WEBVTT 1 00:00:08.380 --> 00:00:18.350 BSPH CTL Teaching Toolkit: Alright! You should be able to see my slides. But not the notes. Is that correct? Okay, thank you. 2 00:00:18.780 --> 00:00:39.620 BSPH CTL Teaching Toolkit: Alright. So we can go ahead and begin. Thank you, and welcome to thank you for coming today and welcome to the fourth term course, plus refresher. My name is Amy Pinkerton, and I'm a senior instructional designer at the center for teaching and learning, and I'm joined by my colleagues. I'll let them introduce themselves, Brian, and then Carrie 3 00:00:41.220 --> 00:00:50.849 Brian Klaas: sure, Hi, good afternoon. My name is Brian Kloss. I work in the Ctl. Head of the team that builds course, plus, but I also have a faculty appointment here at the school and teach a bunch of classes. 4 00:00:54.330 --> 00:01:00.849 Keri McAvoy: Hi, I'm Carrie Mcavoy. I'm an instructional design support specialist with Ctl. And I'm excited to be here. 5 00:01:01.330 --> 00:01:11.790 BSPH CTL Teaching Toolkit: Alright. Thank you both. If you have any questions during today's session, you can post those in the Zoom chat, and then there will also be opportunities for Q&A at the end. 6 00:01:12.360 --> 00:01:17.250 BSPH CTL Teaching Toolkit: Alright. So we can dive in. Oh, and today's session is being recorded. 7 00:01:17.870 --> 00:01:33.529 BSPH CTL Teaching Toolkit: So what we're gonna do today is we're gonna cover the need to know course, plus tools that are essential for the start of term. So Kerry and I are gonna go through some commonly used tools in course, plus that will help you prepare for the upcoming term. 8 00:01:33.590 --> 00:01:40.489 BSPH CTL Teaching Toolkit: and then Brian will cover some new updates in course plus, and then finally, at the end, we'll have an opportunity for Q&A. 9 00:01:44.540 --> 00:01:48.980 BSPH CTL Teaching Toolkit: Alright. So I'm going to pass things off to Kiri, who will take us through some essential tools. 10 00:01:50.610 --> 00:01:52.180 Keri McAvoy: Great thanks, Jamie. 11 00:01:52.840 --> 00:02:07.810 Keri McAvoy: So I'm gonna start with the faculty tools. Page, anyone in the editing role. So faculty, ta course, coordinator, site content. Editor, so on, should always start your administrative work or editing work. From this faculty tools. Page. 12 00:02:07.890 --> 00:02:19.049 Keri McAvoy: This page will look a little bit different, based on your course format. Whether that's online on campus or blended. However, all courses should now be using schedule builder regardless of modality. 13 00:02:19.310 --> 00:02:23.380 Keri McAvoy: One key part of faculty tools is the navigation tools section. 14 00:02:23.400 --> 00:02:35.749 Keri McAvoy: This is essentially everything you have listed on your schedule builder. You can click the links, and it will take you directly to viewing those pages in student view, so you can see exactly what the students will see when they access your course site. 15 00:02:36.890 --> 00:02:57.700 Keri McAvoy: The faculty tools page is also where you'll find access to any activities or assignments, content, tools, communication, tools, and administrative tools. So if you ever need to access a page builder page to create a new assignment page. Or if you want to create a quiz or access, your discussion, forum faculty tools is the place to find all of that. 16 00:02:57.880 --> 00:03:04.379 Keri McAvoy: So really, anywhere where you want to begin editing your course site faculty tools is the page for that. 17 00:03:06.070 --> 00:03:07.700 Keri McAvoy: You can go to the next slide. 18 00:03:09.240 --> 00:03:14.799 Keri McAvoy: Next up is syllabus builder. This tool is located on the faculty tools page. 19 00:03:14.820 --> 00:03:29.760 Keri McAvoy: and it's where you can create a syllabus for your course plus site that all students can access. I do want to emphasize that this is available to the public before the term begins. So we do recommend leaving out anything that you don't want publicly displayed like zoom links. 20 00:03:30.260 --> 00:03:40.590 Keri McAvoy: Something Ctl also wants to emphasize is that we recommend only using syllabus builder to create your syllabus and not including a word Doc, or a Pdf of a separate syllabus. 21 00:03:40.680 --> 00:03:48.319 Keri McAvoy: This can get confusing for your students and for you, as you may make changes on the online version. But forget to update the other version. 22 00:03:48.790 --> 00:04:04.129 Keri McAvoy: One great thing about our syllabus builder is that it includes a Pdf printout that students can access and you can also edit any existing sections, add new sections or reorder sections 23 00:04:04.140 --> 00:04:06.289 Keri McAvoy: in the Dilowitz builder. 24 00:04:09.570 --> 00:04:23.990 Keri McAvoy: So when selecting new section, that's where you can create a custom section and add your own title section to the euro title to the section, syllabus builders also list sections that are required and sections that are recommended. 25 00:04:24.230 --> 00:04:42.110 Keri McAvoy: When you make edits to the required sections, these will change. These changes will need to go through the Vsph core system approvals process before they appear on your course site, and if you want to reorder your sections, you just click those 3 horizontal lines and drag them so that your syllabus can be in whatever order you prefer. 26 00:04:46.610 --> 00:04:58.130 Keri McAvoy: you are able to make edits to each individual section that you have listed on your syllabus builder. One important thing to note is that required. Sections do become locked once the term begins. 27 00:04:58.180 --> 00:05:05.120 Keri McAvoy: So any edits you need to make for those required sections, you want to make sure you finalize them before day, one of the term. 28 00:05:05.300 --> 00:05:12.530 Keri McAvoy: and you will know that a section is required because it will have a chain link icon next to its title, just like in the image. 29 00:05:13.490 --> 00:05:30.909 Keri McAvoy: When editing individual sections, you'll just select the pencil icon for any standard sections. We have many example texts that you can copy and edit from. and don't forget that after making any edits you want to select, save button at the bottom of the editing screen so that your changes are saved. 