WEBVTT 1 00:00:00.000 --> 00:00:02.909 Amy Pinkerton (Instructional Designer, CTL): Recording will be shared with the. 2 00:00:04.290 --> 00:00:19.650 Amy Pinkerton (Instructional Designer, CTL): With all of the registrants following this workshop and will also include some links to additional resources another just housekeeping note, if you have any questions, please post them here in the zoom chat and there's also going to be opportunities for Q amp a throughout the session. 3 00:00:21.000 --> 00:00:30.450 Amy Pinkerton (Instructional Designer, CTL): My name is amy pinkerton i'm an instructional designer at the Center for teaching and learning and i'd like to let my other Co hosts introduce themselves so. 4 00:00:34.650 --> 00:00:36.090 Amy Pinkerton (Instructional Designer, CTL): So yeah and I guess. 5 00:00:36.270 --> 00:00:37.320 Amy Pinkerton (Instructional Designer, CTL): Brian are you want to go. 6 00:00:39.630 --> 00:00:46.950 Brian Klaas: Sure i'm Brian class i'm the senior technology officer and Center for teaching and learning and I also have an instructor equipment in Am I. 7 00:00:50.010 --> 00:00:52.500 Amy Pinkerton (Instructional Designer, CTL): Thank you, Brian Lou would you like to go next. 8 00:00:53.610 --> 00:01:00.660 Lu Yang (Instructional Design Support Specialist, CTL): Okay, everybody, my name is Lou young, I am the instructional design support specialist as cto. 9 00:01:02.010 --> 00:01:03.390 Amy Pinkerton (Instructional Designer, CTL): Thanks Lou and Ray. 10 00:01:03.960 --> 00:01:08.400 Ray Waire: Hello everyone i'm very aware and I do see to help for cto. 11 00:01:10.080 --> 00:01:10.740 Amy Pinkerton (Instructional Designer, CTL): Thank you. 12 00:01:12.300 --> 00:01:21.660 Amy Pinkerton (Instructional Designer, CTL): And again, thank you again for joining us in this course, plus refresher so to start things off i'm actually going to ask the audience a poll question using zoom polls. 13 00:01:22.140 --> 00:01:31.500 Amy Pinkerton (Instructional Designer, CTL): And what we wanted to ask is, is there any specific course plus tool that you would like to learn more about today, so you should see the poll on your screen. 14 00:01:32.370 --> 00:01:40.170 Amy Pinkerton (Instructional Designer, CTL): So i'll give you a few moments to identify one or two tools that you really have either questions about or you'd like to learn more about today. 15 00:01:47.040 --> 00:01:49.350 Amy Pinkerton (Instructional Designer, CTL): All right, we're getting some responses in. 16 00:01:53.280 --> 00:01:56.310 Amy Pinkerton (Instructional Designer, CTL): Then i'll give it one more minute. 17 00:02:04.980 --> 00:02:11.040 Amy Pinkerton (Instructional Designer, CTL): Alright, so that's good so i'm it looks like based on the responses we have a wide variety of questions fortunately. 18 00:02:11.910 --> 00:02:18.090 Amy Pinkerton (Instructional Designer, CTL): we're going to cover a number of tools today, including the syllabus Pathfinder peer assessment and quiz generator. 19 00:02:18.720 --> 00:02:31.080 Amy Pinkerton (Instructional Designer, CTL): So those will be covered during the presentation and then the other tools that you had questions about will either try to get to the end and also in the Q amp a session so so we'll we'll try to address as many questions as possible. 20 00:02:33.150 --> 00:02:43.050 Amy Pinkerton (Instructional Designer, CTL): Alright, so getting started So the first thing i'd like to share with you is a pretty essential tool in course Plus, and that is the. 21 00:02:43.950 --> 00:03:05.430 Amy Pinkerton (Instructional Designer, CTL): is how to navigate it's not really a tool, but a way to navigate course Plus, and that is the Faculty tools page and this page is accessible from any page within your course site by going to this left hand corner, where it says faculty tools and the from here the. 22 00:03:06.870 --> 00:03:16.350 Amy Pinkerton (Instructional Designer, CTL): Either faculty or teaching assistance, you can get to any other page in your course so you can get to your dropbox your online library your lecture pages so. 23 00:03:16.860 --> 00:03:23.310 Amy Pinkerton (Instructional Designer, CTL): From that perspective, this is a really a landing page for all of your faculty needs or teaching assistant needs. 24 00:03:24.180 --> 00:03:31.410 Amy Pinkerton (Instructional Designer, CTL): There are two benefits for using this page one it's a one stop shop again for all those things that all those aspects of your course. 25 00:03:31.830 --> 00:03:45.480 Amy Pinkerton (Instructional Designer, CTL): But the second benefit is that it actually saves you a little bit of time in page loading so, for example, if you were to go to your online library by clicking on your little resource tab and then clicking online library. 26 00:03:45.960 --> 00:03:54.210 Amy Pinkerton (Instructional Designer, CTL): The first view that you'll see is the student view and then you also then you'd have to go over and click manage the online library and then you would see the Faculty view. 27 00:03:54.780 --> 00:04:05.940 Amy Pinkerton (Instructional Designer, CTL): Well, when you when you access the online library from the Faculty tools page it takes you directly to that faculty view the managed online library view so in this way, the. 28 00:04:06.870 --> 00:04:12.990 Amy Pinkerton (Instructional Designer, CTL): The faculty tools page can be a little bit more efficient and a little faster if you're going through and editing a lot of pages. 29 00:04:14.490 --> 00:04:27.090 Amy Pinkerton (Instructional Designer, CTL): The page itself is a little different depending on the course that you're offering so the default view for online courses includes this navigation pane on the left hand side. 30 00:04:27.420 --> 00:04:36.750 Amy Pinkerton (Instructional Designer, CTL): And that's just a mere of your schedule our content page, but for face to face classes it's a little different instead of showing that navigation pane. 31 00:04:37.020 --> 00:04:45.540 Amy Pinkerton (Instructional Designer, CTL): Like the online classes you just see a link to your class sessions tool so depending on what course you're offering if it's a dot eight one vs 01. 32 00:04:46.230 --> 00:04:55.200 Amy Pinkerton (Instructional Designer, CTL): For the Faculty tools page might look a little different but, overall, the Faculty tools page is organized into different sections that. 33 00:04:55.620 --> 00:05:02.610 Amy Pinkerton (Instructional Designer, CTL): That, hopefully, will make it easy to find what you're looking for so, for example, if you're looking for Class email, that would be under communication tools. 34 00:05:02.970 --> 00:05:10.170 Amy Pinkerton (Instructional Designer, CTL): Or if you're looking for a student report, or like a student activity report that would be under something like administration administrative tools. 35 00:05:10.710 --> 00:05:20.370 Amy Pinkerton (Instructional Designer, CTL): So we tried to make it as simple as possible for you to navigate so I encourage you to use the Faculty tools page and familiarize yourself with it as a way to navigate course plus. 36 00:05:21.690 --> 00:05:26.100 Amy Pinkerton (Instructional Designer, CTL): So now i'd like to pass things off to Lou who's going to tell us a little bit about the syllabus page. 37 00:05:28.980 --> 00:05:29.460 Lu Yang (Instructional Design Support Specialist, CTL): alright. 38 00:05:29.490 --> 00:05:30.570 Amy Pinkerton (Instructional Designer, CTL): So, first let. 39 00:05:31.110 --> 00:05:32.610 Lu Yang (Instructional Design Support Specialist, CTL): me share my screen. 40 00:05:41.640 --> 00:05:51.180 Lu Yang (Instructional Design Support Specialist, CTL): Thanks for joining us today i'm effective course syllabus fulfills to several important functions and it can service as a contract. 41 00:05:51.570 --> 00:06:04.830 Lu Yang (Instructional Design Support Specialist, CTL): or a permanent record of communication device or learning aid and marketing to so today, we will have a quick review of the syllabus to an APP to the review. 42 00:06:05.250 --> 00:06:18.900 Lu Yang (Instructional Design Support Specialist, CTL): You should be able to hide is a syllabus overview page and identify some recommended sections that can be added to your syllabus and apply the syllabus best practices to develop your own style of us. 43 00:06:19.980 --> 00:06:28.650 Lu Yang (Instructional Design Support Specialist, CTL): So first at would like to introduce the basic how to like how to make a following changes on your syllabus page. 44 00:06:30.750 --> 00:06:36.570 Lu Yang (Instructional Design Support Specialist, CTL): So first, if you will, you will navigate to the syllabus overview page there is. 45 00:06:38.220 --> 00:06:48.840 Lu Yang (Instructional Design Support Specialist, CTL): It is a syllabus button at the top right corner so after clicking on it, we are in the edit mode and you can click on the new section button and. 46 00:06:49.560 --> 00:07:03.270 Lu Yang (Instructional Design Support Specialist, CTL): A to add a new custom section of any recommended section and also you can click on the three other sections button to make your section more organized. 