WEBVTT

1
00:00:03.830 --> 00:00:15.030
Celine Greene (CTL): Thank you so much as I said. I'm Celine Green, and I'm joined today by my colleague, Brian Kloss, and bringing you the course plus refresher for term 3 at the Bloomberg School of Public Health.

2
00:00:15.790 --> 00:00:30.149
Celine Greene (CTL): This is for geared toward individuals who've actually been in the editing or administrative role, of course, plus so faculty team members. With that permission, with those roles. It is not a detailed

3
00:00:30.570 --> 00:00:43.890
Celine Greene (CTL): how to guide it is an overview, and it is a refresher, hopefully spurring things that you hadn't thought about in a long time, or maybe at all. So let's go go forth

4
00:00:44.490 --> 00:01:10.630
Celine Greene (CTL): over the next hour. We're gonna go ahead and review some just in time resources for term, start the things that we need to know, tools and techniques that are really beneficial for faculty teams. We're gonna learn about some course plus updates. Thus, Brian's participation, we're also going to review just to review just a few course plus fa ques, and as time permits, we're going to answer your remaining course plus questions.

5
00:01:10.630 --> 00:01:27.770
Celine Greene (CTL): please know I am going to be saving the chat again. This meeting is recorded. But I will be saving the chat. And in a follow up email, if there are any questions that we did not have time to address during today's session, I will make sure to address those questions in the follow up email as best I can.

6
00:01:28.930 --> 00:01:30.730
Celine Greene (CTL): So let's get started

7
00:01:31.070 --> 00:01:49.180
Celine Greene (CTL): when you enter course, plus in the editing role. The quick start is just go to your faculty tools, Page. It's the quickest way to get to other course, plus tools, including reports, the lecture pages, easy navigation to the schedule builder, the lecture pages, and other activities on schedule builder.

8
00:01:49.180 --> 00:02:01.469
Celine Greene (CTL): It may look different, based on your course, format or modality. I'm actually gonna talk you through a video that provides a quick tour getting to and around the faculty tools page.

9
00:02:02.860 --> 00:02:08.979
Celine Greene (CTL): you can get to the faculty Tools page at the top left of every page on your course site, right under your name.

10
00:02:09.039 --> 00:02:23.209
Celine Greene (CTL): the Navigation pane on the left side of the faculty Tools page is that handy map that shows you an abbreviated outline of your schedule builder Page, and allows you to quickly access those linked items. It doesn't matter if they're open to students or not.

11
00:02:23.600 --> 00:02:41.399
Celine Greene (CTL): For individuals who are looking to manage or edit a course site. This faculty tools page is almost always the most effective way to start with one click within every section or group on that page you are usually brought to the administrative view of a course, plus tool.

12
00:02:41.570 --> 00:02:47.260
Celine Greene (CTL): Here we see the navigation of the syllabus builders editing tool in just a moment.

13
00:02:50.730 --> 00:03:02.220
Celine Greene (CTL): By the way, when you're in the navigation pane, you will. we're getting to syllabus builder. Here we go in the navigation pane. You're not brought to the editing view. You're brought to the student view.

14
00:03:02.460 --> 00:03:05.340
Celine Greene (CTL): are we? Okay? So here we are in.

15
00:03:05.560 --> 00:03:09.199
Celine Greene (CTL): I think I might have skipped it. Sorry apologies.

16
00:03:09.780 --> 00:03:26.649
Celine Greene (CTL): Oh, yes, this. I brought us to the syllabus builders editing view, and I accidentally stopped the video from looping. I apologize again. Remember that this faculty tools, Page, it's just looping through the video again, may look different based on your course, format, or modality

17
00:03:28.060 --> 00:03:53.689
Celine Greene (CTL): going ahead, make sure to review that syllabus students read the syllabus to learn more about your course before they even enroll. This is one of the few pages on your course plus site that's actually public. So that means it's visible to anybody before the term starts, and after the term ends. So we that we recommend that you remove or leave out anything that you don't want publicly displayed.

18
00:03:53.770 --> 00:04:08.699
Celine Greene (CTL): Take it off of your syllabus like zoom links. The syllabus is really useful for students and faculty alike for setting expectations, the tone and making a sort of contract or commitment. It's also used by accreditation committees

19
00:04:08.770 --> 00:04:21.940
Celine Greene (CTL): as such. The printed syllabus now contains not just the overview and schedule, but also objectives. When entered into a course plus page builder objectives. Page specific section.

20
00:04:21.990 --> 00:04:32.250
Celine Greene (CTL):  as you're gonna see in the next video sample, I'm gonna display some of the section edits on the syllabus tool require approval from the department.

21
00:04:32.710 --> 00:04:35.459
Celine Greene (CTL): Some are not open text fields.

22
00:04:35.530 --> 00:04:51.919
Celine Greene (CTL): some can't be edited. There's school specific, so you can't edit everything on the syllabus builder. But you do want to edit and check everything before term starts. Certainly. But also just make sure. You remember that it's always in public view.

23
00:04:53.210 --> 00:05:12.410
Celine Greene (CTL): So sections linked to the Vsp course system are actually identified by a chain link icon in the section header, as you see on the left side of these section headers. Any edits to these sections must be made before terms start and approved by the department. It can't happen during the term.

24
00:05:12.430 --> 00:05:22.180
Celine Greene (CTL): and they're approved after you send them by clicking on the little green button at the top, which we see here to send it to the department for approval.

25
00:05:22.540 --> 00:05:41.829
Celine Greene (CTL): Some sections are formatted slightly different than an open text field, such as contact information and methods of ins of assessment. So here we're seeing contact information. You see, that it actually pulls some of the contact information, for instance, the faculty of record directly from the course system.

26
00:05:42.300 --> 00:05:48.550
Celine Greene (CTL): Then there's other custom, open text sections that have example text, you can copy and modify it will.

27
00:05:48.700 --> 00:05:57.309
Celine Greene (CTL): Here we're gonna go ahead and see this in the recommended, though optional tracking your activity when taking quizzes in course plus section.

28
00:05:57.610 --> 00:06:10.059
Celine Greene (CTL): So here's some sample text that we can copy. And we're also gonna go ahead and see it in the new Artificial Intelligence, recommended Section. If I'm gonna pause. The video here

29
00:06:11.060 --> 00:06:39.699
Celine Greene (CTL): oops, there we go. This is the Artificial Intelligence section. It is new to course, plus. It provides you 3 options again, totally optional that you can literally copy and paste the single option instead of the entire thing, and use it in this syllabus builder section, if you choose to include it and modify it accordingly. The the text in these 3 options were actually approved by us. So the

30
00:06:39.840 --> 00:06:54.810
Celine Greene (CTL): a committee for academic standards. So it's not just run of the mill stuff. It's actually gone through an approval. But you are encouraged to borrow from this text and slightly modify it, but pretty much following one of these 3 options

31
00:06:56.100 --> 00:06:59.989
Celine Greene (CTL): again some some sections, and apologize.

32
00:07:00.100 --> 00:07:02.929
Celine Greene (CTL): And to go back there we go.

33
00:07:03.480 --> 00:07:05.319
Celine Greene (CTL): Some sections.

34
00:07:06.600 --> 00:07:13.859
Celine Greene (CTL): Here we go. Can't be edited and those where we're almost at include the

35
00:07:14.320 --> 00:07:20.300
Celine Greene (CTL): the health and well-being section as well as the accommodations on student disability services.

36
00:07:21.290 --> 00:07:25.049
Celine Greene (CTL): Let's go ahead. Next to the course schedule builder, tool.