30 00:05:31.760 --> 00:05:35.900 Keri McAvoy: I'm gonna go ahead and pass it off to Amy, who will talk about the class email tool. 31 00:05:36.380 --> 00:05:37.929 BSPH CTL Teaching Toolkit: Alright. Thanks, Carrie. 32 00:05:38.000 --> 00:05:56.409 BSPH CTL Teaching Toolkit: So now we're gonna switch gears a little bit and talk about some communication tools in course, plus and the reason why, when we wanna emphasize these tools is because communication is essential to the success of all courses. But it's particularly important for online courses. So we're gonna start with the class email tool 33 00:05:56.410 --> 00:06:08.659 BSPH CTL Teaching Toolkit: and this tool. It's usually your first line of communication that you'll use with your students. Especially if you're sending out a welcome message to your students, either before term starts, or on the first day of term. 34 00:06:08.660 --> 00:06:14.910 BSPH CTL Teaching Toolkit: and there are several options that you can use when using this tool. 35 00:06:14.930 --> 00:06:39.730 BSPH CTL Teaching Toolkit: this tool allows users to email, everyone registered for a class you can also specific. You can also send emails to specific students or your Co faculty and Tas or your teaching team. There are also options like sending yourself a copy. And if you're sending an email to everyone in the course you can select display as an announcement, and it will also display as an announcement on your course. Homepage. 36 00:06:40.610 --> 00:07:10.429 BSPH CTL Teaching Toolkit: 2 things I'd like to highlight here. The first is that emails can be imported from past offerings. So say you wanna reuse your welcome to the course email from last year? You can do that by sorry. My dogs making noise behind me. You can do that. By importing your past welcome message. Just make sure that you update it. Proofread it and update it for this year so that you don't have any dates from last year hanging around or any term specific information needs to be updated. 37 00:07:10.820 --> 00:07:28.659 BSPH CTL Teaching Toolkit: You can also pre-write your email messages ahead of time and use the enable schedule delivery feature. So, for example, if you know, you want to send students a reminder for an important due date in week 4 of the course. Then you can go ahead and draft that email. 38 00:07:28.660 --> 00:07:42.040 BSPH CTL Teaching Toolkit: Select enable schedule delivery, and then it's it'll be taken care of. It'll it'll automatically send out for the date and time that you select, and that'll save you time later. So you don't have to remember to send out this email. In the future. 39 00:07:44.660 --> 00:08:11.740 BSPH CTL Teaching Toolkit: Another aspect of this tool that's very helpful are filters. So, for example, you can filter by assignments, or you can filter by student activity. So in this first upcoming first week of class, for example, you may want to reach out to all students who have maybe not access the course site by, like the second or third day of of the term, to see, to make sure that they know that they need to access the site. 40 00:08:12.170 --> 00:08:22.739 BSPH CTL Teaching Toolkit: So overall email is a vital channel of communication between you and your students. And it has a lot of features that make communicating with your students as easy as possible. 41 00:08:24.240 --> 00:08:27.830 BSPH CTL Teaching Toolkit: All right. I'm going to pass it to Carrie for a moment to talk about announcements. 42 00:08:28.260 --> 00:08:45.069 Keri McAvoy: Great thanks, Amy. one great way to communicate with your students other than class email is also through the class announcements tool. When you post an announcement, it appears at the top of the course homepage, beginning on the date of posting, and for a duration of up to 7 days. 43 00:08:45.110 --> 00:08:56.439 Keri McAvoy: If opted in these announcements will also appear on the course plus daily notifications. Just a reminder. You can also create a course announcement using the class email tool like Amy's just showed us. 44 00:08:59.820 --> 00:09:01.370 Keri McAvoy: You can go ahead, Amy. Thanks. 45 00:09:01.730 --> 00:09:12.409 Keri McAvoy: And just like class emails, announcements can be scheduled in advance by adjusting the posting date. The announcement displays for 5 days as a default, but can be displayed for up to 7 days. 46 00:09:14.540 --> 00:09:30.510 Keri McAvoy: Another great communication tool that is frequently used is the discussion. Forum discussion. Forum is organized by category and then by topic. and I quickly want to emphasize that categories and category groups are set up by the faculty or Ta 47 00:09:30.530 --> 00:09:37.159 Keri McAvoy: topics within those categories can be started by faculty team or students depending on the category settings 48 00:09:37.410 --> 00:09:54.199 Keri McAvoy: and a quick pro tip. I recommend creating a course. Q. And a discussion Forum where students can ask questions. This is akin to students raising their hands in class to ask questions. This benefits students because they can see the questions and answers posted by their peers. 49 00:09:54.240 --> 00:10:05.010 Keri McAvoy: This benefits Faculty and T. Days, because you only need to answer each question once, instead of having to answer the same question. Multiple times from multiple students and multiple emails. 50 00:10:09.010 --> 00:10:16.829 Keri McAvoy: Discussion forum categories can be set up in a lot of different ways. For example, categories can be graded and linked to the gradebook. 51 00:10:16.910 --> 00:10:28.439 Keri McAvoy: Another popular setting is, students have to post before they can view other classmates, posts. We recommend reviewing all the possible settings to decide what works best for you and your teaching team 52 00:10:28.700 --> 00:10:38.050 Keri McAvoy: icons appear in the discussion forum that provide information about how each category is set up to help you and your students navigate the discussion Forum. 