47 00:07:04.680 --> 00:07:12.510 Lu Yang (Instructional Design Support Specialist, CTL): And when you can also click on the pencil icon to add a the section title all the section contents. 48 00:07:13.710 --> 00:07:28.140 Lu Yang (Instructional Design Support Specialist, CTL): There there's a show example button by clicking on it, you can see some direct descriptions of the section and some examples or template languages, you may be able to use. 49 00:07:30.240 --> 00:07:32.940 Lu Yang (Instructional Design Support Specialist, CTL): Lastly, you can click on the trash. 50 00:07:34.170 --> 00:07:38.790 Lu Yang (Instructional Design Support Specialist, CTL): Can icon to delete any section that you don't need anymore. 51 00:07:40.980 --> 00:07:41.400 Lu Yang (Instructional Design Support Specialist, CTL): All right. 52 00:07:44.460 --> 00:07:58.710 Lu Yang (Instructional Design Support Specialist, CTL): realize takes a section that began with a chain link icon are these sections are linked to the course system, so you cannot delete them, I will you can still make changes prior to the term. 53 00:07:59.490 --> 00:08:13.770 Lu Yang (Instructional Design Support Specialist, CTL): This is how you do it so first that you click on the pencil icon and then your ID the accountant after you hit the sell button, you can say, you can see something like this is the public avail and your draft. 54 00:08:14.610 --> 00:08:27.660 Lu Yang (Instructional Design Support Specialist, CTL): Once you review your draft, and you are satisfied with all the changes, you make you can go ahead to click the green button on the left to talk to some made those changes for approval. 55 00:08:30.630 --> 00:08:39.000 Lu Yang (Instructional Design Support Specialist, CTL): And Max, I would like to recommend some sections, you can add to your syllabus So the first one is communication methods. 56 00:08:39.360 --> 00:08:52.260 Lu Yang (Instructional Design Support Specialist, CTL): This section introduce ways of contacting the instructor all the cia's it has office hours and directing students to send different inquiries to different locations. 57 00:08:52.620 --> 00:09:05.070 Lu Yang (Instructional Design Support Specialist, CTL): Like he has sending personal matters to instruct instructors emails thinking course related questions to the discussion forum or sending costs, plus technical issues, to see to help. 58 00:09:05.730 --> 00:09:17.790 Lu Yang (Instructional Design Support Specialist, CTL): and fight define how soon students can ask back a response, the fracking affection, I recommend is the great at atoms description and guidelines. 59 00:09:18.510 --> 00:09:28.290 Lu Yang (Instructional Design Support Specialist, CTL): liquefaction provide detailed instructions of assignments quizzes or exams I introduce these a Hall, you will affect their work. 60 00:09:29.040 --> 00:09:50.310 Lu Yang (Instructional Design Support Specialist, CTL): They took a while for the factions, if you were to students may turn first my over striving for clarity and transparency in your discussion of assignments and grading will pay off over the duration of the course you'll realize the student frustration and security all complaints late. 61 00:09:51.330 --> 00:10:09.360 Lu Yang (Instructional Design Support Specialist, CTL): And last section is a virtual classroom approach for thought, oh one classes, where you're already used visit section for conditional onsite classes now BERT you so if your closet is a conditional online class you don't need to add this section. 62 00:10:10.950 --> 00:10:22.170 Lu Yang (Instructional Design Support Specialist, CTL): Right so last I would like to share some best practices of creating an effective syllabus with you, first, the thing is the accuracy. 63 00:10:22.740 --> 00:10:35.520 Lu Yang (Instructional Design Support Specialist, CTL): Information on the syllabus page should be always accurate and up to date, so it has links dates and times instructor and ta contact information all masters of assessment. 64 00:10:37.530 --> 00:10:54.060 Lu Yang (Instructional Design Support Specialist, CTL): I can say is consistency information on the syllabus pay she'll be always consistent with the information showing on the lecture pages or seven pages online library or elsewhere to a white students confusion. 65 00:10:55.530 --> 00:11:01.440 Lu Yang (Instructional Design Support Specialist, CTL): Last, I would like to talk about the Faculty create a syllabus fail vas a syllabus. 66 00:11:02.490 --> 00:11:16.920 Lu Yang (Instructional Design Support Specialist, CTL): overview page I don't recommend to hiding a faculty create a syllabus fail to elsewhere in the post plus here's why first is it's the accessibility issue. 67 00:11:17.850 --> 00:11:32.040 Lu Yang (Instructional Design Support Specialist, CTL): The syllabus overview page is a set up to be accessible to all the learners you may or you may not know that students can print this the syllabus overview page to a PDF, which includes the set. 68 00:11:32.580 --> 00:11:53.580 Lu Yang (Instructional Design Support Specialist, CTL): schedule so PDF is accessible as well, and then second and information these chrome is a shoe it's not uncommon to see that you know outdated term or academic year old methods of assessment or deal days in the syllabus of fail uploading the online library. 69 00:11:55.140 --> 00:12:03.210 Lu Yang (Instructional Design Support Specialist, CTL): Third, people tracking changes made in both versions of your syllabus will definitely create a more work for you. 70 00:12:04.440 --> 00:12:07.920 Lu Yang (Instructional Design Support Specialist, CTL): All right, that's all I have for the syllabus to. 71 00:12:09.120 --> 00:12:12.570 Lu Yang (Instructional Design Support Specialist, CTL): Even feel free to unmute yourself if you have any questions. 72 00:12:14.130 --> 00:12:15.180 Lu Yang (Instructional Design Support Specialist, CTL): After you me. 73 00:12:18.060 --> 00:12:25.830 Amy Pinkerton (Instructional Designer, CTL): All right, thank you Lou were there any questions about the syllabus tool, well, I see a hand raised Diana Reyes. 74 00:12:26.760 --> 00:12:29.430 Diana Rayes: Thank you so much, I just wanted to make sure, so you. 75 00:12:29.430 --> 00:12:30.660 Diana Rayes: don't advise that. 76 00:12:31.200 --> 00:12:34.800 Diana Rayes: faculty upload their own syllabus file into course plus. 77 00:12:35.430 --> 00:12:46.380 Amy Pinkerton (Instructional Designer, CTL): that's correct we We recommend that instead of uploading a separate file say to the online library that you use the syllabus overview page to make any updates to your syllabus. 78 00:12:47.250 --> 00:12:50.340 Amy Pinkerton (Instructional Designer, CTL): That way it's connected to CES and it also students can then. 79 00:12:50.370 --> 00:12:59.220 Amy Pinkerton (Instructional Designer, CTL): download that as a PDF as a way of controlling different versions of your syllabus so, for example, if one is updated and the other is not, then you have some discrepancies. 80 00:12:59.730 --> 00:13:00.270 Diana Rayes: Thank you. 81 00:13:01.440 --> 00:13:02.670 Amy Pinkerton (Instructional Designer, CTL): Any other questions. 82 00:13:06.360 --> 00:13:17.580 Amy Pinkerton (Instructional Designer, CTL): All right, well, if there are no other questions on syllabus then i'll pass it on to Brian who's going to talk to us about Pathfinder and, of course, if you do have any questions feel free to either raise your hand or post them in the chat. 83 00:13:19.830 --> 00:13:20.820 Brian Klaas: Great thanks amy. 84 00:13:21.780 --> 00:13:29.520 Brian Klaas: So i'm going to show ahead and share my screen and talk about a tool that is interesting and different and it's been around, of course, plus for a long time. 85 00:13:30.150 --> 00:13:40.830 Brian Klaas: But only recently has gained sort of some interest because people discovered it sort of after a long time and that's the Pathfinder tool and effectively Pathfinder allows you to perform. 86 00:13:42.750 --> 00:13:51.600 Brian Klaas: simulations well learning sort of experiments for students in environments, as it were, that they would never not likely be able to do themselves. 87 00:13:52.500 --> 00:14:04.110 Brian Klaas: Because the simulation might be representing something that you would not want them to experience necessarily like adverse events simulation after someone receives an injection of a vaccine or. 88 00:14:05.040 --> 00:14:15.630 Brian Klaas: You know, there are simulations that allow for students to so do I dead data science sort of process through that it would normally do in real life. 89 00:14:16.530 --> 00:14:22.920 Brian Klaas: And so Pathfinder essentially is a choose your own adventure tool for those of you who remember those books from back in the day. 90 00:14:23.130 --> 00:14:32.100 Brian Klaas: where you have a book and you get to the end of the page it says, if you want to go in the cave go to page 73 if you want to take the boat down the river go to page 24 and you go to the page and. 91 00:14:32.490 --> 00:14:39.570 Brian Klaas: you'd have different different stories, based on the choices, you made and that's what Pathfinder is really ultimately about as well sort of like. 92 00:14:39.840 --> 00:14:48.900 Brian Klaas: Allowing students to make a series of decisions and learn to that series of decisions that may turn out to be great or may and in death and destruction or some other. 