so we can always go back and view that

79
00:16:00.180 --> 00:16:04.439
Celine Greene (CTL): um as as faculty and tas and staff members who have access

80
00:16:04.940 --> 00:16:06.040
Celine Greene (CTL): page

81
00:16:06.120 --> 00:16:23.110
Celine Greene (CTL): all right on the class email tool. I did mention that you can filter the class email. You could go ahead and say, I want to send an email to students who have not or who have submitted the dropbox assignment. Maybe I've got some delinquent students, and I just want to give the other students an alert that, hey? You know what?

82
00:16:23.120 --> 00:16:29.789
Celine Greene (CTL): Thanks for your submission. We're grading them. We're going to wait until everybody's assignment is turned in before we release the grades.

83
00:16:29.800 --> 00:16:32.119
Celine Greene (CTL): You might want to send them that message,

84
00:16:32.130 --> 00:16:47.400
Celine Greene (CTL): or maybe especially in his first few days, the first week of class. You might want to go ahead and filter my site. Visit Who Hasn't visited the site. Yet we're three or four or five days into the course. Who hasn't visited the site, let me reach out to them, using this filter

85
00:16:47.410 --> 00:16:59.769
Celine Greene (CTL): and ask them, Is there anything I should know? Want me to make sure that you know there's an assignment deadline coming up, et cetera. There's other filters available. But again take a look around the class and mail tool. It's very powerful,

86
00:16:59.990 --> 00:17:03.630
Celine Greene (CTL): and I do know that i'm a little bit behind scheduled. But we're getting there.

87
00:17:03.640 --> 00:17:14.989
Celine Greene (CTL): Another quick little thing is the class announcements tool that also can be reached from the faculty tools page as well as the communication. Drop-down menu in the horizontal navigation menu

88
00:17:15.000 --> 00:17:30.360
Celine Greene (CTL): in the class announcements. Remember, I showed you that if you're sending a class email to everybody. You can also display it as an announcement on the home page. The announcement is literally that it's a bannered announcement on your Course Home page. That's what the class announcement is.

89
00:17:30.370 --> 00:17:48.839
Celine Greene (CTL): And in the editing view, with your permissions of faculty, staff and tas, you can add an announcement, and when you do add an announcement to the course homepage, either as an email or here, but especially right here. When you add an announcement to the to the course homepage.

90
00:17:48.850 --> 00:17:50.790
Celine Greene (CTL): You actually just like the emails.

91
00:17:50.800 --> 00:18:01.909
Celine Greene (CTL): You can actually schedule it to be posted later. We can schedule our announcement to be posted at a future date and time, and we can opt to display it for one, two,

92
00:18:01.920 --> 00:18:23.149
Celine Greene (CTL): five bases at all. I believe you can display it for up to seven days, and That might be a really good thing. If you, for instance, want people to make sure that they've done a reading, we have the best sme coming for our livestock to make sure you've done your readings, and you don't want to send them. Bombard them with another email. You can just display a simple reminder as an announcement on the course home page.

93
00:18:23.390 --> 00:18:25.019
Celine Greene (CTL): They'll get the message.

94
00:18:25.980 --> 00:18:29.990
Celine Greene (CTL): The next thing I want to go ahead and show you briefly is the discussion forums.

95
00:18:30.000 --> 00:18:48.730
Celine Greene (CTL): Now in the discussion forums there are so many options. It has been improved so much over the past few years in terms of its usability in terms of this interface in terms of a lot of things, and in the discussions learn a few things. I want to draw your attention to, including the fact that here's where we can add a new topic right under this

96
00:18:48.740 --> 00:18:50.849
all view of the discussion. Forum

97
00:18:51.030 --> 00:19:03.919
Celine Greene (CTL): um. I want to show that in order to add categories and category groups to the discussion form. You have to be on the admin page. We're going to see something from there in a moment, but also faculty and Tas

98
00:19:04.090 --> 00:19:16.690
Celine Greene (CTL): subscribe to your discussion Forum. If you're asking students to introduce themselves on the course site, or you have an open Q. And A. For anybody who has questions about any of the learning activities

99
00:19:16.700 --> 00:19:19.989
Celine Greene (CTL): subscribe to those categories or topics.

100
00:19:20.050 --> 00:19:27.280
Celine Greene (CTL): Okay. Otherwise you might forget to look, subscribe to them, at least as a daily digest.

101
00:19:28.220 --> 00:19:47.099
Celine Greene (CTL): So when you are in the admin view of the discussion Forum, you see categories, category groups. This is Discussion Board assignments. That's a Category Group. Introduction is a category, and you might also see icons if you've inherited the course, or if it's been managed by other tas before,

102
00:19:47.110 --> 00:20:06.769
Celine Greene (CTL): let's show you how the discussion forum has been set up. Well, here are some of the options for the discussion Forum. It can be read only to students after a certain day it can be hidden until a certain day. So maybe you have a discussion Forum for upcoming live talks. But you don't show that discussion form category until the date of the

103
00:20:06.780 --> 00:20:22.419
Celine Greene (CTL): it can be locked, so that only faculty, ta and staff can read and post students might not even be able to read. Maybe it was an assignment, and you want to stop students from reading each other's submissions while you work on it. Maybe you're working on grading or something like that.

104
00:20:22.430 --> 00:20:33.640
Celine Greene (CTL): You can also set it so that a discussion forum category can only have topics. Those are the threads of the discussions, and only have topics added by faculty, tas and staff.

105
00:20:33.650 --> 00:20:52.860
Celine Greene (CTL): You could require that students actually post to a discussion form category before viewing other posts in that topic or category, you can actually set it so that students can only edit it for fifteen minutes if they're changing their minds later on. Sorry too late. Add a new post, or just leave it be.