53 00:10:40.340 --> 00:10:56.400 BSPH CTL Teaching Toolkit: So I'm gonna pass this back to Amy, who's gonna talk to you a little bit about live talks. Thank you. Alright. So so far we've talked about asynchronous communication tools like email announcements and discussion forum. So let's switch gears a little bit and talk about 54 00:10:56.610 --> 00:11:06.879 BSPH CTL Teaching Toolkit: your synchronous communication and synchronous communication in online courses. So your dot 8, one s. Dot 8 6 s. Those are your faculty run, live talks 55 00:11:07.010 --> 00:11:27.169 BSPH CTL Teaching Toolkit: and again, these are only for online courses. So if you're teaching a face to face, course, don't. You don't have to worry about live talks but but anyway, so in the past itf multimedia supported all live talks, but now they only support live talks for courses with very large class enrollments. So courses with 300 or more students. 56 00:11:27.200 --> 00:11:40.610 BSPH CTL Teaching Toolkit: All other live talks are faculty run, and what that means is that faculty? They create their zoom links, they share their zoom links with their students, and they also manage their recording files after the live talk is over. 57 00:11:40.880 --> 00:12:07.189 BSPH CTL Teaching Toolkit: So we've prepared a step by step, guide on how to schedule your live talks, how to set them up, and also what to do before, during and after live talk. And all of this is on our live talks Page, which will share this link with you in the chats, and then we'll also. We'll share this link along with all the other resources that we mentioned in a follow up email after the workshop. But I recommend, if you're doing live talks. Check out these step by step, instructions. 58 00:12:07.450 --> 00:12:18.239 BSPH CTL Teaching Toolkit: And then also, if you haven't I recommend attending live talk training where you can get really great advice on how to run your live talks. 59 00:12:19.080 --> 00:12:22.670 BSPH CTL Teaching Toolkit: One thing I would like to mention is when you 60 00:12:23.190 --> 00:12:53.530 BSPH CTL Teaching Toolkit: when you enter your when you set up your Zoom Meeting you should enter, you should set it up with pass codes and then also, after your live talk. We recommend that you transfer the recording and your transcript to the live talk page and not just the zoom share cloud recording link. And the reason is because that link will expire after 108, 180 days. So if you want to visit your live talk, say revisit it. Next year. You'll lose that recording. 61 00:12:54.690 --> 00:12:59.530 BSPH CTL Teaching Toolkit: So again, I recommend you check out that step-by-step guide for more information 62 00:13:01.750 --> 00:13:24.849 BSPH CTL Teaching Toolkit: alright, and then switching gears a little bit. So we've talked about communication tools and live talks. Now let's look at 2 common tools that are used, especially towards the beginning of an academic term. And those are sign up sheets and course groups. And the reason why we we kind of we combine these is because they play well together as tools. So let's start with sign up sheets. 63 00:13:24.850 --> 00:13:42.669 Sign up. Sheets are is a sign up sheet tool that can be used in a lot of different ways. So, for example, you can use these to set up your office hours. You can have students select course group members or claim project topics or etc. So any for anything that you might have you might use a sign up sheet. 64 00:13:42.670 --> 00:13:51.279 BSPH CTL Teaching Toolkit: You can use this tool. There are different types of sign up sheets that you can create including simple single sign, up sheets. 65 00:13:51.300 --> 00:14:01.370 BSPH CTL Teaching Toolkit: time, slot, based, sign up sheets, and then again group, group, course, group, sign up sheets where you can have students select a course group to work with within. 66 00:14:02.090 --> 00:14:25.879 BSPH CTL Teaching Toolkit: If you're using sign up sheets for groups those will automatically create course groups for your student group work, which is a great segue to course groups. So course groups this is a tool that you can use to assign students for any kind of group work or project and you can assign students using a sign up sheet, or manually or randomly depending on your your needs. 67 00:14:26.220 --> 00:14:32.430 BSPH CTL Teaching Toolkit: So again, these are 2 really great tools that are frequently used at the beginning of an academic term. 68 00:14:34.580 --> 00:14:39.719 BSPH CTL Teaching Toolkit: Oh, yes, and Brian mentioned in the chat. If you have students who need to finish work for incomplete. 69 00:14:41.970 --> 00:14:43.050 BSPH CTL Teaching Toolkit: So yes. 70 00:14:44.260 --> 00:14:56.159 BSPH CTL Teaching Toolkit: alright so so now. So that was sign up sheets and group. Course groups. Now let's look at gradebook and the reason why I want to look at gradebook is because 71 00:14:56.160 --> 00:15:17.080 BSPH CTL Teaching Toolkit: Carrie mentioned the syllabus earlier and you wanna make sure your your grade book matches your methods of assessment section on your syllabus. So if either of those need to be updated. You wanna do that before the term starts. In case you need to update your syllabus. Great book you can set up after the term starts, but your methods of assessment, those need to be updated before term. 72 00:15:17.870 --> 00:15:23.890 BSPH CTL Teaching Toolkit: So with great book again, make sure your gradebook matches your methods of assessment section in your syllabus. 73 00:15:24.150 --> 00:15:38.969 BSPH CTL Teaching Toolkit: And once we've confirmed that those match you also have some additional options for your gradebook, you can set it up using percentages or points. And you can also allow for extra credit or omit graded items so that they're not included in your final grade 74 00:15:41.510 --> 00:15:54.199 BSPH CTL Teaching Toolkit: when you're ready to enter grades later. Later in the term, you can enter them by item, like by a drop box, a quiz or discussion forum or by student or by course group. If you have groups set up 75 00:15:54.480 --> 00:16:05.319 BSPH CTL Teaching Toolkit: and again, once you've submitted grades, you can verify what the students see by clicking on the student view. So you can verify if students have what grades they can see and what grades they can't see yet. 76 00:16:06.120 --> 00:16:18.259 BSPH CTL Teaching Toolkit: There's a new grade book rubric feature. And we're gonna share a link to a Ctl blog post that goes into more detail about the rubric feature. But I highly recommend using it. It's a really great feature. 