93 00:14:49.110 --> 00:14:59.580 Brian Klaas: Adverse outcome so just to give you an idea of what these look like here's a simulation that we have set up, but I have a very simple one here that you can see, you can combine text. 94 00:14:59.820 --> 00:15:03.840 Brian Klaas: And images and audio and video, if you want to. 95 00:15:04.050 --> 00:15:05.280 Brian Klaas: endure the students sort of get some. 96 00:15:05.280 --> 00:15:11.820 Brian Klaas: background and then they start making choices right in this case I could either traveled to Hungary or to go off to Cairo. 97 00:15:12.060 --> 00:15:14.610 Brian Klaas: If I want to do that, and then it would give me some more. 98 00:15:14.730 --> 00:15:19.800 Brian Klaas: Information and make more to the branching and decision making based off of the decisions that I made. 99 00:15:20.130 --> 00:15:29.550 Brian Klaas: And so I go here and I make more decisions and I, these can have good results or bad results positive or failure failure success. 100 00:15:29.850 --> 00:15:42.840 Brian Klaas: sort of branches, and I can go back, because when I make mistakes, and you know I can continue on, and you know again i'm making these decisions based on the choices that I make and the information that's presented to me. 101 00:15:43.200 --> 00:15:55.830 Brian Klaas: And there's all sorts of different kinds of simulations that you can run and this one, this is one that goes for our data science class where they use video to pretty much tell the entire story in their simulation. 102 00:15:56.820 --> 00:16:05.790 Brian Klaas: That they have here if my connection will actually load my connections very slow today, for some reason, because I have well three teenagers in my house and sometimes things don't load quite as quickly as I would like. 103 00:16:06.300 --> 00:16:18.720 Brian Klaas: But again you're watching series of videos and go and make the same set of choices there and what's kind of cool about Pathfinder is that yeah you can make lots of decisions and you can have lots of different kinds of content. 104 00:16:18.990 --> 00:16:20.610 Brian Klaas: But the way you assemble all of that. 105 00:16:20.760 --> 00:16:29.340 Brian Klaas: Is through, I see a visual sort of editor Oh, this is not the one I wanted to show sorry i'll go back to click on the right button. 106 00:16:29.490 --> 00:16:31.410 Brian Klaas: To do this, a visual editor where you can lay. 107 00:16:31.410 --> 00:16:36.450 Brian Klaas: out visually all the choices and all the patches and all the branches and all the paths. 108 00:16:36.630 --> 00:16:37.890 Brian Klaas: That you have available to you. 109 00:16:38.160 --> 00:16:43.620 Brian Klaas: So you know, this is a pretty complex one right that i've laid out here there's multiple sort of main storylines and. 110 00:16:43.950 --> 00:16:54.540 Brian Klaas: You know, you can go to good choices and bad choices throughout, but the point here is you're allowing students to go through a series of choices, a series of decision making processes and come to. 111 00:16:54.750 --> 00:17:04.020 Brian Klaas: Either a positive or negative result there and they can take this multiple times they can you know learn from their experiences in a way that they may not be able to otherwise. 112 00:17:04.470 --> 00:17:11.640 Brian Klaas: You could have them, for example, there so Pathfinder simulations and course plus where people students experience what it's like to stop at a checkpoint. 113 00:17:12.300 --> 00:17:15.690 Brian Klaas: You know, a military control tech checkpoint in an unstable country. 114 00:17:15.930 --> 00:17:23.550 Brian Klaas: And to be asked for a bribe or to be asked for their papers, or have problems getting through that checkpoint and what they would. 115 00:17:23.760 --> 00:17:29.730 Brian Klaas: The decisions they make again either can end up with positive or negative outcomes so there's a number of different choices for this. 116 00:17:30.510 --> 00:17:35.250 Brian Klaas: So Pathfinder is a tool that can be really useful in a lot of different scenarios. 117 00:17:35.640 --> 00:17:47.400 Brian Klaas: But you have to sort of sit down and really start to think that, through as you can see here from this editing view a lot can go into this right and a lot can can take a lot of time to create these kinds of simulations. 118 00:17:47.820 --> 00:17:57.300 Brian Klaas: In Pathfinder but, at the end of the day we get really positive feedback in the Center from teaching and learning from students who take classes that use these simulations. 119 00:17:57.480 --> 00:18:00.510 Brian Klaas: So it's something to think about not something you're gonna put together overnight. 120 00:18:00.570 --> 00:18:05.580 Brian Klaas: would be kind of difficult to do that, but something you should think about maybe adding to your classes. 121 00:18:05.940 --> 00:18:14.130 Brian Klaas: Because it does provide a really powerful learning experience for students and, of course, you know as as typical with most course plus tools, you can see reports on. 122 00:18:14.730 --> 00:18:26.130 Brian Klaas: You know the number of responses to each option and individual student activity in that simulation and all that other good stuff so you can drill down to what a certain student did at a certain point of time. 123 00:18:26.490 --> 00:18:34.590 Brian Klaas: If that's something you want to do if you're interested in learning more about Pathfinder 60 simulations or you want to get some help in assembling one building one yourself. 124 00:18:34.890 --> 00:18:42.210 Brian Klaas: Again they're not hard to put together once you figured out all the content, but the instructional design team in the Center for teaching and learning would be happy to work with you. 125 00:18:42.510 --> 00:18:55.020 Brian Klaas: on creating that content coming up with these simulations because again they are very powerful and really do get a lot of positive student feedback in the classes that use them and that's all that I wanted to share, about Pathfinder. 126 00:18:59.520 --> 00:19:03.000 Amy Pinkerton (Instructional Designer, CTL): Thank you so much, Brian were there any questions about Pathfinder. 127 00:19:07.650 --> 00:19:17.610 Amy Pinkerton (Instructional Designer, CTL): All right, well i'm actually going to post a quick reference on Pathfinder in the chat and then after that Ray you can tell us about the pure assessment tool. 128 00:19:18.630 --> 00:19:21.360 Ray Waire: Yes, so i'm going to share my screen. 129 00:19:30.450 --> 00:19:42.480 Ray Waire: Alright, so i'm covering a peer assessment and the peer assessment tool is pretty powerful it allows students to pretty much assess each other within course plus. 130 00:19:44.730 --> 00:19:49.200 Ray Waire: By using a rubric created by the faculty members for the course. 131 00:19:51.630 --> 00:19:57.690 Ray Waire: So, with the peer assessment, there are several different types of peer assessments that you can create we have. 132 00:20:00.960 --> 00:20:03.210 Ray Waire: So sorry, a lot of tabs up. 133 00:20:06.600 --> 00:20:13.830 Ray Waire: there's different types of peer assessments, you can create students can assess other group members from groups that you create within course plus. 134 00:20:14.850 --> 00:20:30.090 Ray Waire: You have groups that can assess other groups, you have randomly assigned which get assigned to each individual student within the course and manually assign which would pretty much be the US the Faculty or ta assigning the students to each other. 135 00:20:31.620 --> 00:20:35.700 Ray Waire: You have individuals peer assessments and ta faculty assessments. 136 00:20:37.650 --> 00:20:46.740 Ray Waire: And with in creating a peer assessment is pretty easy you just go to the new peer assessment button in here you have all of these settings within here, you can. 137 00:20:47.400 --> 00:20:54.210 Ray Waire: link it to a dropbox So if you want students to add the peers that you know, submit a file to the peer assessment. 138 00:20:54.840 --> 00:21:06.300 Ray Waire: i'm sorry submit a file to the dropbox and then the peer assessors can assess that file within the dropbox you can have that kind of setup you also can link it to a page builder page. 139 00:21:08.550 --> 00:21:13.170 Ray Waire: And you know give it a title and everything and here's kind of where you select those options for the peer assessment. 140 00:21:14.970 --> 00:21:26.580 Ray Waire: In the you have your open and assignment due dates, you know, during the for the open date, it does require that there's at least an hour between you know you setting up the peer assessment and. 141 00:21:27.570 --> 00:21:33.720 Ray Waire: Setting the open date so that it allows time for of course plus to create the assignments, which is pretty much. 142 00:21:34.230 --> 00:21:41.880 Ray Waire: Linking the students with the whether they're doing randomly assigned or or manually assign you know, whichever type of assessment it's doing. 