106
00:20:52.870 --> 00:21:02.640
Celine Greene (CTL): And you can also set discussions, forms private to specific groups or individuals, and you can also link discussion forums to the gradebook.

107
00:21:03.250 --> 00:21:05.410
Celine Greene (CTL): I'm almost done here.

108
00:21:05.560 --> 00:21:18.050
Celine Greene (CTL): Another thing I want to show you again, very helpful at the start of a term is Sign up sheets and course, groups sign of sheets are useful. For many reasons we can have sign up sheets that are single sign of sheets like

109
00:21:18.060 --> 00:21:33.989
Celine Greene (CTL): who is interested in meeting to go visit such and such organization. We're doing service, learning. We want to go ahead and go down the street to meet up on this so sign up we could have time-based sign-up sheets, such as might be with for office hours,

110
00:21:34.000 --> 00:21:50.950
Celine Greene (CTL): or we can have sign up sheets for groups. Here are some topics sign up for the topic that you're interested in in working on, and when we have sign up sheets for groups or any of these sign up sheets, we can actually limit the number of people who sign up at any given time or any given topic

111
00:21:50.960 --> 00:22:10.869
Celine Greene (CTL): for any given activity. We can limit how many people sign up. And again, when you are actually using these group sign up sheets, we can actually create course groups from the sign of sheets and course groups can also be manually created by faculty.

112
00:22:10.880 --> 00:22:30.000
Celine Greene (CTL): One staff and Tas course. Groups can be linked to assignments. They can be linked to Wikis. They can move into discussion. Forums course groups can be linked in pure assessments. Course groups can be so useful. So again, if you weren't aware, of course, groups before you're aware of them now, and we can help you individually set up the course groups

113
00:22:30.010 --> 00:22:35.639
Celine Greene (CTL): or set up sign up sheets in which the students basically sign up for their groups themselves,

114
00:22:36.180 --> 00:22:42.789
Celine Greene (CTL): all right and almost done. We've got the grade book. Let's go ahead and mention the Grade Book

115
00:22:42.800 --> 00:22:48.170
Celine Greene (CTL): methods of assessment. I mentioned that way back in the beginning, when I was talking about the syllabus builder tool,

116
00:22:48.180 --> 00:22:50.990
Celine Greene (CTL): make sure your methods of assessment

117
00:22:51.000 --> 00:23:04.390
Celine Greene (CTL): are accurately reflecting the percentages and categories that you want it to. If you have to make changes, it has to be sent for approval, because that is, methods of assessment, is a linked item to the core system.

118
00:23:04.400 --> 00:23:11.489
Celine Greene (CTL): Make sure your great book is set up to match the methods of assessment. If you have categories in your methods of assessment,

119
00:23:11.500 --> 00:23:14.969
Celine Greene (CTL): have categories in your grade book again.

120
00:23:14.980 --> 00:23:34.640
Celine Greene (CTL): Gradebook should match the methods of assessment that is provided on the syllabus and in your gradebook. When you are setting it up, you can allow for um percentages or points you can allow for extra credits do not include in graded calculation, and you can have items in the grade that are. Stand alone,

121
00:23:34.650 --> 00:23:44.740
Celine Greene (CTL): like just you're making your own breakbook item, or they can be linked to a dropbox. Quiz discussion forum peer assessment, or even a pathfinder simulation.

122
00:23:44.780 --> 00:23:56.099
Celine Greene (CTL): You can enter the grades by student or by items. Maybe a student submitted something right? So you're going to actually want to go to enter that grade by the student and the student. Enter the grade.

123
00:23:56.110 --> 00:24:03.390
Celine Greene (CTL): Or maybe you're creating a collection of papers that were submitted through the dropbox. Let's go ahead and grade by item.

124
00:24:03.580 --> 00:24:06.089
Celine Greene (CTL): When you are in the Great Book.

125
00:24:06.420 --> 00:24:09.660
Celine Greene (CTL): If you are grading by student, you

126
00:24:09.960 --> 00:24:14.679
Celine Greene (CTL): you you can also, by the way, grade items by group. If you, of course, have

127
00:24:14.830 --> 00:24:16.300
scripts set up

128
00:24:16.310 --> 00:24:45.239
Celine Greene (CTL): when you are entering grades by students, you actually have this option to view the student's personal grade Book page. I'm not going over the individual show and high grade both items. But if you have been inside the grade book before you know, there's an eyeball icon, so you might be able to close the eyeball, dim it out or make it visible; and if the eyeball is open and bright and visible, then it is open and bright and visible to the student, and if you want to make sure, go to an individual students's, Grace

129
00:24:45.250 --> 00:24:51.239
Celine Greene (CTL): integrates by students and click on the button to enter grades by student. So

130
00:24:53.080 --> 00:24:54.610
Celine Greene (CTL): and

131
00:24:54.800 --> 00:24:58.539
Celine Greene (CTL): almost done. Almost done. Two more slides

132
00:24:58.580 --> 00:25:00.359
Celine Greene (CTL): course plus reports.

133
00:25:00.370 --> 00:25:18.519
Celine Greene (CTL): Remember, I said on the faculty tools, page, that no matter what your course. Format has the same tools for administrative tools and content tools, et cetera, on the course reports in the administrative tool section of the faculty tools. Page. We have student activity reports.

134
00:25:18.530 --> 00:25:23.949
Celine Greene (CTL): You can see the site axis. You can see the individual page. Actions

135
00:25:24.350 --> 00:25:38.909
Celine Greene (CTL): are the students visiting this lecture page yet. It opened three days ago, but I haven't had any questions, and I was expecting questions on this activity. You can view the activity from the course, plus reports on the faculty tools, Page. You can also see if students have

136
00:25:38.920 --> 00:25:54.759
Celine Greene (CTL): downloaded pdfs of lectures or watch the video, and you can also see the activity in the discussion forums and the live track records. This is one of the reasons. If you're teaching an online, course the default now is faculty, self-run live.