77 00:16:21.200 --> 00:16:41.599 BSPH CTL Teaching Toolkit: And then, finally, finally, I wanted to mention course, plus reports, course, plus gathers a lot of analytic student data that might be helpful for you. For example, you can see student activity within the course site, like access of specific lectures, discussion, form, activity and overall course, site access. 78 00:16:41.670 --> 00:16:57.919 BSPH CTL Teaching Toolkit: And this data can help you identify students who might be flying behind or might need Pre reached out to so to get to. Here you go to faculty tools, Page, which Carrie mentioned earlier and under administrative tools. You'll see student activity reports. 79 00:16:58.110 --> 00:17:13.960 BSPH CTL Teaching Toolkit: We have an entire series of workshops that cover quantitative and qualitative course data in more detail, and we'll share links to that in the resources. But just know that there are course, plus reports that can help you if you want to take a deeper dive into your course data. 80 00:17:16.000 --> 00:17:21.169 BSPH CTL Teaching Toolkit: all right. And now I'm going to pass things off to Brian, who will cover what's new in course, plus 81 00:17:21.630 --> 00:17:36.930 Brian Klaas: thanks, Amy. I'm gonna hope that my connection remains stable. Ever since the last update of zoom. I have frequent dropouts. It's really frustrating and annoying even though I have a perfectly good wi-fi that I just chested. But if I drop out start waving your arms and 82 00:17:36.930 --> 00:18:05.119 Brian Klaas: throwing things at the screen, and I'll know to stop and start over again. Alright. So my section is about what's new in course, plus and I'm just gonna jump right in show you some live Demos here in the next 20 min. Try to cover a whole bunch of information for you. So I'm gonna start with something that just launched today this morning very early this morning. And that is a brand new version of the peer assessments tool. And actually, most of my time today is gonna be talking 83 00:18:05.120 --> 00:18:29.969 Brian Klaas: talking about rubrics. Rubrics in the Pr assassment rubrics in the grade book, because rubrics are a great, great way to evaluate student work. I teach 4 different classes. In each of my classes academic classes, each of those classes. I use rubrics for grading the vast majority of my student work. It makes things easier for students to understand what what they need to do, and it makes significantly reduces the number of arguments I get about grades. 84 00:18:29.970 --> 00:18:53.680 Brian Klaas: My classes have across them like last term I had like 260 students. I had 2 people try to argue with me about grades in the class. It just makes my life as a faculty member much easier, and gives students very clear expectations about what they're supposed to do. And I'll talk about rubrics in the grade book which Amy mentioned just a minute ago. But I'll talk about rubrics now in peer assessments, because peer assessments are a great way 85 00:18:53.680 --> 00:19:20.800 Brian Klaas: for students to demonstrate mastery of content by being able to evaluate each other's work. They're also useful for things like feedback on group dynamics and group work. Group presentations, all sorts of things. Let me just walk you through a little bit of this tool. There is a blog post to which I will put the link in the chat that covers the the walkthrough of the new Peer assessment interface in a lot more detail. I'm gonna kinda go through it very quickly here. 86 00:19:21.000 --> 00:19:45.990 Brian Klaas: So the peer assessment tool has been around and course plus for a long time. It. It started out as a tool for designed as a tool for kind of doing quick self reflections, but then morphed into something much more complicated, which brought with it a lot of issues in terms of performance, and being slow and all sorts of fun. Things like that. Thank you, Kerry, for putting the the Blog post in there. And we've done a lot of work to make them new up here 87 00:19:45.990 --> 00:20:10.310 assessment tool. Really, Zippy, in fast and incorporate some things that people have asked for over the years. So I'm gonna go ahead and just really quickly create a new peer assessment. So you can see what this is like. When I do this, I can create a brand new one, or I can copy an existing assessment from another class. Any class I have access to. I can duplicate assessments by copying them from the current offering. But I'm not gonna do that here. Today. I'm actually gonna create a brand new peer assessment. 88 00:20:10.350 --> 00:20:35.339 Brian Klaas: And this form in this view is pretty similar to how peer assessments appeared in the old version. But really, what you're gonna the key thing about peer assessments. Is figuring out what kind of peer assessment you wanna do. And the peer assessment tool supports 5 types of peer assessments randomly assigned, meaning that students in the class just get randomly assigned to each other, to evaluate, oftentimes like a paper or project, something that's been 89 00:20:35.340 --> 00:20:58.819 Brian Klaas: submitted to a dropbox. Students can assess their own group members so like at the end of the term, if you've done a lot of group work, this is a really good thing to do to see like, how did students feel about working with each other? Was everyone an equal contributor in the group? Everyone evaluates a group. This is good where you have group presentations in front of an entire class. And you can say, everybody in the class evaluates this group, and everybody in the group gets the same score. 