143 00:21:42.870 --> 00:21:46.950 Ray Waire: You can do that there so i'll just kind of create one while we're on here i'll do a randomly assigned. 144 00:21:47.490 --> 00:21:55.560 Ray Waire: And won't like it to a dropbox you can also select how many students, the other students assess so for this one i'll just do two. 145 00:21:56.190 --> 00:22:05.730 Ray Waire: You don't want to overload the students kind of two or three I would suggest kind of be a Max for the students, so that they're not overwhelmed with doing multiple assessments. 146 00:22:07.770 --> 00:22:12.000 Ray Waire: And i'll just kind of just doing a little test name there. 147 00:22:15.240 --> 00:22:24.840 Ray Waire: Just so you all can see kind of how the rubric would look and everything and here's where you would set up the rubric, and this is what the other students or even if. 148 00:22:24.870 --> 00:22:27.330 Ray Waire: You know faculty or tier are assessing the students. 149 00:22:27.750 --> 00:22:34.680 Ray Waire: would use to kind of grade the assignment that the students are working on so there's different. 150 00:22:35.790 --> 00:22:44.310 Ray Waire: performance levels that you can grade them on and there's kind of like a little blurb on what what a one point or 2.3 point would look like. 151 00:22:45.420 --> 00:22:55.080 Ray Waire: And this is all you can create different ones different titles here add more points, if you want this to be a 3.16 point you know, whatever your heart desires photo. 152 00:22:56.250 --> 00:23:09.120 Ray Waire: You can add different levels and different criteria for the rubrics and when setting this up, you can always reach out to you know the ids and they can kind of go over what the best scenario would be for you and your situation. 153 00:23:13.230 --> 00:23:21.090 Ray Waire: In that you know you would just go through that and create that i'll go through one that's kind of already created we'll just look through here. 154 00:23:23.100 --> 00:23:36.120 Ray Waire: You can see like this is kind of what the student would see when they're assessing the student there's different categories and criteria for them and pretty much they would fill out the points, and you know, can provide their explanation. 155 00:23:37.140 --> 00:23:39.570 Ray Waire: And even do a file submission. 156 00:23:40.890 --> 00:23:42.150 Ray Waire: For the other student. 157 00:23:43.980 --> 00:23:50.100 Ray Waire: And also show within the assessment settings oops i'm sorry. 158 00:23:51.900 --> 00:23:52.710 One second. 159 00:24:10.590 --> 00:24:11.370 Ray Waire: One second. 160 00:24:17.640 --> 00:24:20.700 Celine Greene: Right it's always difficult when you're in the spotlight. 161 00:24:21.720 --> 00:24:23.880 Celine Greene: Can you remind us where you were going for. 162 00:24:24.150 --> 00:24:26.670 Ray Waire: It was I thinking, I might be in the wrong. 163 00:24:26.910 --> 00:24:32.460 Ray Waire: Page but um I was just going to show the way we can see everybody and look at. 164 00:24:33.600 --> 00:24:36.420 Celine Greene: Where they're gonna go on the overview of the peer assessment. 165 00:24:36.990 --> 00:24:38.190 Ray Waire: Yes, yes. 166 00:24:38.580 --> 00:24:39.330 Celine Greene: But it has to be. 167 00:24:40.170 --> 00:24:43.350 Celine Greene: So you're going to click on the name of the peer assessment itself or. 168 00:24:43.530 --> 00:24:45.540 Celine Greene: there's always more than one way. 169 00:24:47.400 --> 00:24:49.500 Ray Waire: sorry about that, but here's where you would. 170 00:24:50.010 --> 00:24:58.620 Ray Waire: kind of see everybody's progress and where they've are at within the you know assessment, you can see the students that have completed it and not. 171 00:24:59.940 --> 00:25:05.370 Ray Waire: There will also be like a report summary of what the student received for that assignment. 172 00:25:06.750 --> 00:25:09.210 Ray Waire: Let me just double check my notes, then it kind of everything. 173 00:25:12.690 --> 00:25:18.450 Ray Waire: Yes, that's kind of the quick overview of peer assessments that I wanted to share Thank you. 174 00:25:21.150 --> 00:25:23.700 Amy Pinkerton (Instructional Designer, CTL): Right Thank you Ray were there any questions. 175 00:25:25.050 --> 00:25:30.720 Brian Klaas: i'll just jump in while we're waiting to see if there are questions from folks again putting on my instructor hat here. 176 00:25:31.170 --> 00:25:40.110 Brian Klaas: Now, unless on the technologist had I use the Faculty gap assessments all the time in the classes, that I teach I teach a class that. 177 00:25:40.740 --> 00:25:50.490 Brian Klaas: has an aroma that at all for terms and I teach another class that has enrollment of about 15 into other terms and what's great about. 178 00:25:50.910 --> 00:25:58.050 Brian Klaas: The peer assessment tool and thinking about using it as faculty ta sort of assessments, doing that work is that you're evaluating students out against a rubric. 179 00:25:58.470 --> 00:26:02.280 Brian Klaas: And rubik's make it so much easier. 180 00:26:02.670 --> 00:26:09.540 Brian Klaas: For you, to re evaluate students and be eliminate arguments about why someone got the grade that they did. 181 00:26:10.920 --> 00:26:19.140 Brian Klaas: All of my class work is project based it's presentations it's papers it's group presentations podcasts things like that and. 182 00:26:19.950 --> 00:26:31.050 Brian Klaas: The rubrics make it really, really easy I have not, I take that back i've one time had a student argue with me about the grade that they received on. 183 00:26:31.800 --> 00:26:38.910 Brian Klaas: One of their assignments and that's out of you know, close to 500 students in the last three years. 184 00:26:39.750 --> 00:26:49.980 Brian Klaas: or two and a half years so it's it's really made a big difference in terms of migrating as an instructor it allows me to have my ta is great and effectively the same way that I do. 185 00:26:50.310 --> 00:26:59.070 Brian Klaas: Because we're all using the same rubric and the expectations are incredibly clear to the students, I mean there's always a balance between trying to find room for creativity, on the part of the students. 186 00:26:59.340 --> 00:27:07.680 Brian Klaas: and making things overly explicit in the rubric right because sometimes it's very easy to say, well, I checked all the checkboxes. 187 00:27:08.070 --> 00:27:14.760 Brian Klaas: Even though they didn't really get to the spirit and the intent of the activity, they checked all the checkboxes on the rubric so working that balance out. 188 00:27:15.000 --> 00:27:26.430 Brian Klaas: take some time but, again, it makes it really I think so much simpler to do the grading across the board, and to do it consistently for everybody who might be enrolled in your class. 189 00:27:29.640 --> 00:27:33.210 Amy Pinkerton (Instructional Designer, CTL): Thank you, Brian and then I think we had a question come in from Lacey. 190 00:27:33.870 --> 00:27:34.830 Amy Pinkerton (Instructional Designer, CTL): yeah so. 191 00:27:35.010 --> 00:27:35.610 Lacey Etzkorn: I do. 192 00:27:35.700 --> 00:27:39.870 Lacey Etzkorn: i'm like a group paper writing in my class and we. 193 00:27:42.660 --> 00:27:59.250 Lacey Etzkorn: have to grading student papers, is this an appropriate tool that scenario i'm trying to think I think I saw an option that said, like Th like evaluating groups is is that a possibility. 194 00:28:02.220 --> 00:28:13.980 Ray Waire: Yes, there is a faculty ta assessment option for PA peer assessments, where you can like you said, have the ta do the apply the rubric to the. 195 00:28:15.090 --> 00:28:17.550 Ray Waire: The i'm sorry assignment that the group is working one. 196 00:28:18.480 --> 00:28:22.320 Lacey Etzkorn: And it would be linked to a dropbox where the students have submitted okay. 197 00:28:22.650 --> 00:28:23.370 Lacey Etzkorn: yeah that's. 198 00:28:23.820 --> 00:28:26.010 Lacey Etzkorn: Great also deuce. 199 00:28:27.570 --> 00:28:28.590 Lacey Etzkorn: What was my question. 200 00:28:30.510 --> 00:28:30.990 Lacey Etzkorn: Do. 201 00:28:32.040 --> 00:28:41.670 Lacey Etzkorn: did a faculty have to assign the groups or can students to use their own groups and sort of format on their own. 202 00:28:42.480 --> 00:28:50.880 Ray Waire: Yes, you can have students on sign up for groups using the signup sheet within course plus okay um and I can share that information to you. 203 00:28:51.210 --> 00:28:54.330 Ray Waire: can get your email and just kind of send over that information, if you like. 204 00:28:54.630 --> 00:28:57.150 Lacey Etzkorn: i've seen a sign up sheets before the 70s, that. 205 00:28:57.570 --> 00:28:57.900 Okay. 206 00:28:59.280 --> 00:28:59.730 Lacey Etzkorn: Thank you. 207 00:29:01.800 --> 00:29:14.160 Celine Greene: me and that way can you speak to when the groups have to be actually formed, because I have a student who wants to switch groups or whatever I think there's a cut off, can you speak to that, please. 208 00:29:14.580 --> 00:29:21.990 Ray Waire: Yes, this the groups would have to be complete completely solidified before the PA starts is that kind of what you're talking about something. 209 00:29:22.950 --> 00:29:25.650 Celine Greene: yeah and the peer assessment. 