137
00:25:54.770 --> 00:26:14.279
Celine Greene (CTL): This is one of many reasons why we encourage faculty to run their live talks as traditional live talks and not as does hey? Here's a zoom meeting link. Let's go ahead and meet at this time because you're going to get the advantage of having the course plus report. In addition, students are going to have the advantage of knowing where to go each time there's a live path.

138
00:26:14.290 --> 00:26:20.890
Celine Greene (CTL): Students are going to have the advantage of knowing where to go for the recording of the laptop if they want to review.

139
00:26:20.990 --> 00:26:31.419
Celine Greene (CTL): So that's actually life. That is actually the last thing I think I want to share with you today before turning it over to Brian. And this is the default view for faculty. Self-run live shops

140
00:26:31.480 --> 00:26:48.070
Celine Greene (CTL): at this time early in the term. If your live talks have been set up. They've been scheduled through acuity. That's their scheduling system, and you've received a confirmation. Your instructional designers, the ctl staff member who is assigned to your course. It's an online course.

141
00:26:48.080 --> 00:27:02.839
Celine Greene (CTL): Your instructional designer has worked with Ctl staff, and you now have all your live talks appearing not just on your schedule Builder page, but on the live talk page and on the laptop page it is waiting for you to add those zoom links with embedded past.

142
00:27:03.220 --> 00:27:12.909
Celine Greene (CTL): You just click on the the button that says, add, zoom link for this session. You can actually use the same zoom link for all of your laptops, and you add that information

143
00:27:12.920 --> 00:27:32.409
Celine Greene (CTL): additionally, after the live talk includes, you have the option to manage your recordings by uploading the recording, which is highly recommended, So that would be downloading from the zoom cloud. Or if you recorded locally uploading it from your computer, so uploading the recording when it becomes a permanent artifact of your course. Site

144
00:27:32.420 --> 00:27:38.500
Celine Greene (CTL): the the transcript. By the way, I don't forget every time there's recording there should also be a transcript.

145
00:27:38.530 --> 00:27:46.159
Celine Greene (CTL): This is where again, once you manage your recordings, then students can access the links to download the recordings and the transcripts.

146
00:27:46.170 --> 00:28:03.999
Celine Greene (CTL): Additionally, if you ever need to change the zoom meeting link for a session. You can do that for an upcoming session, and that is the button that says, update zoom meeting link for this session that tells me. There's already a zoom link there. If I need to change it. For some reason I can go ahead and change it now,

147
00:28:04.010 --> 00:28:06.489
Celine Greene (CTL): and I see that for an upcoming session.

148
00:28:06.500 --> 00:28:24.100
Celine Greene (CTL): I did provide this tiny Url for anybody who has questions. If you will have a faculty self-run live talk, no doubt you've received a link to this document before. But here it is again. Faculty, cell phone, live talk. The full set of instructions are at tiny url, com slash, ctl,

149
00:28:24.130 --> 00:28:28.479
Celine Greene (CTL): hyphen, lt. Hyphen instructions,

150
00:28:31.110 --> 00:28:47.829
Celine Greene (CTL): and with that I know that there was some chat that came in um Amy. If there's anything that can that can't wait till the end I haven't actually looked at the chat. Yet. I would like to, however, turn it over to Brian, but i'm welcome to answer questions at the end. I apologize for speaking so fast,

151
00:28:48.990 --> 00:28:50.280
Celine Greene (CTL): all right

152
00:28:52.210 --> 00:28:53.500
Celine Greene (CTL): and

153
00:28:53.510 --> 00:29:23.499
Brian Klaas: okay. Well, Selen sort of showed a bunch of things that are new, in course, plus. But um, i'm going to spend a few minutes uh I'm also a fast talker, but hopefully will not take too long in this. We could stay on target to talk about some things that are new in course, plus that you may not be aware of. If you use course plus in the past, any last academic year or uh well, i'd say last second of a year. Um, So you're aware. So if you haven't used course, you're returning ta faculty member or you Haven't used it. Since

154
00:29:23.510 --> 00:29:50.970
Brian Klaas: January of this year you may not be aware that there's a whole new version of the online library. The Ui has been user interface is completely redone to make it easier to use and work a lot more like a traditional file system on your desktop or laptop. There's a whole series of blog posts on this on the Ctl. Blog. I'm not going to go over all of the changes other than to show kind of like two sort of major ones, or three things that I think is probably useful for

155
00:29:51.020 --> 00:30:20.820
Brian Klaas: the folks in this meeting to know about, but just really quickly. It's a much more streamlined and straightforward interface. You can upload files of two gigabytes in size. It used to be. There was a fifty megabyte limit. Now you can have files of two gigabytes in size. It's funny, big for most purposes. Content is now also distributed through a level of content delivery network before people would have to make all those network hops across the Internet to Baltimore if they were in China. Let's say now,

156
00:30:20.830 --> 00:30:49.700
Brian Klaas: uh, they make uh one network clock to a local content delivery network endpoint, and that's where they get their file. So downloading files is faster, whether it's a zip file, a Pdf file, or anything. Else. And and hopefully, this is also a bit easier to use as well. But just three quick things I want to talk about in the online library that are solving common problems are things that they aren't aware that they can do so frequently. What will happen is you'll put something in the online library, a file that will need to be updated on an annual basis.