90 00:20:58.820 --> 00:21:21.930 Brian Klaas: There's sometimes people need to do group to group evaluations. Because you wanna have group A evaluate group B, because they're sort of related to one other. You can do that, and there's an option to manually assign students to each other, meaning, I know that Amy is gonna evaluate Lauren and Kathy is gonna evaluate Carrie. So you can do that kind of manual assignment if you wanna do that. But the most common one, aside from evaluating your own group members 91 00:21:21.930 --> 00:21:38.859 Brian Klaas: is to do a random group assignment. And you can say, like, for example, everyone in my class is, gonna do 3 assignments. There's some options about displaying student names or not. I can link this to a dropbox so that when students do the peer assessment they're able to download the file of the person that they're assessing. 92 00:21:38.860 --> 00:21:59.239 Brian Klaas: even if it's even if their names not shown, the system handles all of this for them. And then, as a faculty member or ta! You can add instructor comments, row for adding your own comments to what students say. If that's something that you wanna do. And once you do that. And actually I better put this in here. So live demo in here, and we'll do this. 93 00:21:59.240 --> 00:22:26.849 Brian Klaas: So II save my setup, and then I can create my rubric for the peer evaluation or peer assessment, because you always need to use a rubric right? You need to give a clear criteria upon which students are gonna evaluate each other. And the good news here is you can use the rubric editor, which is the same one that's built into the gradebook. But I'm gonna be do something very quick here. I can copy an existing rubric from another class I teach or to which I have access. But there's also example, rubrics that have been put together by the instructional design team. 94 00:22:26.850 --> 00:22:51.709 Brian Klaas: And I know, for example, I wanna look at this analytic critical thinking rubric. I'm gonna use that for this particular peer assessment. It pre-populates the whole thing for me. I don't have to write any stuff here super handy. So in like less than a minute I have set up and created my peer assessment that will then open the students on March twentieth at midnight. So that that's that's kind of a nice thing 95 00:22:51.710 --> 00:23:09.740 Brian Klaas: it's very fast to set up. And again, if you set up rubrics you've set up peer assessments, you can copy them to other classes from other classes. If you have rubrics in the grade book, you can copy those into the peer assessment, and vice versa. It's very easy to reuse rubrics and reuse peer assessments in this new version. 96 00:23:10.050 --> 00:23:35.040 Brian Klaas: So once the the peer assessment opens to students. You'll then be able to see their their activity on the student activity tab here in the in the peer assessment. There's nothing there, obviously, until the peer assessment opens to students right, very hand, very, very important, very handy. Now, this view has been radically overhauled from the old version of the tool. It is vastly faster. We've tested this on courses where 97 00:23:35.040 --> 00:23:59.319 Brian Klaas: where there's 500 students in the class, and everybody does like 8 peer assessments randomly assigned. The page loads in about 5 5 s, which is very great compared to the old version of the tool. But this view gives you a way of seeing if a student has done all of their assessments cause. That's what this all assessments complete check box. Column means whether or not that student has assessed everyone they were assigned to assess. 98 00:23:59.460 --> 00:24:22.579 Brian Klaas: You can. You know, and you can look, click on a student name, see who was assigned to assess them see the points that a person gave you can launch a report here that shows you a slightly different version of the rubric, a slightly different view of the rubric where it shows you the scores that are there. So all this data is available to you. You can even take a look at what the student sees. 99 00:24:22.580 --> 00:24:47.090 Brian Klaas: So if I was like, you know, Betty Boop contacted me, and they're like, I don't know what's going on here, or who, I'm supposed to assess. Well, you could click on the student view for Betty Boop, and it would take you over to their view, and it would show you either the names of the students if you had student names, and they enabled or say, Well, I can see that you have 2 people assigned to you, and you've completed those rubric. So you're good to go right? So that's this. The page provides a lot of information in fairly dense format. 100 00:24:47.090 --> 00:24:55.310 Brian Klaas: You can export all student data from all the rubrics to excel. There's a tool that allows you to quickly send a reminder to people who haven't 101 00:24:55.310 --> 00:25:25.039 Brian Klaas: completed their assessments. Right? So this is really nice. So if it's like, you're getting close to the due date, you're like, let me just send a message to everybody a reminder message that to finish up your assessments, please, and thank you. You can do that. And then when you're done and you have scores here for your students, you can go ahead and email them, those results. You can even CC yourself on the results if you want to. So that's a really quick view of the peer assessment tool. Peer assessments are great. I think that we're hampered a bit in the past by 102 00:25:25.190 --> 00:25:50.189 Brian Klaas: The slowness of the tool, the peer, old peer assessment tool was pretty slow. This version doesn't have those issues very streamlined very fast. And again, you can share rubrics between peer assessments and the gradebook. And so let me go, actually go into the gradebook and talk a little bit about rubrics in the gradebook, because, again, as I mentioned, I use rubrics for all of my assessments that are not basically quizzes or exams. I have, like, you know, knowledge checks in my classes 103 00:25:50.190 --> 00:26:14.740 Brian Klaas: is everything else is graded by assess, by by rubrics for me, that I've developed over the years with lots of good feedback from Amy, who is my instructional designer on most of my courses. So let's say you wanted to add a rubric to like, you have a grade book. And you're like, Okay, I'd like to start using rubrics. For you know, in my grading of my students, because that way I can give them, you know, clear expectations about what 104 00:26:14.740 --> 00:26:17.049 constitutes excellent work versus 105 00:26:17.050 --> 00:26:26.709 Brian Klaas: average work versus poor work, or however you wanna label it so if I have my grade book already set up, or even if I'm setting it up for the first time. I can go into setup gradebook. 