210 00:29:26.910 --> 00:29:34.200 Celine Greene: Because we've had as an instructional designer i've had faculty mts contact me and Lacey and anybody else who might be interested, so the groups are made. 211 00:29:34.620 --> 00:29:48.420 Celine Greene: And then somebody isn't participating in the group or they go to a different group, but the peer assessment assignment so saying this group is going to evaluate this group etc that's already happened, so any changes to the group. 212 00:29:50.010 --> 00:29:57.420 Celine Greene: That is not going to fly basically with the peer assessment once it's been set up by groups when it's locked. 213 00:29:57.840 --> 00:30:15.720 Celine Greene: And the peer assessment assign is assigning the assessment to the student or student groups it's kind of like done after that, so any changes to the group after the peer assessment is locked and then opened it's not going to be reflected if that makes sense Lacey and anybody else okay. 214 00:30:20.520 --> 00:30:29.970 Celine Greene: Alright, thanks REG I just know that that's a common question to me I have faculty are like I don't understand I set all this up and nobody seeing anything and i'm like yeah well there's a reason. 215 00:30:30.900 --> 00:30:40.080 Ray Waire: yeah that's a common one, with peer assessments pretty much after it's open there's there's not too much wiggle room with changing any settings or you know changing group members or anything. 216 00:30:40.770 --> 00:30:47.250 Ray Waire: So that's that's one thing to note with the peer assessment that after it's open it's it's kind of set in stone after that. 217 00:30:48.420 --> 00:30:55.530 Ray Waire: And when I mean open that's the date that the students can access the actual peer assessment that you select within the settings. 218 00:30:58.350 --> 00:31:00.570 Amy Pinkerton (Instructional Designer, CTL): Right were there any other questions. 219 00:31:03.330 --> 00:31:07.020 Amy Pinkerton (Instructional Designer, CTL): All right, and that case Brian would you like to tell us about Chris generator. 220 00:31:08.280 --> 00:31:10.170 Brian Klaas: Sure hi it's me again. 221 00:31:12.690 --> 00:31:17.100 Brian Klaas: Okay, so i'm going to go back over here to my. 222 00:31:18.450 --> 00:31:29.250 Brian Klaas: web browser I got actually share my web browser so i'm going to talk about the questioner is a very complicated well not very complicated a very capable tool. 223 00:31:29.730 --> 00:31:37.140 Brian Klaas: That has lots of different options for running quizzes exams self assessments things like that for students in your classes. 224 00:31:37.680 --> 00:31:44.850 Brian Klaas: There are lots and lots of different ways of doing quizzes and exams, and so the quiz unit or supports lots and lots of different ways of doing quizzes and exams. 225 00:31:45.330 --> 00:31:55.290 Brian Klaas: And we've done a number of toolkits about the quiz generator and on the Center for teaching and learning blog that amy has been linking to over and over again in the chat. 226 00:31:55.980 --> 00:32:08.370 Brian Klaas: There are options, there are some other like there's quick videos that show you all sorts of different aspects of the quiz generator and also posts about new features that have been introduced to the quiz generator. 227 00:32:08.850 --> 00:32:12.780 Brian Klaas: In the last year, and there have been many, many, many, many, many changes in during. 228 00:32:13.500 --> 00:32:20.730 Brian Klaas: The pandemic and to help support more remote teaching and and and some of the issues that faculty have had during that time. 229 00:32:21.330 --> 00:32:35.070 Brian Klaas: But the one thing I want to talk about today is something it's a little bit different and very specific and that is in lecture quizzes, so this is a new feature that was released in the quiz generator recently, and it is. 230 00:32:37.260 --> 00:32:49.620 Brian Klaas: A specific to lectures that are part of online fully traditionally online classes that's 81838689 classes basically lectures that. 231 00:32:50.040 --> 00:33:01.890 Brian Klaas: have been produced by the Center for teaching and learning panoptic Joe if you happen to use conoco for your own recordings does have the option to do in lecture quizzes they are quite different. 232 00:33:02.700 --> 00:33:10.140 Brian Klaas: Well, not that different they're similar but different to the lecture quizzes in course plus and the purpose of in lecture quizzes. 233 00:33:10.680 --> 00:33:14.370 Brian Klaas: And sort of this aspect of the quiz generator is really for formative assessment. 234 00:33:14.790 --> 00:33:22.650 Brian Klaas: it's not her midterms it's not for finals it's not there to punish students who didn't watch your lecture it's there for. 235 00:33:23.010 --> 00:33:34.980 Brian Klaas: To give students, the opportunity to self regulate check their knowledge and make sure that they are understanding what you expect them to understand in these online lectures that are that have been produced by Center for teaching and learning with you. 236 00:33:36.180 --> 00:33:41.490 Brian Klaas: So whatever to do is just give you a sort of basic rundown of what electric was is sort of. 237 00:33:42.270 --> 00:33:50.730 Brian Klaas: How, you said well actually i'll do the reverse i'll actually show you what an in lecture quiz looks like and they are just as again as i've mentioned. 238 00:33:51.600 --> 00:34:04.410 Brian Klaas: formative assessment tools for your lectures for for students in your classes and So here we have a lecture that has been produced by the Center for teaching and learning it's part of one of the. 239 00:34:05.610 --> 00:34:08.220 Brian Klaas: classes that's here at the school. 240 00:34:09.570 --> 00:34:21.210 Brian Klaas: boy it's my connection going to yes my connections being terrible today, so this is always the joy of doing live demonstrations it's like you know, is it going to work, and right now. 241 00:34:24.450 --> 00:34:28.710 Brian Klaas: i'm sitting here waiting for the page to load because my connection is so terrible. 242 00:34:33.000 --> 00:34:35.910 Amy Pinkerton (Instructional Designer, CTL): While we wait for that to load does anyone have any questions so far. 243 00:34:42.270 --> 00:34:46.110 Lacey Etzkorn: I guess one point that i'm hoping you'll be touching on it is. 244 00:34:47.040 --> 00:35:06.870 Lacey Etzkorn: carrying over a course from one year to the next, so I guess having taught the same course two years in a row I found it particularly difficult to transition things like dates and open times and close times for quizzes I don't know if there's a magic easy way to do it, but. 245 00:35:08.760 --> 00:35:28.470 Brian Klaas: Well, so when you copy a course all of the dates that are linked to specific quizzes drop boxes peer assessments anything like that is automatically updated for the current term right for whatever the dates are in the current term. 246 00:35:31.200 --> 00:35:39.360 Brian Klaas: let's see if this works and so it'll it'll sort of pull it, you know you know, an update those dates automatically for you is what it does and. 247 00:35:39.870 --> 00:35:51.180 Brian Klaas: Now, if the term shifts dates meaning like you know it starts on you know, for example, this year, fourth term starts on a Tuesday, instead of maybe a Monday. 248 00:35:52.020 --> 00:35:58.710 Brian Klaas: and your classmates Monday Wednesday Friday it's going to sort of shift everything over by the term dates it's not going to also make adjustments for. 249 00:35:58.920 --> 00:36:05.310 Brian Klaas: Other things that may have occurred in terms of like the term shifting so you still have to go in there and manually adjust all those dates. 250 00:36:06.180 --> 00:36:11.940 Brian Klaas: It just depends on what tools you're using if you're using the schedule builder tool to control your content. 251 00:36:12.570 --> 00:36:30.390 Brian Klaas: As opposed to the class sessions tool there's a there's an option in the schedule builder tool that allows you to update all dates on the schedule at once, so if everything is off by one day, for example, you can say update all dates by one day or negative one day. 252 00:36:30.480 --> 00:36:36.780 Brian Klaas: If it's one day too far in advance, and it will update everything and every day that's also linked to the schedule builder. 253 00:36:37.290 --> 00:36:45.420 Brian Klaas: Things that aren't linked up if you happen to be using class sessions tool, unfortunately, you got to go into each tool and adjust those dates manually there's simply no other way to do it. 254 00:36:47.040 --> 00:36:48.240 Brian Klaas: Thank you sure. 255 00:36:49.290 --> 00:36:50.790 Brian Klaas: Alright let's see. 256 00:36:52.530 --> 00:36:54.900 Brian Klaas: And, of course, this is not being. 257 00:36:56.220 --> 00:37:01.800 Brian Klaas: useful here so just give me a second sorry everybody my connection is has been just terrible today. 258 00:37:02.910 --> 00:37:09.570 Brian Klaas: So I am going to fire up a different web browser and see if I get a better result from this. 259 00:37:13.800 --> 00:37:14.130 Okay. 260 00:37:15.660 --> 00:37:16.140 Brian Klaas: let's see. 261 00:37:16.230 --> 00:37:18.090 Lacey Etzkorn: This one why it's not working. 