157
00:30:49.710 --> 00:31:10.130
Brian Klaas: Or there's a reading that there's a new edition of the book out, or there's a revised version of that reading that you want to share with students, and many times those readings will be linked to multiple pages in your course, plus site, either class sessions or page builder pages. And what a lot of people do is I'll be like Well, I guess I've got to delete the old one

158
00:31:10.140 --> 00:31:13.990
Brian Klaas: and put in the new one right, and then re-link everything again, So

159
00:31:14.000 --> 00:31:16.889
that could be a lot of work depending on how many files you have

160
00:31:16.900 --> 00:31:32.140
Brian Klaas: placed, or um. How many places that file is linked to? How many class sessions or page builder pages that that file is linked to a simpler and easier way to do that is to simply go ahead and click on the pencil button next to that item and edit the file,

161
00:31:32.210 --> 00:31:59.190
Brian Klaas: and right up here at the top there's an option to replace the file. So, instead of like re typing all the information, re-linking it putting in the right place. All you have to do is simply say, place, file, put, choose, file, and then it will say, You know, open up a traditional file dialog on your computer to replace that file. This is a really easy way to swap files out That, you know, need to be updated on a regular basis rather than going through all the hoops of doing all that work yourself. That's the first thing I want to show.

162
00:31:59.200 --> 00:32:02.199
Brian Klaas: It also works really well for Links right? So if a link,

163
00:32:02.210 --> 00:32:26.289
Brian Klaas: It's broken because the target website, Cdc's website or some other website, has changed their file structure and people are like, Hey, the link's broken. Can you fix it again. You don't have to delete the link out, because that item in the online library might be linked elsewhere. Just click on the pencil icon next to that link and just put in the new link in the link Url box. There it's a lot faster than deleting and replacing.

164
00:32:26.300 --> 00:32:32.149
Brian Klaas: So the sex thing is speaking of deleting. One thing that's very different in the new version of the online library

165
00:32:32.160 --> 00:33:01.740
Brian Klaas: is the way in which you delete items in the old version you would have to like. Take an item. You kind of drag it to the middle of the screen and the trash, can I on what it beer. We don't do that any. Now, there's actually like a delete mode for deleting multiple items at once. So if you notice at the top of the screen. I have this delete items, but so I want to delete something, whether it's a file or it's a folder in the online library I click on the delete items, but ah! And that then puts the checkmarks next to every single item in my on my library. So all the things I want to delete.

166
00:33:01.750 --> 00:33:30.819
Brian Klaas: I can select individual items. I can select an entire uh folder full of items there, and you may have noticed here if I click once it's just going to delete the folder itself, but leave the items. If I click twice on the folder, it actually selects the check boxes for everything there and then, when i'm ready to delete the items, I simply say, delete, select it. So there's a whole separate delete mode for deleting items. That's how you do it so delete items click the things you want to delete, and then click the delete selected. But there,

167
00:33:30.900 --> 00:33:53.520
Brian Klaas: that's the second thing I want to show. The third thing I want to show is a feature of the online library that's been around for a long time that people may not be aware of, and that's tracking options. People will ask sometimes. Well, how do I know that students are actually downloading these files? Can I tell who downloaded the file? And when the answer is, Yes, you can. So if I go back to my main view here of the online library,

168
00:33:53.630 --> 00:34:01.820
Brian Klaas: and I click on the show tracking button at the very top of the screen up here. That'll bring up this view. That shows me my files and links in the same order

169
00:34:01.830 --> 00:34:30.980
Brian Klaas: that they are displayed in the online library itself, and I can see how many times somebody click on that link or download the file, and I can even go so far as to go ahead and click on an individual file there and see who downloaded that file. And when that file was downloaded over here,

170
00:34:30.989 --> 00:34:41.790
Brian Klaas: there's a lot of other features that are in the online library. If you're not familiar with it again, I encourage you to take a look at the Ctl blog because the Ctl log it definitely has more details on all the changes that are there.

171
00:34:41.800 --> 00:35:00.849
Brian Klaas: Ah, the next thing I want to show that is new and different. You may have noticed that in Celine's screenshots, Of course there was kind of a font that doesn't look like the same font that you normally see in horse plots there was a little bit different looking. Well, that's because for a long time

172
00:35:00.860 --> 00:35:30.809
Brian Klaas: fourth class has had the ability to switch to a different font for accessibility purposes, and for about three years now we've had the option to choose a font that is actually custom designed for students who are dyslexic or individuals, I should just say as students. I see individuals who are dyslexic. And we added this year a second font that's designed for specifically people who have low vision. Issues well, perhaps of my age, or where glasses

173
00:35:30.820 --> 00:36:00.189
Brian Klaas: this this font, known as actin and the hyper-legible, makes it easier to read a text on a screen, particularly text that isn't very large. So I want to show you very briefly where that option is to to make that change. In case That's something you're interested in, or you have students, you know, who are dyslexic or you have students who might have television issues. You can make that change yourself. So here I am. Um, i'm like to show you how to get here. So here I am on my my, my courses page right, and i'm going to click on the button for edit my

174
00:36:00.200 --> 00:36:29.780
Brian Klaas: plus account over here on the left side of the screen, and in my course plus account, and on this page There's a course plus preferences, information link. So I click here. And this is where you can either describe to the unsubscribed and daily course course notifications. You don't want those. But more importantly, I can switch to the dyslexic friendly font or the low vision friendly font. So i'm going to go ahead and just click this real quick. And say, I'm going to switch to low vision friendly. I click on that. You'll notice the font has immediately changed for course, plus to Atkinson Hyper legend.

175
00:36:29.790 --> 00:36:38.589
Brian Klaas: I can do that dyslexic friendly, or I can use the default fonts. But if you're interested in those options, you have students who might benefit from that. This is where you would make that change.