106 00:26:26.710 --> 00:26:47.840 Brian Klaas: and then I can select whatever item I want to grade via a rubric. In this case I'll do the first reflection here, and I'll just select this check box that says, enable rubric based grading. I save that. And now that item, I can add a rubric to it and grade it via a rubric, so I can go click on edit rubric. It gives me some default stuff. 107 00:26:47.840 --> 00:27:12.700 Brian Klaas: Again, I can use an existing rubric. I can take a example rubric, which is exactly what I'm gonna do here. And I can change the points. I can edit any of this content in here as I see fit, move things around. But I'm just gonna for demonstration purposes. Go through this. So now you can see that this particular item, first reflection has rubric braced grading enabled. 108 00:27:12.700 --> 00:27:26.870 Brian Klaas: I can edit that rubric at any time, and when I go to enter the grades for the students in this class. In addition to doing like the traditional file feedback, file or text-based feedback, I now have an option to fill out the rubric 109 00:27:26.870 --> 00:27:51.280 Brian Klaas: for each student, and there it is on the screen, and I can just like, you know, click the buttons for the the way I wanna score. I can add text explanations on each line, which is how I usually do things. I usually do my feedback in line with the criteria. So student knows if I'm saying something positive or negative about that particular criteria, and I can even add it, you know. Stuff all the way down to the bottom here 110 00:27:51.280 --> 00:28:07.169 at the bottom I can leave open, ended Feedback. If I want, I can save progress. Come back to it later. If I'm in the middle of filling out. You know, student rubrics. Or in this case, I'm just gonna say market as complete. And now that student has their Rubrt filled out. I can do this for all my students, just like any other grading. 111 00:28:07.170 --> 00:28:26.900 Brian Klaas: So again, I don't need to harp on rubrics quite so much, but they are great. They are great way of evaluating student work. I find they also save me time because it helps me focus on the things that I've told students are most important in my in my grading. And I can always add other stuff that's not related to the rubric as well. If that's important. Okay? 112 00:28:26.900 --> 00:28:48.609 Brian Klaas: So again, if you have questions, you can type in the text chat. Raise your hand, we'll it will Carrie. And Amy will will field those as we go along. I believe, was Carrie who mentioned or maybe was Amy. That we are in the process of moving all class sites, all core sites from these class sessions format 113 00:28:48.610 --> 00:29:16.290 Brian Klaas: to the schedule builder format. Now many courses have already been converted by Ctl. Team members. But if your class hasn't yet been converted from the class sessions to schedule builder format, and you'd know that because on the main faculty tools page in your class. There'd be this big box that says, Hey, you're using the old version, the class sessions tool. This is, gonna be retired at the end of the year, and it will be starting actually on 114 00:29:16.290 --> 00:29:26.899 Brian Klaas: May twentieth. You will no longer be able to make any edits or changes in the class sessions tool whatsoever. So we strongly recommend you convert over to schedule builder. There's a one button 115 00:29:26.900 --> 00:29:51.570 Brian Klaas: button, 1 one stop button, you can click on. That will do that conversion automatically for you to convert each class session into a page builder, page to convert your overall listing into the schedule builder format, which is the format that you see here, that I was headloaded up early, and I'm loading up right now. The schedule builder format brings with it a lot more control. A lot more finesse. It's easier to organize things. It allows 116 00:29:51.570 --> 00:30:10.209 Brian Klaas: really clear display of due dates which is super important for students. The class sessions tool does not do that in any way, shape or form. It's a common source of frustration for students, cause they're like, I have no idea when stuff is due, because it's buried in the middle of a paragraph in the class sessions listing, and it doesn't show up from anywhere else. In course, plus 117 00:30:10.240 --> 00:30:33.949 Brian Klaas: the schedule builder format makes it very, very clear as to when things are due and students get automated reminders about this. So again, if your class is in the class sessions format, please please please convert it over into schedule, Builder, because, again starting may twentieth you you won't be able to make any edits whatsoever in the class sessions format. So one pro tip for everybody. 118 00:30:33.950 --> 00:30:52.039 Brian Klaas: if you are moving from class sessions to schedule builder. Schedule builder sort of opens things up or makes things available to students based on the date you specify as the open date in, or the available on date. Excuse me, inside of schedule, builder, that's great. 119 00:30:52.220 --> 00:31:04.650 Brian Klaas: But if you're listing a series of class sessions, you don't wanna make everything have an open date of March twenty-fifth, which is the start of the fourth term, right? Because different sessions are gonna happen on different dates. 120 00:31:04.730 --> 00:31:19.579 Brian Klaas: So let's say, you say, okay, the the session is until April second. So I'm gonna change this available on date until April second. Well, then, the problem becomes is the students can't see any of that information before April second. And sometimes you're like, Well, I want students to see this before April second. 