262 00:37:18.150 --> 00:37:20.250 Brian Klaas: Any better we'll find out here. 263 00:37:21.330 --> 00:37:30.420 Brian Klaas: Okay, so in lecture quizzes are back to that fun and exciting topic are exactly as you would expect their quizzes that sort of appear in the lecture. 264 00:37:30.690 --> 00:37:39.690 Brian Klaas: And as you can see, I was playing my lecture and then I set points in time at which questions come up, and so I can use a number of different question question types, that you would find the quiz generator. 265 00:37:40.320 --> 00:37:55.980 Brian Klaas: A true false multiple choice match from two lists numeric value the combo question type, these are all different kinds of question types basically any kind of questions that can automatically be graded That means not essay questions. 266 00:37:56.520 --> 00:38:03.570 Brian Klaas: can be inserted into and in lecture quiz and I can see on the page it even shows me that I have one of three questions answered so far. 267 00:38:03.960 --> 00:38:11.010 Brian Klaas: In the quiz here, and I can keep going through my lecture or I could skip the questions if I didn't want to answer them at that point in time. 268 00:38:11.340 --> 00:38:20.190 Brian Klaas: Until such time as I get to the end of all of my questions being answered, which should be coming up in just a minute here because, like I said i'll happen pretty. 269 00:38:21.000 --> 00:38:28.770 Brian Klaas: Soon, a pretty straightforward way there we go so there's my last one here and I sent my answering that says hey i've completed this quiz and I just want to. 270 00:38:29.040 --> 00:38:34.320 Brian Klaas: Go ahead and market, as some of my answers market is finished, so the Faculty can see that I did the intellectual quiz. 271 00:38:34.590 --> 00:38:42.270 Brian Klaas: And I do that and the lecture just continues playing nice front loaded all those questions the beginning, but you can set up questions wherever you want. 272 00:38:42.510 --> 00:38:49.920 Brian Klaas: Inside of a quiz and it's not that difficult to do, and let me actually show you briefly what this process would look like. 273 00:38:50.490 --> 00:38:58.080 Brian Klaas: So i'm going to say, I want to create an intellectual quiz because, again, this is different than a regular quiz or exam and the quiz generator. 274 00:38:58.830 --> 00:39:10.560 Brian Klaas: i'm going to say, I want to create it in the lecture quiz and the key to creating an electric with is is you got to find a lecture section section of lecture in your class, we want to add this quiz to so i'm just going to go down here. 275 00:39:11.220 --> 00:39:17.250 Brian Klaas: To pick a lecture section I have a limited number of options here the quiz your editor has lots of options for you. 276 00:39:17.700 --> 00:39:22.380 Brian Klaas: In terms of randomization of questions and when students can access it and. 277 00:39:22.680 --> 00:39:30.630 Brian Klaas: You know, in all sorts of fun and exciting things in lecture quizzes again are very specific to formative assessment they're tied to specific lecture sections. 278 00:39:30.870 --> 00:39:41.460 Brian Klaas: In your class and you have a less options in terms of your control over how you set up a quiz and the results that are shared because students get immediate feedback. 279 00:39:41.460 --> 00:39:43.110 Brian Klaas: Because again this is formative assessment. 280 00:39:43.350 --> 00:39:47.490 Brian Klaas: here on the image request so i'll go ahead and create this one really quickly. 281 00:39:47.850 --> 00:39:54.150 Brian Klaas: I have to add questions to my quiz and i'm going to quickly just add some questions that I already have in my question, bank. 282 00:39:54.390 --> 00:40:01.320 Brian Klaas: It shows me only the question types that I can actually use the ones that I went over here before so i'm going to just quickly just. 283 00:40:01.680 --> 00:40:15.210 Brian Klaas: add a couple of questions to my quiz here, and then the sort of the key difference between an intellectual quiz and a regular lecture quizzes you have to say where will this lecture appear or where would these questions appear in my lecture. 284 00:40:15.600 --> 00:40:17.760 Brian Klaas: or sorry when it plays back in my lecture here. 285 00:40:18.120 --> 00:40:25.650 Brian Klaas: um so i'll go ahead and just play this back and what I can do as a faculty Member today is, I can start watching my lecture and be like okay cool. 286 00:40:25.860 --> 00:40:39.420 Brian Klaas: um I know that I want this question to appear here so i'm just going to press this blue arrow button and it automatically adds that question to play back at that time, and also, I don't know if you can see, particularly well on my screen. 287 00:40:39.930 --> 00:40:56.700 Brian Klaas: There it gives little orange line markers in the presentation as to exactly one questions appear, you know, and I can jump ahead, you know or I can go back and I can just quickly add as I play back the lecture the very specific times at which I want a presentation to appear. 288 00:40:57.240 --> 00:40:59.340 Brian Klaas: Sorry, a question to appear here, so I do that. 289 00:40:59.490 --> 00:41:03.060 Brian Klaas: And that's pretty much it and beyond that. 290 00:41:03.630 --> 00:41:16.770 Brian Klaas: The sort of special sort of way of inserting questions and do a quiz in lecture quizzes work, like everything else right they work, like all other quizzes so I can you know look, and I can see, who in my. 291 00:41:17.280 --> 00:41:29.220 Brian Klaas: My class has or has not taken that intellectual quiz I can see the grade they got on it, if they happen to take it past the due date it flags them as taking it past the due date now in lecture quizzes. 292 00:41:29.730 --> 00:41:32.340 Brian Klaas: All quizzes have to have due dates on them for some hide. 293 00:41:32.820 --> 00:41:39.540 Brian Klaas: In lecture quizzes are different than regular quizzes or exams, because the student can continue take the electric was even after the due date. 294 00:41:39.810 --> 00:41:47.880 Brian Klaas: And if they happen to do that they get this little red calendar icon next to their name indicating they completed it after the due date due dates are really there for. 295 00:41:48.180 --> 00:41:56.010 Brian Klaas: Helping students sort of keep up with the class, so you say yeah this lecture you should really be done with it by this date and time and it has an intellectual quiz. 296 00:41:56.190 --> 00:42:05.100 Brian Klaas: Because if you get it done by this date and time will help you with the midterm they'll help you with the content they're going to do in module three module five or the mid term paper or whatever it might be. 297 00:42:05.760 --> 00:42:12.450 Brian Klaas: that's why they have due dates just to sort of help students keep up but because these are based and focused on formative assessment. 298 00:42:12.810 --> 00:42:22.020 Brian Klaas: Students can access the lecture quizzes as many times as they want and they can do it after the the lecture I sorry after the due date as well. 299 00:42:23.010 --> 00:42:27.630 Brian Klaas: So that's an important thing to sort of keep in mind within lecture quizzes again they are for review. 300 00:42:27.870 --> 00:42:45.540 Brian Klaas: You can tie them to the gradebook so you can find in lecture quiz in the gradebook if you want to and say that you know as part of my gradebook setup you know I want each lecture quiz to be worth you know one point so here I going to find my in lecture quiz right here. 301 00:42:45.750 --> 00:42:47.370 Brian Klaas: And i'm going to say it's worth you know. 302 00:42:48.090 --> 00:42:49.170 Brian Klaas: Points it's gonna be worth one. 303 00:42:49.170 --> 00:42:50.820 Brian Klaas: point towards the. 304 00:42:51.150 --> 00:43:03.090 Brian Klaas: Final grade for 1% of the final grade or however I haven't worked out there and then students who complete that in a lecture quiz will then get credit when they complete the lecture quiz as well, so you can. 305 00:43:03.480 --> 00:43:08.970 Brian Klaas: tie them into the final grade just keep in mind that they are largely for formative assessment there. 306 00:43:09.450 --> 00:43:19.650 Brian Klaas: So that's really what I wanted to show about the lecture about the quiz quiz generator just the lecture quizzes feature it's super powerful it's really helpful. 307 00:43:19.920 --> 00:43:29.460 Brian Klaas: To students again to sort of reinforce what they've learned if you happen to be working on a fully online class or any class that uses lectures produced by the Center for teaching and learning. 308 00:43:29.580 --> 00:43:32.040 Brian Klaas: We really recommend you start looking at how you can add in lecture. 309 00:43:32.040 --> 00:43:41.220 Brian Klaas: quizzes to your to your lectures, you can do that, right now, you don't have to wait for someone from the Center for teaching and learning to do that for for you or with you, you can just go into any. 310 00:43:42.360 --> 00:43:52.830 Brian Klaas: Any any class that has fully online lectures produced by CCL you can go in there and just start adding questions to the quizzes and the students can start using those intellectual quizzes to help reinforce their learning. 