176
00:36:38.670 --> 00:37:07.860
Brian Klaas: All right. Next up there's a bunch of information that's now displayed on the roster in your fourth plus sites that you may not have seen before, or may not be aware of. First and foremost over the summer we added the display of an individual students's debris program. Yeah. Information to the course plus roster. Uh, if there's students who are in the School of Public Health, you're going to see basically the degree and the department. Uh, if there are students at other divisions of the university, you would see uh the department, and

177
00:37:07.870 --> 00:37:37.610
Brian Klaas: i'm sorry the degree. And, Major, that this student is controlled in there. We get that information directly from Sis, because there's been a number of faculty who want to know who's a doctoral student and who's a master's? Do what programs are they in? This information is also included when you export the final grades in excel in the final raise for your class to excel. So uh departments can. Now look at this and pull some data out, of course, plus and say, Okay, You know, students who are in this program and tend to get these kind of raids if they want to do certain things,

178
00:37:37.620 --> 00:38:07.029
Brian Klaas: the data analysis. But that program. Information is shown on all academic courses on the roster page. Right uh student pronouns are also available. Chosen pronouns of student goes into the my dot. J. S. H. Dot portal um, and enters in and selects their pronouns. Those are now also displayed on the roster as well. Again, this is student chosen a student self selected for how they want to um have their their information display, their their pronouns display,

179
00:38:07.040 --> 00:38:22.629
Brian Klaas: and then, finally, there's also a tool that the University has been using for a number of years, called Voicethread, is a tool that allows anybody at the university, not to students, but faculty and staff, as well to record the pronunciation of their name. And

180
00:38:22.730 --> 00:38:52.530
Brian Klaas: if you, if a student, does that or a back to a member of staff, and in this case students, because this is the roster. Do that. This pronounce button appears next to their name, and if you click on the pronounce button um, it will play back that recording of that student's name. So this is a great tool to look at, to use, especially for your first class session when you're on campus or your first live talk. If you're doing a fully online class because it's, I think it's important to use the right pronouns. It's important to pronounce the students name in the

181
00:38:52.540 --> 00:39:14.170
Brian Klaas: a way that they would like it to be pronounced. Sometimes it can be very difficult to pronounce students names, and this is a great tool that's been in the the roster for quite a while, and you can see quite a few students do choose to do this, and they're encouraged during orientation to do this as well. So, hopefully, you'll see more student names having that pronounced button next to it as the next few days go by.

182
00:39:14.180 --> 00:39:22.489
Brian Klaas: All right. Yeah. And also the name coach is also available, and that name will appear in Sis, the Information Student information system

183
00:39:22.500 --> 00:39:43.400
Brian Klaas: just really, quickly. I want to bring up something Celine mentioned earlier, because the school is now entering in its current accreditation cycle. There, There, there's a lot of interest in making sure that all syllabus information is accurate, and up to date. Another reason not to use a word document for your syllabus is that the accreditors are given

184
00:39:43.410 --> 00:40:07.140
Brian Klaas: access to course, and they can see the syllabus for any course, if that's in a word document, they may not have access to that word document. Want to make sure that your syllabus is in the syllabus filler format, so the accreditors can access it. And then also now, as Celine was mentioning earlier, when you print that. Pdf: You put your syllabus to Pdf. Format. We go ahead and do that. Here. It'll take just a second to appear.

185
00:40:07.200 --> 00:40:34.389
Brian Klaas: The regular syllabus appears the text of all your policies and everything that goes on that's then followed by your schedule or list of class sessions. If you haven't used the class Sessions tool. Then, finally, a new thing that was added is that if you have any objectives for either Ctl produced lectures or page builder pages that have decades like describing it, and assignment objectives there. Those now appear in that Pdf. As well

186
00:40:34.400 --> 00:40:37.180
Again, This is something that's really important for the accreditation cycle

187
00:40:37.190 --> 00:40:54.580
Brian Klaas: you want to make sure your syllabus is up to date that you're using syllabus builder, and that all your detail produced. Lectures have objectives. Your class sessions have objectives. And ideally, your assignments that are built in Page Builder have objectives as well, because that's something The accreditors are all going to be looking at

188
00:40:54.590 --> 00:41:24.299
Brian Klaas: all right next up, really quickly. Selene did mention this, but I want to show you how easy it is to use this important message from last offering tool that's in the class email tool. I teach three different classes to the entire Mph program, and one of my classes and two other classes. I have lots of students in all my classes, and I teach in all academic terms all the terms here at the school. So I just if I had to retype the emails or copy and paste emails from class to class to class

189
00:41:24.310 --> 00:41:54.179
Brian Klaas: that would drive me crazy. Um, it's super easy to use this import message from last offering tool. You simply click on it. It shows you all the emails that were sent to the entire class, not to individual students, but to the entire class. I can go ahead and click on that, and it dumps the entire message into my email editor Here it gives you, sends it to the everybody in the class. It's the subject in there. It's super fast. It's super easy. It makes really sort of sending the same structured set of emails

190
00:41:54.190 --> 00:42:05.990
Brian Klaas: from offering to offering in the class there. And again, you can do that with any of your class emails that were sent to the entire class. It's a super helpful tool highly highly recommended. It's a great time sale.

191
00:42:06.030 --> 00:42:07.450
Brian Klaas: Um:

192
00:42:08.190 --> 00:42:36.949
Brian Klaas: So yeah. So Siovanni, you would only see that option for that that import from a previous offering if you had access to the previous offering. That is a limitation of the tool. Um, it's only available. If you had access to that other offering, and there's very legitimate reasons why you may not have. You know, when we don't light it, all the messages immediately. Um! So unfortunately it doesn't always work for tas if you didn't have access to last year. Um! But again that's something the faculty can easily do themselves.