121 00:31:19.580 --> 00:31:37.100 Brian Klaas: but I want them to know that the date, that on which the session is gonna happen is April second. So how do you do that? How do you manage that? Well, that's what this always available checkbox means. So if you click always available, that means that that link is always available to students, even if the available on date isn't until May. 122 00:31:37.180 --> 00:32:04.779 Brian Klaas: They're gonna be able to click on the link and access that content because you've selected always available. So again, there's a blog post about this on the CTO blog if you want to walk through this in more detail. But this is a pro tip that often trips people up who are making that conversion for their on campus courses, not their fully online courses for their on-campus courses. From this class sessions format to schedule builder, make sure you click that always available button, just so that students have access ahead of time. If 123 00:32:04.790 --> 00:32:17.310 Brian Klaas: you want them to have access at a time. So that's it for schedule builder. There are some demos of using schedule builder on the Ctl blog as well, in case you need to get more info about that. 124 00:32:17.740 --> 00:32:35.560 Brian Klaas: Another feature that was added to course. Plus is that in the online library, there is a history tool. We added this back in in January. So a lot of the tools in course, plus like, Oh, thank you, Kari, for putting the link to that always available 125 00:32:35.560 --> 00:33:00.549 Brian Klaas: explanation in the chat there. A lot of tools, in course, plus have a history tool in them. So you can see sort of who did what? And when, for example, in the quiz generator, you can see a history of setup changes cause you're like, wait a second. I don't remember extending the due date on this quiz, and then you look at it, and you realize, oh, my Co. Instructor did that. So I guess that's okay. Or who added and remove questions in the syllabus builder. You can see who made changes 126 00:33:00.550 --> 00:33:25.539 Brian Klaas: to what section and when? Grade book same thing. There's a bunch of many, many of the tools in course, plus have this history. The online library didn't. But now it does. So I can click on history and see a chronicle chronological listing of changes that were made. So if you're working on stuff. And you're like, Wait, this doesn't look right. Or how did this happen? Or when did that get added? Take a look at the history, because it'll show you like. Who among your team, your ta. 127 00:33:25.540 --> 00:33:44.930 Brian Klaas: your course, coordinator, academic coordinator, co-faculty? Made made changes, and that can be really happy and really helpful in terms of being able to say, See like, how did something get done, or when did something get done? Especially with troubleshooting? And when things go wrong. Things sometimes go wrong. Not that they ever really go wrong, but sometimes they do. 128 00:33:45.170 --> 00:34:10.169 And then finally, the last thing I wanna show is a very small but helpful thing. If you have. If you're working on a course particularly an online course you are going to have an instructional designer from the center for teaching and learning assigned to you. Sometimes people don't know who this is or they forgotten, because it's been a year since they taught, or the ta is being brought in, and they're like, Well, who's the instructional designer? Wait? Who am I supposed to talk to? And now this, your course, instructional designer, if one is, is 129 00:34:10.170 --> 00:34:25.930 Brian Klaas: assigned to you, is listed on the course home page. It's also listed on the faculty tools, page under communication tools, and you can click on that person's name to send them an email real quick. So if you don't remember who your instructional designer is. There's always listed there for you. And 130 00:34:26.236 --> 00:34:54.739 Brian Klaas: then finally, before we do finish up, I just wanna mention again about Amy sort of walked over the class email, those filters and tools. Again, I teach a lot of courses. I taught 3 courses in the third term these filters, and reusing reusing messages from the last offering is such a huge time saver for me as a faculty member. One of the classes I teach. I teach every term, and there's between 120 and 150 students in the class every term. 131 00:34:54.860 --> 00:35:17.580 Brian Klaas: I don't want to track down these students. I don't want to do a lot of manual work, because I got more than enough to do with my time. When it comes to like sending messages. I'm teaching the course again and again. I can just import these messages, schedule them to be sent using, and this enabled scheduled delivery option. It is super helpful, super useful. The filters are great because it allows me to very quickly contact students who say. 132 00:35:17.580 --> 00:35:41.750 Brian Klaas: and this is particularly useful. If you have discussion, forum assignments, cause I can say, you know, if you haven't done your reflection, or whatever, then go ahead and I can do a filter. That shows me all the student names really quickly rather than me. Running a report or trying to manually do this work. Filters are a super powerful way of reaching the right students when you need to talk to them about classwork grades, assignments. 133 00:35:41.750 --> 00:35:47.099 things like that. And I really encourage you to use them because they are very, very helpful in that regard. 134 00:35:47.440 --> 00:36:15.210 Brian Klaas: Okay? Well, that's it for me. From my brief tour of what's new in course, plus again, with the new, I will say one more thing with the new peer assessment tool. The faculty guide that's available on the Ctl help site has been completely redone. With step by step, instructions for all the new stuff in the, in the, in the peer assessment tool. So if you need help, you can reach out to your instructional designer. If you have one. You can ask. Ctl. Help directly, and you also have the faculty 135 00:36:15.210 --> 00:36:22.300 Brian Klaas: guide to walk through and look through, because it has really clear instructions on how to do all the different things you might need to do inside of a peer assessment. 