311 00:43:53.460 --> 00:44:05.550 Brian Klaas: So i'll pause it there, see if there are questions about in lecture quizzes or the quiz generator specifically or the quiz generator in general and and and we'll see if there are. 312 00:44:22.860 --> 00:44:26.190 Brian Klaas: doesn't look like, there are so amy you get back to you. 313 00:44:26.430 --> 00:44:39.480 Amy Pinkerton (Instructional Designer, CTL): Alright Thank you so much, and actually i'm going to throw it back at the audience to say we have about 15 minutes left so i'd like to open it up for open Q amp a about any course plus tools or features, there were a number of tools spread out. 314 00:44:39.480 --> 00:44:43.560 Amy Pinkerton (Instructional Designer, CTL): In our poll earlier, so there wasn't one particular tool that it looks like everyone had. 315 00:44:43.560 --> 00:44:48.420 Amy Pinkerton (Instructional Designer, CTL): questions on so instead I just like to open it up, so please let us know your questions. 316 00:44:49.590 --> 00:44:50.610 Amy Pinkerton (Instructional Designer, CTL): The floor is open. 317 00:44:54.390 --> 00:44:57.660 Brian Klaas: So i'd actually like to show us something else that comes up with a lot. 318 00:44:58.440 --> 00:45:10.680 Brian Klaas: comes up a lot of people don't know about, and that is is really super handy tool in the class email tool that lets you reuse messages from the last offering of the class. 319 00:45:10.980 --> 00:45:19.500 Brian Klaas: I cannot tell you how useful, this is it's like again I teach two classes, one is offered four times a year one is offered twice a year. 320 00:45:20.130 --> 00:45:30.480 Brian Klaas: I don't have to retire email messages are I just change a few small things in them and that's about it ride him to retire multiple messages so i'm going to go ahead and share my screen, one more time here. 321 00:45:31.110 --> 00:45:35.340 Brian Klaas: because that way you can see what it is here, I am on the class email page. 322 00:45:35.760 --> 00:45:49.440 Brian Klaas: And because i'm faculty on this class your faculty and a class there's this option in the middle of the screen, this is important message from last offering and if I click on that that menu, it shows me all the messages I sent to the entire class. 323 00:45:51.060 --> 00:46:01.080 Brian Klaas: In a in the previous offering of the course and this is super super helpful so, for example, I can see that I had this like welcome message I sent on the first day of the class. 324 00:46:01.290 --> 00:46:13.740 Brian Klaas: So rather than me trying to go back and find the old welcome message or copy and paste or retype it or do anything else I literally just selected that message and the whole thing appeared in my. 325 00:46:14.850 --> 00:46:16.260 Brian Klaas: The email box right here. 326 00:46:16.650 --> 00:46:26.040 Brian Klaas: Now, if there are dates i'm going to have to update those days, so it won't update like the dates automatically like you see here like it says this due date was Monday February 1 i'm gonna have to change that. 327 00:46:26.250 --> 00:46:32.730 Brian Klaas: But if there are links, you know, like here's a link to the discussion forum it's going to update the links automatically for me. 328 00:46:33.210 --> 00:46:44.400 Brian Klaas: Which is nice I don't have to worry about oh i'm pointing to the wrong offering in the class will do that automatically dates, you still have to verify yourself and update but what's great is I literally would change one thing on this message. 329 00:46:44.910 --> 00:46:48.210 Brian Klaas: To be like you know, whatever I think the do the quiz do days now. 330 00:46:48.870 --> 00:47:00.360 Brian Klaas: Tuesday march 30 is that the right date and that's all I have to do, and I can schedule this right, I can say enabled scheduled delivery so that I know the 23rd at like you know. 331 00:47:01.080 --> 00:47:09.090 Brian Klaas: 11am i'm going to send this thing out, so I can schedule it I don't have to retype it it's super super helpful for any. 332 00:47:09.390 --> 00:47:20.130 Brian Klaas: messages that you have sent the entire class or regularly send to the entire class each time you teach the class and again, you can see them all right here it automatically just. 333 00:47:20.580 --> 00:47:26.580 Brian Klaas: updates it pulls it in, and you can schedule each of those over he schedule each of those as needed. 334 00:47:27.180 --> 00:47:41.730 Brian Klaas: You know, or to send them right out that's the way you prefer to send your emails as well just want to show that one, because I know it's a huge time saver for man like half the time I show that off people like that is amazing because it'll save me so much time which hopefully it will. 335 00:47:43.980 --> 00:47:44.280 Celine Greene: yeah. 336 00:47:44.310 --> 00:47:45.600 Amy Pinkerton (Instructional Designer, CTL): i'm so glad you shared that. 337 00:47:45.600 --> 00:47:50.970 Amy Pinkerton (Instructional Designer, CTL): Because I I have faculty use that all the time and they appreciate it i'm sorry selena go ahead. 338 00:47:51.300 --> 00:48:04.200 Celine Greene: I was just going to ask is that limited to members of the Faculty team who were only part of that last offering or if it's in the class email archive is that available to anybody, because I think. 339 00:48:05.760 --> 00:48:09.960 Brian Klaas: Regardless of whether or not they were in the last offering of the class. 340 00:48:10.860 --> 00:48:14.670 Celine Greene: Fantastic and it's only the archive emails right. 341 00:48:14.700 --> 00:48:18.840 Brian Klaas: That are shy from it's only it only does it for messages sent to the entire class, it will not. 342 00:48:18.840 --> 00:48:32.100 Brian Klaas: pull up messages that you sent to an individual student or two or three students, because they didn't do work or they failed got a bad grade on something or anything like that it only pulls up the messages that were sent to the entire class. 343 00:48:34.260 --> 00:48:34.800 Celine Greene: Thank you. 344 00:48:37.710 --> 00:48:44.280 Amy Pinkerton (Instructional Designer, CTL): Right alright um, are there any other questions or tools that you have that you thought about or weren't sure how they worked. 345 00:48:49.020 --> 00:48:52.980 Rob Wright: um hi I had a question when Ray was talking about. 346 00:48:54.060 --> 00:49:05.700 Rob Wright: The peer assessment rubrics It made me wonder Simon ta and, of course, and in the past i've kind of created rubrics off site, but share that with the students. 347 00:49:06.660 --> 00:49:14.340 Rob Wright: And these aren't peer assessments they're me grading their papers i've always been up front about what the rubric is with the students but. 348 00:49:15.420 --> 00:49:18.390 Rob Wright: i've always sort of done the grading off site. 349 00:49:20.490 --> 00:49:34.410 Rob Wright: And then I think probably like emailed them through the course email feature so now i'm wondering if maybe there's a better way to do that so like build a rubric on the site and then graded on the site, and even then share it on the site. 350 00:49:35.520 --> 00:49:36.990 Rob Wright: So was curious about that. 351 00:49:38.340 --> 00:49:46.860 Ray Waire: Yes, of the tool, the kind of option, I was talking earlier with Lacey would be the best one for you the Faculty ta peer assessment. 352 00:49:48.360 --> 00:49:49.860 Ray Waire: Option that's where you can. 353 00:49:51.090 --> 00:50:01.680 Ray Waire: You know, create that rubric within that peer assessment and then apply the rubric to the students there, and you can also you know, have a dropbox with with information, where the students can submit and. 354 00:50:03.030 --> 00:50:08.280 Ray Waire: Yes, but if you're connecting it to the dropbox you would have to share the rubric to the students. 355 00:50:09.510 --> 00:50:18.000 Ray Waire: Because they wouldn't see the rubric within course plus until the peer assessment is kind of complete so that's kind of when they see that process. 356 00:50:18.960 --> 00:50:25.950 Rob Wright: Okay cool i'll i'll play around with that, and then I might have to reach out to you with more specific question so. 357 00:50:26.130 --> 00:50:32.160 Brian Klaas: I can show you a quick example rob of this i'll go ahead and share my screen again if you don't mind unless. 358 00:50:32.580 --> 00:50:34.140 Brian Klaas: Like Brian be quiet stop talking. 359 00:50:35.160 --> 00:50:51.990 Brian Klaas: So let me show you what i've done for this in one of the classes, that I teach this one that I teach all four terms, basically, I have set up the rubrics in advance, just like you've have done and I set these up, as you know, although it is the the peer assessment tool. 360 00:50:53.400 --> 00:50:54.060 Brian Klaas: here. 361 00:50:55.110 --> 00:51:04.050 Brian Klaas: When you go into create the assessment you would create what is called a faculty hga assessment type that's what i've done right here. 362 00:51:04.740 --> 00:51:14.280 Brian Klaas: And I don't link it to anything you know just it's just sort of they're sitting on its own and and students don't ever see it because i'm doing all the work. 363 00:51:15.060 --> 00:51:24.030 Brian Klaas: And I create my rubric inside of the tool, you know, rather than an excel file or word or something like that and here's my rubric. 