193
00:42:36.960 --> 00:43:06.590
Another thing I want to show up real quick, and I promise somebody quick is something I try to encourage everyone to look at and explore, because I think it's an awesome tool, and I get really positive feedback from students in my academic classes that I teach about this tool, and that is in lecture quizzes. So if you've seen lectures that are produced by the center for teaching and learning. You know there's this nice sort of format here where you have a lecture, or you have the interactive transcript that plays alongside of you. But what if you wanted to ask student questions to do kind of a quick form of assessment?

194
00:43:06.600 --> 00:43:30.050
Brian Klaas: They understand what i'm talking about. You can actually build that into the lectures that are produced by the center for teaching and learning inside, of course, plus. So here I have a video in one of my classes, and it's a typical lecture. And then, all of a sudden, in the middle of the lecture it stops. And this question that gets asked. And so this is an example of an in lecture quiz. I can

195
00:43:30.070 --> 00:44:00.020
Brian Klaas: ah go ahead and select an answer and submit it, and i'll get immediate feedback. I can provide an explanation to students, and then I can continue on with the lecture there. Um! So this is a really powerful tool that's actually shockingly easy to use, and to add to either new lectures that you or the faculty may be creating for your classes, or in existing electrodes. And i'll tell you again, students have really positive feedback about this. They like this. The in lecture quizzes, and they work just like

196
00:44:00.030 --> 00:44:29.490
Brian Klaas: quizzes in any other quizzer exam inside the quiz generator in your class you create a quiz with questions, and then the sort of unique feature of this tool is that you would then tell the system where to insert the questions that are in that quiz into that particular lecture section, so you could play back the lecture here, and then you would have the questions that you're going to be asking during the lecture in the list here, and then you can just literally click on a button when you want to.

197
00:44:29.500 --> 00:44:59.489
Brian Klaas: Serves that question into the quiz, and it's I don't know if you can see here, but it displays where all the questions appear with these little sort of orange orange markers in quiz there. So it's really easy to use. It's really easy to add in, and students give really good feedback about this. They like formative assessment. They like interactive lectures that are just sitting and watching. Possibly that they give them something to do, and you don't have to ask multiple choice questions. You could do reflective questions like you got a bunch of

198
00:44:59.500 --> 00:45:29.300
Brian Klaas: as well like. Can you think about a time when you experienced X, or when you worked on a project like this, how would you have solved it differently than what we talked about here today just those kind of reflective, prompt-based um activities in your lectures make them more engaging and give students a much richer experience. Um, you know, if you're a ta. You want to work with your faculty on this, because sometimes faculty don't have time to go back and add these questions to the lectures. This is a great opportunity for Tas to make significant content based contributions to the classes that they are helping to create.

199
00:45:29.310 --> 00:45:45.819
Brian Klaas: So just a quick thing on in lecture quizzes and to Celine. Thank you. Put the the Ctl Vlog post that discusses them in more detail. You can also reach out to your instructional designer assigned to your class. If you want to learn more about how to use these, and they're they're really pretty easy to use it pretty great.

200
00:45:45.830 --> 00:46:01.309
Brian Klaas: And then Finally, i'm going to do a quick on unscheduled a sneak peak of something that's coming to the course. In about two weeks we're going to be launching a new version of the schedule builder tool. So the schedule builder, as Selene was mentioning earlier

201
00:46:01.330 --> 00:46:31.320
Brian Klaas: uh is the tool where you set up your course schedule right uh where you link to all the uh activities around one uh all your activities and assignments in your class uh and and we've sort of done a revamp to the tool, to the user. On a basis. I want to show this to you because you'll be teaching what we're working on classes and all likelihood in the next couple of weeks, and you'll be seeing this new interface here. Um, just a quick couple of things about the new schedule Builder interface. Um, it sort of sleeps. It's mostly it's It's more streamlined. Um editing is

202
00:46:31.330 --> 00:47:01.180
Brian Klaas: done. Yeah, you can't see this yet. This is coming soon. This is not something in access right now. Um. But if you use the schedule builder tool, you look at this. You might be like, Okay, Um, where those edit and delete buttons for all the items like. If I want to change the date of quiz, how do I do that? I don't see how to edit it. Well, the new schedule builder tool. You click on the item, and then the form for editing appears in line. This is one of the big changes, the user interface. It's not really. There's not a lot of new functionality. But the user interface is changed and make it much more streamlined

203
00:47:01.190 --> 00:47:30.600
Brian Klaas: of editing. So if you want to edit something, you click on the item in the schedule builder tool, and then you would edit the information. Or if you want to delete something that's the same place where we do it. So that's a big change that's coming in about two weeks here. I think it's a much easier tool to use overall. Uh, you just click on the items. Now, if you want to go see that thing instead of you know, see them from directly within schedule Builder. It shows you what the item is linked to like a page over page a survey,

204
00:47:30.610 --> 00:47:59.160
Brian Klaas: a quiz. Well live talk, whatever it might be. Um. So we're super excited about this. This is going to be rolling out about two weeks. It'll suddenly appear in in course, plus, so please don't be surprised when you see it. It's not quite there yet, and then, lastly, um! And so we're probably going to mention this a little bit later on. But there is this page that we have, that you know we do blog posts. We have a twitter account that posts, you know, new changes, of course, but this page right here. The fourth plus Updates page

205
00:47:59.170 --> 00:48:26.879
Brian Klaas: is a single page. That lists all of the changes in course, plus big and small, that have happened. So if you want to catch up, you want to see what happens in a recent month, and I have to put July on there because I kind of forgot to do that. You can scroll through this if you want to go back, and it goes back years and years. It's a long page, plenty of things you can see when all the things happen, in course, plus, and you can get updates and details there. So i'm going to stop there and turn it back over to Celine in our remaining few minutes.