37
00:07:25.310 --> 00:07:41.020
Celine Greene (CTL): the course the schedule builder should be used by all courses by this time. If you're still using the sessions tool for an on campus course you should contact Ctl help as soon as possible for assistance in converting your course site to using the schedule builder tool.

38
00:07:41.140 --> 00:07:54.099
Celine Greene (CTL): The sessions tool is actually going to be phased out by this summer. So the next academic year, you're not gonna see any BS. Ph. Courses inside, of course, plus using the sessions tool. It's going away folks.

39
00:07:54.310 --> 00:08:01.239
Celine Greene (CTL): So the schedule builder tool lays out your learning activities and they're pacing for your syllabus public view.

40
00:08:01.370 --> 00:08:20.390
Celine Greene (CTL): The public view lays out that pacing the dates and the topics, the titles. So again, it's information that is available to anybody looking at your syllabus. But the schedule builder itself, which is also referred to as the content page. Inside, of course, plus provides students a sort of

41
00:08:20.390 --> 00:08:34.799
Celine Greene (CTL): global positioning system. Their GPS for routing around and navigating inside your online course, site resources, everything from lectures and activity pages to quizzes and pathfinder simulation activities. And more.

42
00:08:34.990 --> 00:08:50.280
Celine Greene (CTL): These resources are made into active hyperlinks according to the dates that you, as faculty team members set in the schedule builder tool. Let's get to know some of the options inside of this really versatile GPS system.

43
00:08:51.110 --> 00:08:59.999
Celine Greene (CTL): One of the newer features inside Schedule builder is the option to expand and collapse your categories. Using the buttons at the top left.

44
00:09:00.040 --> 00:09:13.029
Celine Greene (CTL): You can edit your category or module names. However, you'd like. You can even hide a category now, and it's enclosed items from students which is especially helpful when planning before terms start.

45
00:09:13.390 --> 00:09:26.809
Celine Greene (CTL): you click a category's header to expand and collapse just that single one additionally, you can reorder your schedules, categories, using the up and down arrows on the side. And I'm gonna pause the video right here.

46
00:09:27.670 --> 00:09:30.360
Celine Greene (CTL): Hopefully. there we go.

47
00:09:31.010 --> 00:09:44.299
Celine Greene (CTL): When you add an event or schedule builder, item or activity. Which is this one? I personally recommend that you and I wanna scroll back a little bit that you select the course plus

48
00:09:45.130 --> 00:09:51.050
Celine Greene (CTL): excuse me that you select the associate event with as a first step. And here's why

49
00:09:51.680 --> 00:10:07.549
Celine Greene (CTL): you associate the event with. If it's something that's built into course, plus. It's gonna overwrite any information that you have in the event type and title fields. So go ahead and start by selecting associate event with as your first step.

50
00:10:07.570 --> 00:10:32.289
Celine Greene (CTL): then you can give it its title and any description that you want, and then, moving forth, go ahead and set its dates of access for students the open and closed dates as well as due dates. Some items such as this Pathfinder simulation simulation. If they have a due date, it will be brought in quiz generator items, discussion for an items. If it has a due date, it will be brought in.

51
00:10:33.760 --> 00:10:41.370
Celine Greene (CTL): and depending on the type of item associated with an event. You are going to have other options such as this new option

52
00:10:41.580 --> 00:10:44.139
Celine Greene (CTL): right here of always available

53
00:10:44.690 --> 00:10:49.610
Celine Greene (CTL): oops, lost my cursor. But let's talk about this option of always available for a moment.

54
00:10:54.960 --> 00:10:58.220
Celine Greene (CTL): did II think I went past it again. I apologize right there.

55
00:10:58.390 --> 00:11:22.769
Celine Greene (CTL): This item right here, always available it over rights the open date. So a date is going to be displayed to the student. But this always available means that the hyperlink to that page or activity is always going to be available to students. This is particularly helpful for those courses who meet on campus and want to have a session, a class meeting session

56
00:11:22.770 --> 00:11:35.179
Celine Greene (CTL): as the activity or event. But they want students to access the resources. Maybe it's the required readings before class. So we now have this always available option inside, of course, plus

57
00:11:35.390 --> 00:11:40.220
Celine Greene (CTL): schedule builder items. Again, it depends upon the item.

58
00:11:41.570 --> 00:12:03.999
Celine Greene (CTL): Now, on this, on this slide there is no video. But we do see a section of the faculty tools page that holding the activities and assignments. These ones actually do not when you click on the link from faculty tools. These ones don't typically go to the editing view again. Little variance. But usually the faculty tools page is still the best place to start

59
00:12:04.190 --> 00:12:07.710
Celine Greene (CTL): a Ctl instructional design or id

60
00:12:07.740 --> 00:12:16.380
Celine Greene (CTL): team member can help you understand how any of these tools might best fit with your courses design. They can help you brainstorm.

61
00:12:16.690 --> 00:12:45.269
Celine Greene (CTL): Every one of these activity items that dropbox, quiz, generator, peer assessments, path finder, simulation and signup sheets, and even the grade book can be items associated with or linked inside your schedule builder tool. Except, I'm sorry. Gradebook is not linked to schedule a builder tool. It's just in that. Activities and assignments. Gradebook can be accessed by the course plus dropdown navigation horizontal navigation are at the top, right by students.

62
00:12:45.270 --> 00:12:57.399
Celine Greene (CTL): Many of the tools listed here can actually be graded directly inside the course plus tool on the site, and their grades are synchronized with the gradebook, which is really convenient.

63
00:12:57.540 --> 00:13:00.879
Celine Greene (CTL): This includes the dropbox, the quiz.

64
00:13:00.950 --> 00:13:17.129
Celine Greene (CTL): the discussion Forum, the Peer assessment, and the Pathfinder simulation. All of these items can be graded inside the tool after students have completed them and their grades synchronized with the gradebook. If you've included them as a grade book. Item.

65
00:13:17.570 --> 00:13:41.929
Celine Greene (CTL): again, we're not gonna be reviewing these items today. But Brian might touch upon one or 2 2 things in regards to the quiz generator. Of course, if time permits, we can answer questions specific to any of these tools at the end of the session, for now I recommend that you refer to the course plus help guide to understand their setup or work with an instructional designer such as myself or my teammates who are here, including Emily and Amy.

66
00:13:42.570 --> 00:13:46.450
Celine Greene (CTL): And they we all can help you, brainstorm, or just get started.

67
00:13:48.040 --> 00:14:16.950
Celine Greene (CTL): Another thing I want you to think about no video on this slide, either. Here, we're seeing a section of the faculty tools page that talks about group activities. If you're thinking about using group activities. You're covered groups inside, of course, plus can be used for several things. You can work with the instructional designer for brainstorming, but they can be used for Wiki's discussion. Forum categories.

68
00:14:16.950 --> 00:14:35.889
Celine Greene (CTL): peer assessments. You can establish groups and manage the memberships either randomly by sign up sheets or purposely sorting the team the roster into course groups. And again, if you need assistance, we can see the course plus help guide or ask right to Ctl. Help

69
00:14:35.950 --> 00:14:39.850
Celine Greene (CTL): pause for a second. Oh, thank you, Brian, for writing that into the chat.

70
00:14:44.160 --> 00:14:45.060
Celine Greene (CTL): Alright.

71
00:14:45.840 --> 00:14:51.819
Celine Greene (CTL): if you've never used the course plus gradebook tool before, there's no better time than now to start.

72
00:14:52.010 --> 00:14:57.629
Celine Greene (CTL): Students are motivated, so motivated by purposeful, timely feedback.