364 00:51:24.480 --> 00:51:34.410 Brian Klaas: right here here's the the whole thing right with all my different criteria, all the different point values, you can see, they don't have to be consistent point values they can be different. 365 00:51:34.800 --> 00:51:45.510 Brian Klaas: You know, for different criteria that are much more important than others, and then, when it comes time for me to do the work I set this up right in advance, I figure it out and make my changes. 366 00:51:45.810 --> 00:51:51.720 Brian Klaas: And then I sort of open it up to myself as the Faculty Member and I go in here. 367 00:51:52.260 --> 00:52:04.410 Brian Klaas: And I can then as the Faculty or as a ta doing this work, I would just go in, and I would select a student and fill out that rubric for that student and when i'm done. 368 00:52:04.950 --> 00:52:12.690 Brian Klaas: I can wait until everybody's work is done and then email those results back to the student and they get that copy of the rubric. 369 00:52:12.930 --> 00:52:21.810 Brian Klaas: That just as I filled it out with comments on individual criteria overall comments, as well as whatever points that i've assigned to them if i've chosen to assign points. 370 00:52:22.410 --> 00:52:31.770 Brian Klaas: Peer assessment rubrics don't have to have points assigned to them, although if you're going to tie it to the gradebook you probably need to do that does that help at all give you an idea of what that looks like. 371 00:52:32.010 --> 00:52:33.630 Rob Wright: yeah perfect Thank you. 372 00:52:33.990 --> 00:52:40.860 Brian Klaas: Okay you're welcome, and if you have questions you know feel free to reach out to see to help rake and can walk you through that process as well. 373 00:52:41.190 --> 00:52:48.780 Brian Klaas: As again, you know if you already have a rubric designed that works for you it's pretty straightforward it's just copying and pasting it into that rubric form. 374 00:52:48.990 --> 00:52:52.830 Brian Klaas: And then you sort of open it up to yourself, or to your ta is. 375 00:52:53.100 --> 00:53:05.520 Brian Klaas: And then, just as you do the work you know pick a student, you know assess them and then, when you're ready send everything back to the students and they get a virtually a copy of that rubric and you can export that rubric to excel. 376 00:53:05.910 --> 00:53:15.900 Brian Klaas: so that you know from within the the peer assessment tools, you can put that in the online library or distributed to the students ahead of time, so they can see the rubric before they get assessed as well. 377 00:53:20.940 --> 00:53:23.700 Amy Pinkerton (Instructional Designer, CTL): Thank you, Brian and then I were there any other questions. 378 00:53:25.290 --> 00:53:25.650 Lacey Etzkorn: Yes. 379 00:53:26.010 --> 00:53:26.610 Yes. 380 00:53:27.810 --> 00:53:28.380 Lacey Etzkorn: um. 381 00:53:28.740 --> 00:53:30.930 Lacey Etzkorn: So i've been using that schedule. 382 00:53:31.440 --> 00:53:45.480 Lacey Etzkorn: builder tool, and so I kind of have like lab sessions and class sessions in my class and and the students really want the lab materials ahead of time and. 383 00:53:46.200 --> 00:53:53.130 Lacey Etzkorn: Even though the lab takes place on Wednesday, Wednesday, I tried to just like open up sort of the lab page on a Sunday. 384 00:53:53.550 --> 00:54:02.040 Lacey Etzkorn: But there are only sort of two columns of dates that I, I see on the course schedule and that's the available date. 385 00:54:02.430 --> 00:54:16.830 Lacey Etzkorn: which I want that to be the Sunday and then there's sort of a due date usually I set that to be the Friday because there's a quiz associated lab due on Friday, but there is no like column for like when the lab actually is matt takes place on the Wednesday. 386 00:54:18.840 --> 00:54:27.660 Lacey Etzkorn: I don't could you think of like a better solution for like when when this event occurs, rather than just having it available, and to do. 387 00:54:29.280 --> 00:54:47.190 Amy Pinkerton (Instructional Designer, CTL): So as a so what I would recommend now i'll share my screen to show what I mean is, if you go to say an assignment and zoom is in my way there we go if we go to an assignment on the schedule, and this is using the schedule builder view you can add like. 388 00:54:48.300 --> 00:54:51.930 Amy Pinkerton (Instructional Designer, CTL): Please complete on and then date. 389 00:54:53.640 --> 00:54:59.160 Amy Pinkerton (Instructional Designer, CTL): Within the description here and then that appears below so for the student view. 390 00:55:00.390 --> 00:55:10.350 Amy Pinkerton (Instructional Designer, CTL): You can see like please complete on date now for the the due date and available columns I don't have a good answer unless Brian if you'd like to talk about that. 391 00:55:11.130 --> 00:55:13.410 Brian Klaas: Well yeah I mean there, there really are those two things. 392 00:55:13.560 --> 00:55:19.170 Brian Klaas: scheduled review is simplifies like so students, could we see when something becomes available and when something is due to them. 393 00:55:19.410 --> 00:55:27.420 Brian Klaas: And so, in your case you know they say what you might want to consider doing is actually breaking that up into a couple of different pieces right here's all the lab resources that you need. 394 00:55:27.810 --> 00:55:35.460 Brian Klaas: Right, then they become available on you know Sunday then there'd be a separate entry for the live class session on Tuesday. 395 00:55:35.790 --> 00:55:41.070 Brian Klaas: And there'd be a third entry for you know lab assignment do or lab quiz do. 396 00:55:41.370 --> 00:55:43.740 Brian Klaas: Friday just have each one of those as separate things. 397 00:55:44.190 --> 00:55:45.990 Brian Klaas: It makes the schedule bigger but. 398 00:55:46.050 --> 00:55:53.940 Brian Klaas: what's nice about that is that each of those things appears in the students my calendar to get daily course notifications, on the day when it becomes available to them. 399 00:55:54.120 --> 00:55:58.620 Brian Klaas: Or the due date when it's actually do, and so I think just by breaking it apart you give. 400 00:55:58.890 --> 00:56:08.370 Brian Klaas: You know it's it's slightly more stuff on the page, it is more stuff on the page, but it gives greater clarity and the students also have that checkbox thing they can mark things off as being complete. 401 00:56:08.820 --> 00:56:21.900 Brian Klaas: so that I could say yay I looked at the lab stuff or yeah I did the quiz or yeah i'd end of the class session, whatever it is, and keep track of their own work, a lot more easily, rather than using say one entry for three or four or five different things that make sense. 402 00:56:22.140 --> 00:56:23.790 Lacey Etzkorn: yeah that's a good point, thank you. 403 00:56:24.000 --> 00:56:24.300 sure. 404 00:56:26.130 --> 00:56:30.930 Amy Pinkerton (Instructional Designer, CTL): All right, and then we only have about three minutes left, so we have time for maybe one more question. 405 00:56:38.670 --> 00:56:45.060 Amy Pinkerton (Instructional Designer, CTL): All right, so it doesn't sound like we have any other questions so i'm just going to really quickly share some final resources. 406 00:56:49.050 --> 00:56:57.480 Amy Pinkerton (Instructional Designer, CTL): So we have a number of resources that we've mentioned, even during our time here one is detail help, and that is. 407 00:56:58.560 --> 00:57:14.130 Amy Pinkerton (Instructional Designer, CTL): Ray is our cto help person and that's, for, if you have like a technical issue, or if something if you click on something in course plus and it doesn't work, the way that you that you think it should or if something doesn't seem seem right, then I recommend checking out see to help. 408 00:57:15.510 --> 00:57:30.480 Amy Pinkerton (Instructional Designer, CTL): We also have a course plus guide, which is a technical guide and it includes guides for all of the tools and features and course plus so if you're thinking about looking into a specific tool but you're not sure where to begin the course plus guide is a really great starting point. 409 00:57:31.530 --> 00:57:42.000 Amy Pinkerton (Instructional Designer, CTL): We also have the course plus blog, which is where we post updates to course plus and new and improved features, so if you want to keep the most up to date, I. 410 00:57:42.480 --> 00:57:53.430 Amy Pinkerton (Instructional Designer, CTL): recommend checking out the blog and then, finally, we have our ctf teaching toolkit website, which is a resource for all things Center for teaching and learning, so we have a lot. 411 00:57:53.430 --> 00:57:57.870 Amy Pinkerton (Instructional Designer, CTL): Of like pedagogical guides how to guides and technology guides. 412 00:57:58.110 --> 00:57:59.100 Amy Pinkerton (Instructional Designer, CTL): For you so. 413 00:57:59.340 --> 00:58:05.670 Amy Pinkerton (Instructional Designer, CTL): I recommend these as additional resources, where you can learn more and. 414 00:58:07.200 --> 00:58:15.720 Amy Pinkerton (Instructional Designer, CTL): Thank you again for joining us today, I hope that you found this informative and please contact us if you have any questions we're here to support you.