206
00:48:28.560 --> 00:48:34.689
Celine Greene (CTL): Thanks, Brian. At this time I was wondering if anybody had any unanswered questions.

207
00:48:34.700 --> 00:48:40.810
Celine Greene (CTL): Obviously we dumped a lot on you. But again my whole thing is light, Bulb. Moment

208
00:48:40.820 --> 00:48:59.099
Celine Greene (CTL): follow-up can be followed up individually, but we do have about ten minutes a little less than ten minutes. If there's anybody who has any individual questions where i'm a curse one i'm very good at speaking, much slower and calmer, and showing things, but I do want to make sure we got all those light balls that

209
00:48:59.110 --> 00:49:04.290
Celine Greene (CTL): Oh, I didn't know you could do that. I'm going to have to look into that later. And oh, I forgot about that.

210
00:49:04.300 --> 00:49:06.669
Celine Greene (CTL): So does anybody have any questions?

211
00:49:10.770 --> 00:49:17.860
Celine Greene (CTL): Wow! Okay. So we we did that a lot on you. Um, I can't stress you enough how the

212
00:49:18.070 --> 00:49:20.410
Celine Greene (CTL): course plus has

213
00:49:20.490 --> 00:49:26.389
Celine Greene (CTL): so many valuable things to it. A lot of it is intuitive.

214
00:49:26.440 --> 00:49:39.599
Celine Greene (CTL): If you think something should be able to be done, but you can't figure it out. We've got a couple of different things to help you out, if you think you know where something is, but you're just having a little trouble figuring out. We want to help you out,

215
00:49:39.610 --> 00:49:46.489
Celine Greene (CTL): so i'm going to go ahead. I should see something pop up, and I have the share screen blocking it. So hold on one second.

216
00:49:46.560 --> 00:49:54.080
Celine Greene (CTL): Sorry the new features on how to set up live tax. Yes, we'll go ahead, and as time permits, be able to share that with you.

217
00:49:54.260 --> 00:49:57.019
Celine Greene (CTL): But hopefully, are you all seeing

218
00:49:57.160 --> 00:49:58.859
Celine Greene (CTL): they are?

219
00:49:59.330 --> 00:50:01.089
Celine Greene (CTL): The screen was before Rica.

220
00:50:01.100 --> 00:50:06.250
Brian Klaas: Yep. Okay, Great? All right. Um sorry. Why, I taco

221
00:50:06.830 --> 00:50:08.490
Celine Greene (CTL): windows here

222
00:50:08.500 --> 00:50:28.550
Celine Greene (CTL): all right. So before we go, and we will, because time is allowing the course bus survey, we will talk about both of those. I think I do want to go ahead and put these three items right now. I want to stress to you guys, the Ctl Health Site has been totally overhauled. It's fantastic. It's easy to use It's been updated

223
00:50:28.560 --> 00:50:45.989
Brian Klaas: There's still, perhaps some gaps. If there is a gap right to Ctl help at J. H. U. Dot edu, and say, I think there's an inconsistency or something like that. But again it's phenomenal, or while you're on the site, just click on open help! Call!

224
00:50:46.000 --> 00:51:05.790
Brian Klaas: There you are on the side itself, and I will say, just to reiterate what Slain said: It has a fantastic search feature. Now, the old site. Olds Health Guide didn't really have a great search feature at all. This one is really really good. Um super high quality gets. You people have been very surprised at the getting. Oh, that's the exact thing I wanted to know. So that's kind of a nice thing.

225
00:51:05.800 --> 00:51:08.229
Celine Greene (CTL): The search feature is fantastic. Yeah,

226
00:51:08.240 --> 00:51:20.919
Brian Klaas: All right. Okay. So now I got that out of the way, so that everybody saw that I've got about five minutes left. Let me go ahead and share another screen or something over to that screen.

227
00:51:21.060 --> 00:51:23.879
Celine Greene (CTL): And there we go.

228
00:51:24.810 --> 00:51:37.589
Celine Greene (CTL): So I believe that the first question that was asked was about the live talk options. Okay, Again, on the live tracks themselves. The laptops have to be set up by Ctl staff.

229
00:51:37.600 --> 00:51:54.959
Celine Greene (CTL): So if you're in a class who Hasn't gotten their livestock scheduled yet in the faculty Tools Page, this is one of the easiest ways to get there. Um! You could go ahead, and I'm going to go to one. Of course that's passed, for right now. Um! You can go ahead and go to the faculty Tools page to get to this link

230
00:51:54.970 --> 00:52:09.399
Celine Greene (CTL): mit ctl, and and that is again for online courses only live tax scheduling availability that actually links you to the system that we use as acuity. And that is where you can select to schedule your live to.

231
00:52:09.410 --> 00:52:24.700
Celine Greene (CTL): When you schedule this laptop, you have to provide an email address the course information, of course, url and select your assigned instructional designer. If you don't know, I believe there's an option, for I don't know, and it goes to our manager, Catholic rest.

232
00:52:24.710 --> 00:52:39.319
Celine Greene (CTL): But again, this is where it has to be scheduled. When it's scheduled with the person who scheduled it. It gets the confirmation email and any email addresses that were included on that reservation, and the assigned assigned instructional designer gets a copy of that information

233
00:52:39.330 --> 00:52:58.490
Celine Greene (CTL): that confirmation email the instructional designer or other Ctl staff member will add it to the course schedule itself as a live talk item. Now the faculty, Tas and site content editors. They can edit all the information about the live talk. They just can't make it link to the live talk page itself.