73
00:14:57.760 --> 00:15:14.040
Celine Greene (CTL): but only when it is clear and consistent and meaningful. Right? I'm gonna take you on a brief tour of some of the gradebooks features, but the key things to keep in mind as you're setting up or checking the setup of an existing gradebook are these.

74
00:15:14.280 --> 00:15:22.170
Celine Greene (CTL): make sure that your gradebooks, setup matches, the required methods of assessment syllabus section.

75
00:15:22.180 --> 00:15:47.130
Celine Greene (CTL): This includes any details that you provide students such as working to earn points or percentages. The grade book works with you. You don't have to work for the grade book. The Grade per book works with you. So choose the way that you look at the term earning points toward a total or waiting grades toward a percentage for the final letter grade, and then choose to link the activities whose grades can synchronize

76
00:15:47.130 --> 00:15:59.639
Celine Greene (CTL): with the grade book. As we just discussed some of those activities, including the quiz generator and the discussion forum tool. If you're using those activities and you're grading them, make those activities a gradebook item

77
00:15:59.640 --> 00:16:03.150
Celine Greene (CTL): and understand extra credit options.

78
00:16:03.170 --> 00:16:31.629
Celine Greene (CTL): This can get a little bit confusing for people who aren't familiar to using extra credit as part of an automated grade book. But once you see the calculations, or if I sit down and explain it to you. You're gonna be like, of course, that's what I was doing all along. Not too many grade book electronic grade books offer this option, especially if you've been doing it in. Excel right. It's a really really helpful feature. Entire categories inside your grade book or individual items can be marked as extra credit.

79
00:16:31.760 --> 00:16:53.030
Celine Greene (CTL): So let's take a couple of minutes and take a tour, starting with what the students see. And you, as a faculty team member with permissions can share with them. If you find yourself discussion discussing grades, you're seeing a grade book that was used throughout the term a term right now, this includes a grade for every item the faculty opted to make visible to the student.

80
00:16:53.790 --> 00:17:02.789
Celine Greene (CTL): and, as you see, the gradebook also allows for individual comments and files to give more meaningful feedback for each of the items in the gradebook.

81
00:17:03.440 --> 00:17:26.829
Celine Greene (CTL): An empty grade book, whose setup was copied over from the previous year, is now being displayed. You can see that when the grade book is set up you can opt to grade an individual item. When you're ready to enter the grades for most, if not all, students, or you could opt to enter the grade for 1, one or more items for a single student, or even enter grades for a group of students.

82
00:17:28.600 --> 00:17:35.189
Celine Greene (CTL): There is an option to enter. I do want to go ahead and look at the sorry

83
00:17:35.710 --> 00:17:44.879
Celine Greene (CTL): skipped around the option to set up the gradebook according to the methods of assessment on the syllabus. What we just saw. And let me pause the video there.

84
00:17:45.880 --> 00:17:56.040
Celine Greene (CTL): But we just saw and we'll see again. Is that the methods of an assessment on the syllabus matches the methods of assessment of setup as

85
00:17:56.380 --> 00:18:02.039
Celine Greene (CTL): categories inside the gradebook? This is one of the check items that I asked you to make sure you're doing

86
00:18:02.760 --> 00:18:12.679
Celine Greene (CTL): so. Here we go, 20 as a folder as the gradebook item, or excuse me, category, as the gradebook item matches the 20% on the methods of assessment of the syllabus

87
00:18:15.930 --> 00:18:16.940
Celine Greene (CTL): alright

88
00:18:17.530 --> 00:18:29.370
Celine Greene (CTL): for an individual student's grade book. When you're viewing it, you can actually see how the calculations were made. And you're going to see that the calculations that the student sees.

89
00:18:30.720 --> 00:18:34.069
Celine Greene (CTL): Let me go back a little bit. The calculation steps

90
00:18:34.130 --> 00:18:44.250
Celine Greene (CTL): that the student sees are going to be slightly different than what you, as a faculty member, see because of the fact that the students are going to see the grades based on what is visible to them.

91
00:18:44.300 --> 00:18:53.669
Celine Greene (CTL): But you're gonna see the calculations in the regular view, the faculty view of the grade book, not the student view of everything that's been graded inside this grade book.

92
00:18:58.570 --> 00:19:01.739
Celine Greene (CTL): Right? So here we go, and we're adding a graded item

93
00:19:02.360 --> 00:19:11.759
Celine Greene (CTL): in the gradebook setup. We have that option to link to dropbox, quiz, discussion, forum, peer, assessment, or pathfinder, simulation or nothing at all.

94
00:19:12.070 --> 00:19:31.059
Celine Greene (CTL): And then, additionally, if it's nothing at all, we go ahead and give it a name. Or, again, this one, I think, was a discussion form item, and we can factor in the percent that it factors into a category or into the overall grade. And we also have the option right there to mark an item as extra credit.

95
00:19:31.330 --> 00:19:42.579
Celine Greene (CTL): Let me show you that again. When you mark an item as extra credit. It is not. It's going to take away one of the options. It's going to take away the option to exclude as a final grade.

96
00:19:43.010 --> 00:19:50.870
Celine Greene (CTL): If you want help with extra credit items, feel free to look in the course, help guide or contact. Ctl help, or the instructional design team member.

97
00:19:51.070 --> 00:20:05.210
Celine Greene (CTL): Similarly, we can actually mark an entire category as an extra credit item. So I did want to show you where that can be done. And when you look at the gradebook calculations, you will see how it's all calculated in. And it makes so much sense.

98
00:20:08.840 --> 00:20:34.709
Celine Greene (CTL): The online library is another tool. I want to take a couple of minutes to talk about. It's a great tool to use. In addition to E reserves the online. Excuse me, E. Reserves is a service through the Welsh library that reserves items such as journal articles from databases that are often behind paywalls for students unless they go through the library and also S. Eresource. You can also reserve other resources.

99
00:20:34.920 --> 00:21:00.660
Celine Greene (CTL): The E reserves can be connected to course, plus via the faculty tools page in the online library, the weblinks, files, and even the folders holding those resources can be organized and even linked to individual course plus pages. If you're setting up the online library for the first time, you can make sure to check the display and migration options that show the date posted the level of importance.

100
00:21:00.660 --> 00:21:13.190
Celine Greene (CTL): copying the lot and give you that option to copy or migrate the library from another course site to your current course site. And we'll see that in the upcoming video. And when you're organizing your library, remember to sort your items

101
00:21:13.190 --> 00:21:34.599
Celine Greene (CTL): by folders specific to module topics, sessions, lectures term weeks, and even assignments whatever. However, you think it's going to best serve your students to be clearly organized. Don't just have a dump of an online library, sort it, using the folders. And don't forget that you can link folders and even individual items to course, plus pages

102
00:21:34.600 --> 00:21:48.409
Celine Greene (CTL): plus you can hide items, including entire folders or the individual items inside of folders until a certain date, so that they're not visible to students. That's helpful for things like answer keys or instructions for assignments

103
00:21:48.410 --> 00:22:04.570
Celine Greene (CTL): before the term starts. Always check when you're checking the online library. Always check from the manage or editing view of the library so that you can actually see everything in case anything is hidden from students until a certain date.

104
00:22:05.440 --> 00:22:20.259
Celine Greene (CTL): When you're checking these things, make sure that the web links aren't aren't broken, and make sure that the files aren't outdated like you might have a Y 2223 instead of at the top of your instructions.

105
00:22:22.230 --> 00:22:37.270
Celine Greene (CTL): So here we go. This is a student view of the online library. You can see that some items are marked by importance. You can see that there's web links and Pdfs and word documents. Let's go to managing the online library.

106
00:22:37.420 --> 00:22:49.299
Celine Greene (CTL): which oh, come on, let's manage that online library. There we go. We can collapse all and expand all similar to the schedule builder. And you'll see here in the Periodic Assignments group.

107
00:22:49.360 --> 00:23:06.409
Celine Greene (CTL): there were some periodic assignments that weren't showing to the students because of the fact that the folder doesn't open yet it opens at the later this month. Excuse me, actually, was a different year. So that one was. This is an old version. Sorry, old site. Additionally. Here.

108
00:23:06.460 --> 00:23:10.800
Celine Greene (CTL): let me go back a little bit, because I think that went a little bit faster than I was speaking.

109
00:23:11.130 --> 00:23:24.170
Celine Greene (CTL): Here's where we get to the display and migration options. Make sure you check those if you're not seeing the level of importance, such as reference, or required, or optional, or, if you want to hide the date posted

110
00:23:24.220 --> 00:23:27.030
Celine Greene (CTL): the date. A document was posted.

111
00:23:27.130 --> 00:23:46.989
Celine Greene (CTL): In addition. In this display and migration options. We also have the option to pull in an entire library from another course. Please note if you choose to do that, the library migration. It's gonna overwrite everything that's already there. So only do that. If you're starting from scratch, or if you just wanna

112
00:23:47.070 --> 00:23:52.789
Celine Greene (CTL): clean sweep in the library, we can add folders. We can add web links.

113
00:23:52.920 --> 00:23:59.830
Celine Greene (CTL): and we can add files. Here's a real nice feature about the folders. You can make a folder hidden.

114
00:24:00.170 --> 00:24:05.839
Celine Greene (CTL): This is very helpful, just like the hidden section. Our modules of this schedule builder

115
00:24:05.850 --> 00:24:25.989
Celine Greene (CTL): to help you sort things out. It helps you plan. Maybe you have something that's in the online library. You know, you need to update it. So you don't want it to display to students just yet. Put it into the hidden folder. Or maybe you have something where you just haven't had time to go back and fix it, or to check it yet.

116
00:24:25.990 --> 00:24:37.159
Celine Greene (CTL): Put it into the hidden folder until you're ready to display to students. I would suggest that the at the start of the term, if you have a hidden folder and a lot of items in there, maybe start deleting them.

117
00:24:39.510 --> 00:24:49.190
Celine Greene (CTL): Okay. Additionally, I'm gonna go ahead and show you quickly, adding a weblink. It's as simply as you type in the URL. First put a title

118
00:24:49.760 --> 00:24:53.549
Celine Greene (CTL): optionally, select the level of importance, and

119
00:24:54.000 --> 00:25:02.729
Celine Greene (CTL): there are additional options helpful for linking to the syllabus, for instance, and we can also

120
00:25:03.180 --> 00:25:23.009
Celine Greene (CTL): finally show you quickly adding a file. You choose a file, it uploads it to course plus site. Please make be mindful of copyright. If it's a journal article. Give students the web link to the Doi digital object identifier, or put it in E reserves. Set your open and closed date if you'd like.

121
00:25:23.180 --> 00:25:31.469
Celine Greene (CTL): I very rarely see closed date. But you could set that if you'd like, set the level of importance and add it to your online library.

122
00:25:33.940 --> 00:25:41.290
Celine Greene (CTL): So no video on this page that's using. One of the things I want to remind you of. We're getting almost to Brian's.

123
00:25:41.350 --> 00:26:05.869
Celine Greene (CTL): Brian's updates. I'm mindful of the time. Use the course plus announcements and email tools. When you want to communicate one way to students, you're not looking for engaging in conversation. These are things where you want to send an announcement. And if it's an email that is sent to the entire class, you can choose to, you can opt to make it an announcement. Let me go ahead and zoom in here. Additionally.

124
00:26:06.040 --> 00:26:26.609
Celine Greene (CTL):  you can opt to display on the class email archive page. If it's sent to the entire class. And again, this display as an announcement is only available. If you send it to everyone, you also have filters, you can send emails to this is the email tool you can send filt.

125
00:26:26.610 --> 00:26:56.039
Celine Greene (CTL): Excuse me, emails to people who haven't checked into the course site in the past 3 days, or people who didn't complete an assignment, or maybe the people who did complete an assignment. Those are options, some of the options available under the filters. I also, wanna especially as we approach term, start, point out that you can actually import messages from the last offering. So if you don't want to reinvent the wheel, and you wanna send a similar welcome message as you did last spring. Go ahead and import that message from a past offering.

126
00:26:59.330 --> 00:27:11.620
Celine Greene (CTL): If you're looking for conversations with students or conversations with each other. Then go ahead and use the discussion. Forum in the discussion. Forum. You can have threaded conversations inside of topics.

127
00:27:11.860 --> 00:27:24.469
Celine Greene (CTL): You can have categories that hold these threaded conversations. And you can even have groups of categories. You can set permissions. We're gonna see a little bit of the more about those permissions on the next slide

128
00:27:24.510 --> 00:27:52.679
Celine Greene (CTL): such as post before viewing, read only discussion, form threads, making a discussion forum topic or category private to student groups. Remember, course, plus groups. We talked about that earlier today. And we can even have these discussion forum threads locked from students. Additionally, if you want to link a discussion forum to the grade book that is done from the grade book itself.

129
00:27:52.680 --> 00:28:01.909
Celine Greene (CTL): So in the gradebook create your gradebook, item, link it to a course plus discussion forum. And when you grade

130
00:28:01.940 --> 00:28:15.640
Celine Greene (CTL): all of a sudden, when you go to the discussion, Forum, you'll see the option to grade, including giving feedback an entire category, and that grade that you give it inside the discussion form is going to be synchronized or carried over to the course, plus gradebook.

131
00:28:16.400 --> 00:28:24.520
Celine Greene (CTL): some, again, some of the options for discussion, forum and forums and category. They're indicated by icons.

132
00:28:24.730 --> 00:28:50.499
Celine Greene (CTL): as you see in this one view of the discussion. Forum. Thread this circle with the line through it. That is the only faculty ta and staff can start a new topic. See, here's some of the other options read only after a certain date. Students only have 15 min to edit or delete a post. I think there might be something that's changing in regards to that soon. If I recall one of Brian's messages to the Ctl. Staff.

133
00:28:50.560 --> 00:29:02.460
Celine Greene (CTL): Brian can correct me in in a moment. A few moments if I'm wrong. And also, lastly, this category is linked to the gradebook. That's one of the other options I wanted to show you.

134
00:29:03.550 --> 00:29:16.610
Celine Greene (CTL): Lastly, I wanna make sure that you. Oh, thanks, Brian. I don't know what I'm getting confused with. Brian was saying that there's no change to the discussion forum permissions.

135
00:29:17.000 --> 00:29:32.940
Celine Greene (CTL): Lastly, I want to encourage you to visit the course plus faculty Tools page to take interest in your students. Activity. There are some reporting features within the administrative tools section of faculty tools that includes

136
00:29:32.990 --> 00:29:50.269
Celine Greene (CTL): the the access to the course site, the live talk, activity. Who's been active in the discussion form and the number of visits, etc. You can even track it to say who's actually visited this course. Page, the course plus

137
00:29:50.270 --> 00:30:17.060
Celine Greene (CTL): reporting tools inside under administrative tools on the faculty tool page allows you to take an interest in your students, online activity, and that can open up some really wonderful conversations and eyes in terms of what? Why is that? Why has nobody visited the site? And then you go and you look at a page and like oops, I forgot to open it to students. The date I put as 2025 instead of 2024, or something like that.