234
00:52:58.690 --> 00:53:15.790
Celine Greene (CTL): Um, we do that. And then in the week before term starts. So right now again, if you've already submitted and scheduled all of your livestock about a week before term starts. That's when there is a script by E. Brian's magic goes ahead and adds that to the live talk page itself, so it becomes

235
00:53:15.800 --> 00:53:32.419
Celine Greene (CTL): to schedule a builder Item: as a true live talk only when the Ctl Staff member gets that confirmation email from the scheduling page, and then in the week before term starts, or as soon as we get information, if you schedule it or change its scheduled time during the term One

236
00:53:32.440 --> 00:53:48.290
Celine Greene (CTL): Um, it gets added or changed accordingly to the live talk page, and this is where you would see the buttons to manage the recordings and everything. But again, the course that i'm on is already passed, so we actually can see managed recordings. This was, of course, I chose on with three students who didn't report

237
00:53:48.300 --> 00:53:54.360
Celine Greene (CTL): for them. They were there all the time, but if you can view, for instance, let me go ahead,

238
00:53:55.240 --> 00:53:58.149
Celine Greene (CTL): Oops. That was not a great one to choose. Sorry.

239
00:54:01.150 --> 00:54:16.050
Celine Greene (CTL): Yeah. So these live talks have been scheduled, and right now they all appear on the live track page, and they're waiting for the course faculty and or tas to add the zoom meeting link for the session. And as I mentioned, you can actually use the same link for all laptops.

240
00:54:16.430 --> 00:54:26.699
Celine Greene (CTL): Now the other question that was asked had to do with the Course Bus Survey tool, which is a great thing to have. You can even be scheduling a survey

241
00:54:26.710 --> 00:54:49.710
Celine Greene (CTL): before students see any other part of the course site. And if, especially if you're not in a classroom, and you've got students in different time Zones, for instance, a survey tool is a great way to find out. When should I have office hours. What time zones are my students in, or maybe what interests there are? We have an upcoming, synchronous session, a live talk, or other type of session.

242
00:54:49.720 --> 00:54:51.259
Celine Greene (CTL): What Um!

243
00:54:51.420 --> 00:54:57.399
Celine Greene (CTL): What what would they? What topics are my students interested in? Well, from the faculty tools, Page,

244
00:54:57.500 --> 00:55:10.629
Celine Greene (CTL): we can. It's spending, spending spending there. We go. We can get to the survey tools, control. F helps. You find things a lot of the times, but it is under communication tools and survey tools, and we can. If we are

245
00:55:10.640 --> 00:55:18.869
Celine Greene (CTL): creating a new survey, we can create one from a templated or create a custom survey. And when you create this survey you do have the option

246
00:55:19.260 --> 00:55:32.550
Celine Greene (CTL): to require users to complete the survey before they access the course, and when the surveys actually are completed, be it that required before the course or not, you can view the results

247
00:55:32.560 --> 00:55:46.959
Celine Greene (CTL): and view the actual survey again. This is a ta sandbox course, so these aren't real surveys. I don't have a course off the top of my head with real surveys, but they have been used again, especially for time zones for finding out office hours. That is a common

248
00:55:47.280 --> 00:55:52.739
Celine Greene (CTL): answer, the survey before our first course actually before you access the rest of the course content

249
00:55:53.180 --> 00:55:55.350
Celine Greene (CTL): is anything that i'm missing

250
00:55:57.600 --> 00:55:58.790
Celine Greene (CTL): it's

251
00:55:59.300 --> 00:56:16.290
Celine Greene (CTL): since we are just about out of time again. I am going to be following up by Natalia. I'll answer that shore. The question that Natalie asked in the chat is. Are there any particular instructions on how to upload livestock recordings?

252
00:56:16.300 --> 00:56:29.890
Celine Greene (CTL): There is that timing Url that was mentioned both on the screen and Amy has it in the chat. I will make sure it's in the follow up emails that give you specific instructions about uploading the live talk recordings.

253
00:56:29.900 --> 00:56:42.570
Celine Greene (CTL): Again, I want to say we do have the option to link to the zoom cloud recording, but that expires after one hundred and eighty days. We don't advise that. Take the time to take the laptop recording and transcript,

254
00:56:42.700 --> 00:57:02.620
Brian Klaas: download it to your own computer and then upload it through the course bus site that manage your live talk recordings option on the live talk page. That's where you're going to be uploading the recording to the course Bus site. Thanks, Amy, for putting that in again. I'll make sure that these hyperlinks that are in our chat are in the follow up email as well as a link to this recording.

255
00:57:02.710 --> 00:57:11.289
Brian Klaas: So I just want to real quick about the live hockey recordings. Downloading and uploading may seem like extra work, but it's actually super important, because if you have a student who has an incomplete.

256
00:57:11.360 --> 00:57:40.740
Brian Klaas: That student may be completed incomplete after zoom is deleted those recordings off the Zoom cloud. And then that student may not be able to complete the class. If the assignments have to do with the live talk, they may not have the same set of materials, everyone else which really isn't fair to them, and i'll tell you, doctoral students go back and review for the or even some of the master students for you, for their comprehensive exams. Um! If all that material is gone, because you just like, I will see the zoom collaborate with it after one hundred and eighty days. No one care those students care a lot. They really do. So please take the time to

257
00:57:40.750 --> 00:57:53.310
Brian Klaas: download the materials and then re-upload them in the course plus it'll make a big difference for all of those students, and it's great to have those sort of permanently saved rather than getting deleted after, you know, a while, by zoom,

258
00:57:53.320 --> 00:58:03.779
Brian Klaas: and as an X request to that, i'm going to go ahead and include a link to who does what it's? A list of faculty and ta items to think about as you go into and during and after a term.

259
00:58:03.790 --> 00:58:08.680
Celine Greene (CTL): All right. Well, thank you so much, everybody. We will give you the rest of your day Back

260
00:58:08.920 --> 00:58:10.000
Celine Greene (CTL): he's.