138
00:30:17.740 --> 00:30:18.760
Celine Greene (CTL): So

139
00:30:18.900 --> 00:30:29.159
Celine Greene (CTL): at this point let me go ahead and stop sharing in a moment. We're going to be going over to Brian. And let's see if there's any questions.

140
00:30:31.800 --> 00:30:33.170
Celine Greene (CTL): Any questions.

141
00:30:35.270 --> 00:30:38.330
Celine Greene (CTL): Yeah, yeah. And go ahead and unmute your microphone, and you can ask

142
00:30:38.410 --> 00:30:54.710
Yang Wang: Hi! Hi, Celine! Hi! My name is Yan. I am a faculty at health policy management, and I'll be start teaching my first class in the third term. So this class is actually previously taught and discontinued

143
00:30:54.810 --> 00:31:11.750
Yang Wang: since covid like for 4 years. So II remember you earlier, mentioned that there should not be any more of these class sessions. However, I do see that in the course, plots that I'm currently seeing. So should I

144
00:31:11.760 --> 00:31:33.639
Celine Greene (CTL): contact the Ctl, ask them to make an update, or how how would that work? Yeah. Do you mind writing directly to Ctl. Help. Excuse me, yeah, wait, Brian, help me out here, my my dear, and headlights moment at the email address. And

145
00:31:34.040 --> 00:31:36.250
Celine Greene (CTL): yes. thank you.

146
00:31:36.390 --> 00:31:37.310
Yang Wang: Thank you

147
00:31:37.980 --> 00:31:45.080
Brian Klaas: to that issue. And just what you're talking about, just a second. Actually, there's a way you can handle this on your own.

148
00:31:45.220 --> 00:31:48.159
Celine Greene (CTL): And he says, issue in the most positive way.

149
00:31:49.110 --> 00:31:56.630
Celine Greene (CTL): Alright. Great. No problem. Alright, Brian. I'm going to go ahead and let you take it away. I'm going to mute myself.

150
00:31:57.100 --> 00:31:59.670
Brian Klaas: Okay, give us some course, plus update.

151
00:31:59.960 --> 00:32:24.390
Brian Klaas: Sure. So my task here in the next 1015 min is sort of walk through some new things that are in course, plus. And Selene sort of went over a a couple of these things. But I wanna go over them in a little more detail. These are things that have changed in course, plus in the last 6, 9 months, that you might not be aware of that, I think, are useful. So I teach a bunch of courses I teach a course every term that has about 120 to 150 students in it.

152
00:32:24.390 --> 00:32:35.220
Brian Klaas: So super fun for me. I teach you a much smaller course that has 20 students. I teach a course that has. It's offered once a year. There's about 40, and once I teach another course with

153
00:32:35.220 --> 00:32:36.960
Brian Klaas: Adam, David

154
00:32:36.960 --> 00:32:54.419
Brian Klaas: Dowdy and Adam Kuhn. About generative AI. That's in the first and the third term, which has about 70 students. So I teach a variety of courses of different sizes. And there are certain things, in course, that I find to be super helpful. And Selene mentioned. the email.

155
00:33:01.550 --> 00:33:04.850
Celine Greene (CTL): Brian, Brian face think Brian froze.

156
00:33:06.090 --> 00:33:11.239
Brian Klaas: Okay, talk about the email tool. But there's 2 quick things I just want to show you in here that

157
00:33:14.580 --> 00:33:17.560
Celine Greene (CTL): I'm sorry, Brian. We're having some issues. Hearing you.

158
00:33:21.340 --> 00:33:22.260
Celine Greene (CTL): Okay.

159
00:33:25.640 --> 00:33:29.280
Celine Greene (CTL): I'm going to ask Brian to reconnect

160
00:33:29.620 --> 00:33:30.390
Celine Greene (CTL): are.

161
00:33:30.950 --> 00:33:33.850
Celine Greene (CTL): I seem to have disappeared. Yeah.

162
00:33:33.930 --> 00:33:50.709
Celine Greene (CTL): I find as a faculty member that make my life inordinately easier. In the email tool, just in terms of organization, sending things out.

163
00:33:50.710 --> 00:34:11.549
Brian Klaas: The important message from last offering tool is awesome and great. If you're a faculty member or a Ta who's working on a course has been offered multiple times this is an awesome tool as a time saver, to allow you to send messages that are similar from year to year. So for me, this class communications. Primer. I teach it

164
00:34:12.250 --> 00:34:17.360
Brian Klaas: 6 times a year, 6 of the 7 terms that the that that the school has

165
00:34:21.310 --> 00:34:38.300
Brian Klaas: very quickly from a previous offering. So I just select it from the dropdown. It puts the message in there. I can change dates or make updates really quickly. And bam, I'm done rather than typing everything out or finding the word document that contain my emails. All that good stuff.

166
00:34:38.300 --> 00:35:02.910
Brian Klaas: Yeah, this is much, much more reasonable on that front. So important message from last offering is a great tool. The filters are also great. For a number of different reasons I use them. The beginning of the term always because there's a filter in here for the site visit. So this means whether or not people have visited the course website. And I like, you know, the first Friday of the term, or the first Saturday of the term, or whatever week, into the class.

167
00:35:02.910 --> 00:35:30.739
Brian Klaas: I'll use this filter, and I'll say, like, Show me people who did not visit the site in the last 7 days, and I'll email them and be like, Hey, so classes now hoard out week into class. You haven't visited the course site. If you plan on dropping the class, do it, just wanna make sure you're aware the class is going on right, and I don't have to like look up a bunch of different reports to this. The filter does this for me. So filters are a really big time saver one you wanna communicate to students, and I love them. And I use them all the time.

168
00:35:30.810 --> 00:35:53.579
Brian Klaas: But that's not really what I'm gonna talk about. Let me switch over to what I wanted to talk about, which is our sort of transition, as Celine was mentioning earlier from last sessions to to the schedule builder format. And this, you know. I will show you specifically young, you were asking about that making that transition yourself.

169
00:35:56.510 --> 00:36:02.599
Celine Greene (CTL): This is like really bad commercial time. We're making this transition. We're retiring. The class sessions tool

170
00:36:02.750 --> 00:36:10.330
Brian Klaas: is because while the class sessions tool was okay and kind of served a purpose and had a certain degree of flexibility. It

171
00:36:20.330 --> 00:36:28.209
Celine Greene (CTL): okay, I'm sorry. I'm privately messaging, Brian, and I feel like I should talk over the crickets. Because he is cutting in and out

172
00:36:28.960 --> 00:36:42.929
Brian Klaas: we'll see if you can try again. Sorry I don't know what's going on with my connection. It's been fine all day. I've been in meetings all afternoon, and then, of course, as soon as I needed to share my screen or anything like that. My connection keeps working out

173
00:36:43.200 --> 00:36:45.640
Brian Klaas: alright. So I was saying.

174
00:36:45.810 --> 00:36:49.970
Brian Klaas: The class sessions tool makes it a little more difficult for students to know when things are due.

175
00:36:50.080 --> 00:37:04.319
Brian Klaas: So you can list like, for example, a quiz, or a dropbox or survey, or a peer assessment on a class session. But that doesn't necessarily mean that that's due on that day. Right? It's be linked from there. And if I'm a student, I want to know when things are due.

176
00:37:08.010 --> 00:37:20.859
Brian Klaas: Matt, what you see here is much more sort of linear and orderly and highlights, or you can highlight very clearly when things are due, and this makes it much easier for students to track.

177
00:37:20.860 --> 00:37:38.110
Brian Klaas: There are assignments when they have to get things done, to know when things happen. They can even mark off that things are that they've completed things in their class, right? So they can track that for themselves. And the system sort of tracks completion of items it makes, making sure that every all of the work that gets done actually gets done.

178
00:37:38.110 --> 00:38:02.799
Brian Klaas: Now, this particular schedule is from a class I teach, and it's very linear and organized, and not a lot there, because that's sort of my style. But let me give you an example to show you a class that was offered in the second term that did convert from the class sessions format over to schedule builder using the automated tool we have built into course, plus. And you'll notice here, you know. Yeah, this is a little less sort of you know, linear than what I put in there. But

179
00:38:02.800 --> 00:38:27.099
Brian Klaas: what's great about schedule builder is? It's super flexible. You can organize things you way you want. You can put in headers the due dates, for things are really obvious, right? They're really obvious over here. So students know when things are due and you can show when things become available or when a class session is happening, and when it's, you know, there's activities in there that are due. It makes it easier again for students to track things

180
00:38:27.130 --> 00:38:37.740
Brian Klaas: from one form to track things in their class. Now, if you happen to have a class like Young, you said you did. That's using the class sessions format.

181
00:38:37.920 --> 00:38:40.879
Brian Klaas: If you go to the main faculty tools. Page.

182
00:38:40.970 --> 00:39:05.010
Brian Klaas: you'll notice there's this box on faculty tools that says, you know, this current schedules tool is class sessions and the legacy class sessions tool is gonna be retired, and there's a button you can click on to switch to schedule builder and page builder, page, builder is sort of the tool that lets you create pages of content. Schedule builder is a tool that creates this nice looking sort. Of course, schedule page that you see right here. So

183
00:39:06.320 --> 00:39:10.189
Brian Klaas: if you are still using the class sessions format by clicking on this button

184
00:39:10.230 --> 00:39:37.930
Brian Klaas: course, plus will convert each class session that was in the force class sessions format into an individual page and label a class session on the schedule and in the page builder tool. So you can see here this particular class. They have a page for each each sort of lecture, or each in person session. They list objectives, session, information online library. This is a much more organized and sort of clear way of making things happen or

185
00:39:37.930 --> 00:40:02.690
sharing information with your students, helps students focus on the right piece of information at the right time. While allowing you, as a faculty member, ta, to provide a lot more detail on each of these pages. You'll notice also that the class sessions tool lets you highlight things like dropboxes or quizzes give them their own item on the schedule. So it's very obvious that yes, there's a dropbox assignment. Yes, there is a quiz coming up.

186
00:40:02.690 --> 00:40:08.379
Yes, there's a survey you have to do, and when that needs to be done. So

187
00:40:08.550 --> 00:40:18.799
Brian Klaas: this is something that Celine pointed out earlier. When you edit this, the session, the the schedule here. There's one sort of pro tip. I would like to provide for people.

188
00:40:19.050 --> 00:40:45.730
Brian Klaas: especially if you're teaching on in the face to face environment. A lot of times people will say that the class session becomes available on the day or is occurring on a day. Right? You're meeting on October 20 third. So you're gonna say, that's the date of the session, right? That makes sense. This is the date October Monday, October 20. Third is the day of the session. So when I create this item in the set in the schedule, I'm gonna say it's Monday, October 20. Third is when this thing is happening.

189
00:40:47.180 --> 00:40:51.130
Brian Klaas: That's great, except except

190
00:40:51.490 --> 00:40:53.189
Brian Klaas: the schedule tool

191
00:40:53.290 --> 00:40:57.699
Brian Klaas: the schedule builder tool only makes these links active.

192
00:40:58.160 --> 00:41:08.150
Brian Klaas: Once the available date and time has been reached. So that means that if you want, for example, your class is on Tuesday, October 20, fourth, and you want

193
00:41:13.800 --> 00:41:18.800
Celine Greene (CTL): Brian cut out again. But if you want that option like, he was saying.

194
00:41:18.850 --> 00:41:20.699
Brian Klaas: he's about to say R.

195
00:41:20.860 --> 00:41:24.789
Brian Klaas: Working on the schedule builder tool. So you can see here it's not available.

196
00:41:27.910 --> 00:41:36.180
Celine Greene (CTL): So if you mark that always available option, it will be available before the class session date that's appearing in the left and column.

197
00:41:36.290 --> 00:41:43.590
Celine Greene (CTL): And now we can't hear Brian's audio, but I see his face moving, and now it stopped. It's a magical mystery tour, Brian.

198
00:41:44.110 --> 00:41:47.589
Brian Klaas: I'm gonna kill zoom, I swear.

199
00:41:47.700 --> 00:41:55.429
Brian Klaas: Sorry, everybody, I swear like I did a training yesterday for zoom and sharing my screen for an hour and

200
00:41:55.610 --> 00:42:09.570
Brian Klaas: all that good stuff. Alright. So, anyways, I was saying that again, these links on the class on the scheduled page don't become active until the date and time. That you put here in this sort of available date column.

201
00:42:09.880 --> 00:42:23.440
Brian Klaas: and that's not always great, because oftentimes you'll want students to see the content at a time. Access readings. Look at what's coming up all that good stuff. So if that's the case where you're like, no, I want students to access this

202
00:42:23.460 --> 00:42:27.980
Brian Klaas: before it's technically the date and time of my class session

203
00:42:28.160 --> 00:42:49.049
Brian Klaas: click this always available link. This is what Celine pointed out earlier clicking, that link clicking that check box. Excuse me, will make sure that these links are always available from the day the students have access to your course website that way, though even though it says the class session is on Thursday, October 20 sixth, at 11 Am. Students can still click that link.

204
00:42:49.160 --> 00:43:07.759
Brian Klaas: Now, you don't have to do this because there's a lot of things like people do like exams, assignments. Fun stuff like that where they don't want student stacks at ahead of time, or you haven't finished writing out all the content for the class session. That's fine. You don't always have to make everything available all the time

205
00:43:08.130 --> 00:43:22.029
Brian Klaas: again. This is a small feature, but a powerful one. When you want students to be able to access content ahead of whatever the official date and time of your class session is that's listed on the calendar there on the schedule page.

206
00:43:22.060 --> 00:43:41.480
Brian Klaas: hopefully. That makes sense to folks. Hopefully, I won't get cut off again here because I do wanna move on. And again, if you have questions about how to set up your your schedule, you can work with your instructional designer if you have one assigned to you or contact. Ctl, help. They can provide all sorts of help for you on that front, on, help, guide, step by step, instructions, all that good stuff alright.

207
00:43:41.570 --> 00:43:56.309
Brian Klaas: moving on quickly and hopefully. I'm not gonna get cut off again. Next thing I want to talk about is rubrics in the grade book, rubrics in the grade book. So rubrics are awesome. Amy, Celine, Kathy, all the other instructional designers, and Ctl. Can tell how great

208
00:43:59.700 --> 00:44:15.359
Brian Klaas: in almost all my classes I use rubrics for my grading, because it sets very clear expectations for students as to what they are supposed to do, what, how they can achieve a high score on a paper project, presentation assignment, whatever it is.

209
00:44:15.360 --> 00:44:39.559
Brian Klaas: and it significantly reduces arguments about grades. It really does, because you have made clear what you need to do to get full credit for something and for somebody like me, who in my communications primary course I have about, you know, on a given year about 600 students. I don't wanna do a lot of arguing about grades. I really don't. And this has made my life much easier using rubrics

210
00:44:39.820 --> 00:44:51.859
Brian Klaas:  Prior to this academic year you kinda had to deal with rubrics in a different way. They're now integrated into grade books completely, so that when I go into the grade book setup here when I say, set up the grade book

211
00:44:52.140 --> 00:45:17.140
Brian Klaas: when I create a graded item, one of my options is to enable rubric based grading for that item. And I've done that here, as you can see for a couple of the assignments. 2 of the 4 assignments in my this one class, and I can go in to the gradebook and click on edit rubric. And it gives me this very nice rubric editor. Where I can have multiple sort of performance levels like below expectation status

212
00:45:17.140 --> 00:45:25.069
factory above expectations I could do up to, I think, 5 or 6 performance levels. And then all the criteria on which I'm going to grade students

213
00:45:25.070 --> 00:45:47.759
Brian Klaas: in detail and then say again in detail what you need to do in order to get whatever 5 points or 7 points, or however many points it is for that particular rubric, and this is easy to set up you can save this a Pdf. You can copy rubrics from other classes that you might teach very, very easy to use and set up. And then, when you need to actually grade the students in the grade book.

214
00:45:47.760 --> 00:46:11.580
Brian Klaas: I would just completely click, go to this in here, click on the rubric for that student that I need to grade, and it brings me up the same rubric. I can fill it out. I can provide feedback. I can provide custom point levels for students. I'm not obliged to say that just because I click on 5 points that students gonna get 5 points, I might wanna give them 4 cause there's some quibble I have with what they've done there and then lots of space for comments and feedback in there as well.

215
00:46:11.780 --> 00:46:35.930
Brian Klaas: So rubrics in the grade book are really powerful. I love them. It makes my life easier as a faculty member in terms of grading makes the work. When I have tas much easier for them to be able to make good judgments about how a grade should be determined for a student. Celine has put so a link to using rubrics in the grade book. Highly recommend it, I think. Also, Amy.

216
00:46:35.930 --> 00:46:54.009
Brian Klaas: You've offered workshops on rubrics in the past, and how great they are the links to those would be on the Ctl. Toolkit so highly highly recommend that you follow them out. Either you follow that rubrics are great. They just make life easier in terms of grading alright.

217
00:46:54.080 --> 00:47:14.900
Brian Klaas: Next up a quick couple of things about the quiz. Generator. 2 things have been added in the last few months to the quiz generator. First and foremost extra credit questions you can now actually yay. Finally, after so many years, have extra credit questions in the gray, in in the quiz generator. So you can say.

218
00:47:14.900 --> 00:47:39.179
Brian Klaas: here's 25 questions, and here's a 26 that's extra credit, and you set up an extra credit question. Let me zoom in a little bit here it when you're setting up the question itself right when you are, you know, creating your question, and any kind of question can be an extra credit question. There is this option down here that says, Is it an extra credit question? Yes or no. If you have extra credit questions in your quiz, they're automatically added at the end of your quiz.

219
00:47:39.180 --> 00:47:51.130
Brian Klaas: always at the end of the quiz. So students know extra credit quiz questions are always at the end and course plus is smart enough to say, okay, so let's say, this quiz has is worth 25 points.

220
00:47:51.130 --> 00:48:11.330
Brian Klaas: and the student got 24 out of 25, plus the one extra credit question. So they get a full 25 out of 25, or this quiz was worth 25 points. Students got all 25 points, and they ex answered the extra credit question correctly. That extra point will be automatically added to your grade book

221
00:48:11.420 --> 00:48:31.819
Brian Klaas: as an extra credit item. So you don't even have to do that work in the grade book of like tracking like, did the student get extra credit or not? That's automatically handled for you. So if you wanna offer extra credit questions within a quiz, you can do that again. All you have to do on an individual question is, say, yes, this is an extra credit question.

222
00:48:32.160 --> 00:48:57.800
Brian Klaas: And the other thing that was added to course, plus in the quiz generator is the students can now insert images into the rich text editor for essay question responses. So the rich text editor, is this thing here? Right? The thing that has like bolding and tables and lists, and all that good stuff. Well, there's for a very long time been an option to insert or upload an image

223
00:48:57.800 --> 00:49:21.880
Brian Klaas: from your computer into the rich text editor that was not available inside of the rich text editor for essay responses in the in the quiz generator. And that's now been added in. So you can have, for example, quiz essay questions where you need a student to insert a chart that they create in excel, and the student would, you know, take a screen capture of that chart.

224
00:49:21.880 --> 00:49:34.329
Brian Klaas: and then insert that as the image into their response, or take a picture of something right, you want them to handwrite notes, handwrite how they solve an equation, they can grab their camera, take a picture and then insert that image

225
00:49:34.550 --> 00:49:46.620
into their essay response there. So it opens up a whole bunch of different choices in terms of or new possibilities, I should say, in terms of what you can do with essay responses in the Quiz generator.

226
00:49:46.750 --> 00:49:58.270
And that's really all I wanted to cover hopefully, I'm not gonna cut out again or didn't get cut out again this last time. So I will stop there and see if there's questions that anybody has about anything I've covered so far.

227
00:49:58.780 --> 00:50:00.939
or just turn it right back over to Celine.

228
00:50:01.940 --> 00:50:18.400
Celine Greene (CTL):  I will say you cut out a lot, especially with the schedule builder conversion. I think we have a few resources that we can include in the follow up email that cover pretty much the same information, also a little bit in the email tools. But again.

229
00:50:18.570 --> 00:50:23.160
Celine Greene (CTL): if you don't have the question now, if it comes to you later, you're gonna have contact information.

230
00:50:23.580 --> 00:50:28.460
Brian Klaas: Absolutely. Thanks for forging forth with that, Brian. Sorry about that.

231
00:50:28.590 --> 00:50:40.170
Celine Greene (CTL): Nothing you can control. It's I jinxed it because I was telling everybody that I just got my wireless updated in my house, and it's actually phenomenal. Just I'm just saying, all right, let's go ahead and

232
00:50:40.370 --> 00:50:47.920
Celine Greene (CTL): round up this hour. Wind down this hour with some faqs real quick.

233
00:50:48.630 --> 00:51:13.700
Celine Greene (CTL): These are startup term faqs, that I, as an instructional designer, and many of my teammates, get as well as Ctl help? The first of these questions in the frequently asked question is, why are students unable to access my course? Well, especially if you're in an on campus course, or or high excuse me, or virtual, or hybrid or blended course site. Make sure that your course sites been set up.

234
00:51:13.700 --> 00:51:19.870
Celine Greene (CTL): Search. Ctl, help which. And you're gonna get those links soon for how to set up a core site.

235
00:51:20.120 --> 00:51:30.820
Celine Greene (CTL): If you're in the on-campus course, did you make the site available to your students on the faculty tools. Page, make sure to look for the button that says

236
00:51:30.820 --> 00:51:54.869
Celine Greene (CTL): site is not available to students and click it to make it available. Otherwise you will have it saying, site is available to students. You won't be able. You could make it unavailable. But it's a different color. I think it's green. And lastly, make sure you can communicate with the student directly, or you can log in yourself. Make sure that the students actually enrolled through the student information system.

237
00:51:55.640 --> 00:52:01.240
Celine Greene (CTL): All right. So the students not showing as enrolled. So what's the problem there? Or they are enrolled?

238
00:52:01.240 --> 00:52:26.090
Celine Greene (CTL): But they're not my course, plus roster. What's the problem? Well, did the student just register? It takes a little bit of time for it to synchronize between course plus and Cis the student information system. So wait an hour or 2 and check back later. I think it's synchronizes every hour. As a matter of fact, you're too kind. We know that tech happens and gets in our way as evidence

239
00:52:26.090 --> 00:52:36.749
Brian Klaas: today, right? But depending on. When the student signs in, it may literally be much closer to an hour. Just because of their, you know, if they sign in just after everything syncs up.

240
00:52:36.930 --> 00:52:43.209
Brian Klaas: But it's better than everybody uses canvas. The rest of the university. It's 3 times a day, and that's it.

241
00:52:43.410 --> 00:53:12.910
Celine Greene (CTL): Ask them to go play connections on the New York Times website or something like that, and then come back and check also make sure that the students even signed into course plus at least one time. Sometimes we have students from other schools who are always using canvas, and they're used to using canvas. Or maybe they're just. They are taking course one class. But they haven't signed into course, plus yet. Well, they don't sign into course, plus, it doesn't allow the synchronization. So they're not gonna appear in your roster.

242
00:53:12.910 --> 00:53:16.030
Celine Greene (CTL): And lastly, maybe the student signed it.

243
00:53:16.070 --> 00:53:26.800
Celine Greene (CTL): but they didn't establish a jet. Id these are again not very common, but sometimes we have individuals who don't have jet ids when they enroll in the class.

244
00:53:26.800 --> 00:53:49.360
Celine Greene (CTL): So they log into course, plus, they take intro to online learning, and they get all that. But they can't see your course. You don't see them in the roster because they haven't connected to their account. You can go ahead and make sure they can contact Ctl help, but you can also tell them to to when they next time they log into course, plus to go to that left side navigation pane on their home page

245
00:53:49.360 --> 00:53:57.080
Celine Greene (CTL): and get to edit my course plus account, and they'll be able to connect their jet id to their course, plus login information.

246
00:53:58.170 --> 00:54:05.660
Celine Greene (CTL): Another question, how do I edit my contact information, my own contact information on the course plus syllabus.

247
00:54:05.910 --> 00:54:25.050
Celine Greene (CTL): I kinda went through this very briefly. It is not necessarily intuitive. It is one of this syllabus builder sections that is not open text. It actually pulls information from for the faculty of record from the core system database. So

248
00:54:25.050 --> 00:54:44.119
Celine Greene (CTL): if you don't. If it needs to be updated, you're gonna have to update it outside, of course, plus, however, as a temporary fix, you have the option to disable or hide that contact information and then create a new contact. That's your own custom, contact information. You have that option.

249
00:54:44.150 --> 00:54:45.810
Celine Greene (CTL): So again.

250
00:54:45.820 --> 00:55:11.020
Celine Greene (CTL): how have you updated your information in the Bsp. Or system, if not login, to course dot JS. Ph. Edu and edit your contact information, or as an intermediary step, or, if you just want it to look different. Go ahead and hide the information that's brought in automatically. If your faculty of record and go ahead and add your own custom information.

251
00:55:11.730 --> 00:55:16.999
Next question, how can I give someone access to my course site?

252
00:55:17.060 --> 00:55:25.850
Celine Greene (CTL): Note that you can only add someone if they've logged into course plus before right. Ask them walk into course, plus yet.

253
00:55:26.040 --> 00:55:47.700
Celine Greene (CTL): And if it's a student, don't be so quick to give them access in a special role, find out the reason why they're not enrolled via Sis before granting them access, because if you give them access, assign a student who's not enrolled through Cis to your course site. And then the enrollment happens and things try to sync up. It's gonna be a nightmare.

254
00:55:47.850 --> 00:56:01.399
Celine Greene (CTL): Find out the reason why first. But you have good reason you want to go ahead and roll somebody. Maybe it's somebody who is a guest faculty who doesn't have a jet id. They're not affiliated with the university.

255
00:56:01.480 --> 00:56:12.429
Celine Greene (CTL): but they've logged into course at least one time without a jet id which they can. You can go ahead and navigate to faculty tools and look for that option to

256
00:56:13.480 --> 00:56:21.210
Celine Greene (CTL): add students, tas editors and guest faculty. And when you do, you're navigated to the page.

257
00:56:21.600 --> 00:56:34.339
Celine Greene (CTL): scroll to the bottom of that page that you're navigated to. And look at, what can someone do in each role? If you don't understand the different roles and the permissions? It is very helpful.

258
00:56:34.730 --> 00:56:36.640
Celine Greene (CTL): And

259
00:56:36.740 --> 00:56:47.650
Celine Greene (CTL): yeah, thank you, Brian, for clarifying one of the reasons that you don't want to add a student as a guest. It's going to not. They're not going to be able to take quizzes, submit to dropbox and other course, plus activities.

260
00:56:48.290 --> 00:56:49.430
Celine Greene (CTL): Alright.

261
00:56:49.830 --> 00:57:05.239
Celine Greene (CTL): Where do I share my Zoom Meeting links? You just told me. I shouldn't put them on my syllabus. So where should I? Or or in my schedule Builder Page. So where should I share my Zoom Meeting links? Well, if they're office hours just anywhere but the syllabus. Okay.

262
00:57:05.380 --> 00:57:22.420
Celine Greene (CTL): put it on a standard course plus page, like an activity page or lecture page. Put it in your online library or put it in an email that's going after students. If you are in an in a hybrid or pivoted class session, go ahead and create a standard course. Page

263
00:57:22.420 --> 00:57:40.220
Celine Greene (CTL): if you're online, set up your live talks, I will state. I know we're short on time. Right now I have a link. This is also going to be in the email. Pdf of these slides a link that brings you to this sample standard activity. P. Excuse me standard course plus page that you could create

264
00:57:40.220 --> 00:57:57.149
Celine Greene (CTL): or a class session, for instance, that's pivoted online in the event of something like a closure like it's snowing outside. And we're not having an 8 am class tomorrow. So maybe we're gonna have to pivot online because of the campus closure policies. Or that's what we want to do.

265
00:57:57.660 --> 00:58:17.399
Celine Greene (CTL): all right. And with that I'm actually going to ask if you have any remaining questions to please, raise your hand or type them in the chat. But additionally, I do have a few links that I want to share with you, and I'll share them through the chat. So I'm going to stop sharing my screen, and hopefully I will do a quick copy and paste.

266
00:58:19.570 --> 00:58:32.509
Celine Greene (CTL): and I apologize that I did not hyperlink all of these. They're not showing up because I didn't have the Http. I realized that as soon as I pasted it in there. But those are the important links. They will be in the email.

267
00:58:32.780 --> 00:58:36.549
Celine Greene (CTL): There's any remaining questions. I will stay on to answer them.

268
00:58:37.970 --> 00:58:41.920
Celine Greene (CTL): and I do appreciate people gathering their thoughts.

269
00:58:42.020 --> 00:58:43.050
Celine Greene (CTL): So

270
00:58:43.910 --> 00:58:58.680
Celine Greene (CTL): if not, you now have a quiz. I'm kidding. You don't have a quiz, but you do have a lot of things to go forth to have a great start to the term if you heard about something today. And you're like, I have no idea what she did in that video.

271
00:58:58.800 --> 00:59:07.029
Celine Greene (CTL): You're gonna have the option to re-watch this video, I'm gonna send you the link before the end of the week. You're also gonna have the option to reach out to CTL. Help

272
00:59:07.050 --> 00:59:31.009
Celine Greene (CTL): Ctl help at Ju Edu. You can also go to our toolkit site. Ctl toolkit.com and the course plus help guide. And you can contact your instructional designers. I'd love for the instructional design team members that are on today's meeting to raise their hand. At least, I know Amy's here. Emily's here, and Kathy's here

273
00:59:31.170 --> 00:59:33.999
Celine Greene (CTL): as well as myself, and Brian is also at Ctl.

274
00:59:34.290 --> 00:59:38.839
Celine Greene (CTL): Alright. Thank you so much. Everybody have a great start to term, and good night.