136 00:36:22.330 --> 00:36:24.640 Brian Klaas: So back over to Amy. 137 00:36:24.840 --> 00:36:48.049 BSPH CTL Teaching Toolkit: Oh, thank you, thank you so much, Brian. And yes, those filters are great, and rubrics are great for saving time. All good, all good things. Thank you. So before we open up for open QAI just wanna say, share a couple of resources that you might find helpful. So I'm going to share my slides again. Oh, and 138 00:36:48.270 --> 00:37:12.929 BSPH CTL Teaching Toolkit: let's see, you should be able to see the slide. There we go. Okay, so the first resource that I wanna direct you to is our teaching toolkit website and this website. It has a ton of information on best recommended practices for teaching and learning tools for technology, how to record and produce with Ctl, so all things. C. Tl. 139 00:37:12.930 --> 00:37:19.290 BSPH CTL Teaching Toolkit: can be found on this website, including, and also our events and past recordings of past workshops. 140 00:37:20.410 --> 00:37:45.330 BSPH CTL Teaching Toolkit: Aren't my next thing. I wanna highlight are our professional development opportunities. We have 2 online self paced courses. One, that we developed specifically for Bsp faculty called essentials, of course, design, development and teaching at Bsp, and then we also have a Ta training course that are made specifically for Bsp, so if you're a faculty or ta. 141 00:37:45.330 --> 00:37:55.520 I recommend checking those out. And again, those are online self paced courses. You can go through the whole course, or you can just look at specific modules that you would find helpful. 142 00:37:56.630 --> 00:38:26.270 BSPH CTL Teaching Toolkit: And then here other resources. We have our link to Ctl help. Where Brian mentioned earlier. You can contact Ctl, using this open help, call button and this is also the page where you can find the faculty and ta course plus guide that goes into in depth detail on how to use each of the tools and features in course, plus we have a Ctl blog. You can learn more about our id, our Ctl, instructional design team. 143 00:38:26.270 --> 00:38:30.430 And then also this final link at the bottom is where you can go to 144 00:38:30.430 --> 00:38:57.310 BSPH CTL Teaching Toolkit: keep up to date on course plus updates. And again, we'll share all of these links with you. In an email after today's session. So I'm gonna open up. Q 2 open. QA. So I'll just leave this evaluation form. Let us know how we did. I'll leave this on the screen while we open up the session to QA. So please let us know if you have any questions. The floor is yours. And you can ask questions about 145 00:38:57.310 --> 00:39:10.839 BSPH CTL Teaching Toolkit: any of the tools or topics we covered today as well as any other course plus tools that you might have questions about. So we have plenty of time. We have about 20 min left and the floor is yours. So please let us know if you have any questions. 146 00:39:19.060 --> 00:39:27.599 BSPH CTL Teaching Toolkit: All right. I don't see any questions in the chat, so if you do have questions, you can either unmute or, if you'd like, you can raise your hand. 147 00:39:28.690 --> 00:39:54.299 BSPH CTL Teaching Toolkit: Oh, I just saw. Oh, here, okay, so well, the recording be shared for reference. Yes, yes, we'll share a link to this recording in our follow up email and also, all of our workshop recordings are posted. If you go to our events. Page at the top there's a link called Past Recordings. If you go there you can see a list of all of our past recordings, and this will also be posted there. But yes, we'll we'll share the the recording. 148 00:40:02.880 --> 00:40:06.980 Celine Greene: Oh, sweet Amy, II wanted to 149 00:40:07.140 --> 00:40:10.720 Celine Greene: share a couple tips that I don't think were covered. 150 00:40:10.740 --> 00:40:16.570 Celine Greene: And just only because I respond to these things as instructional technology. 151 00:40:17.200 --> 00:40:37.110 Celine Greene: And one of them is, if you have discussion boards or voice threads set up or groups set up that rolled over from course to course. Make sure you go in if you're the ta or faculty for a course. And you want students to introduce themselves online or use a voicethread and assignment. 152 00:40:37.260 --> 00:41:05.170 Celine Greene: Make sure that you're updating that those links for the current year, additionally. With tas a lot of times in the syllabus page. If you're Ne ta new to the course it might have last year's ta contact information. Please make sure that your contact information is, reflected. Currently, I I'm not sure if we showed the nuance of editing faculty. 153 00:41:05.380 --> 00:41:16.419 Celine Greene: did we didn't share like the live screen of that. But But I think that that's just a nuanced thing just a little bit different than than the other 154 00:41:16.470 --> 00:41:28.620 Celine Greene: ways that we edit things in course, plus. So again, you can always reach out to the Id team or Ctl help, but making sure that the contact information is current for this current year, because a lot of times I see 155 00:41:28.850 --> 00:41:51.869 Celine Greene: last year's tas or last offerings tas in there also, to make sure that you've updated the voicethread or discussion Forum links or titles and groups course groups. Just the things that you've used in the past that might be different for the current. Make sure that you're updating that these are the days right now in this final countdown. These are the days 156 00:41:52.010 --> 00:41:55.039 Celine Greene: that everybody should be going through and saying, Oh. 157 00:41:55.280 --> 00:42:00.700 Celine Greene: this this works for this year, or Oh, I need to update this for this year. And 158 00:42:00.810 --> 00:42:05.370 Celine Greene: as part of that that course plus refresher. It's not necessarily. 159 00:42:05.430 --> 00:42:15.510 Celine Greene: of course it it isn't. These are things that are not, course, pluses responsibility. This is your responsibility as a instructional team member, whether your faculty or tag 160 00:42:15.560 --> 00:42:23.290 Celine Greene: or other course supports a personnel. But I just wanted to remind people of that. 161 00:42:23.420 --> 00:42:36.899 Celine Greene: because those are some of the things that I run across. Additionally, I don't know if anybody has. I know somebody in our team on the Id team recently was asking the question about somebody accessing course, materials, early, etc. 162 00:42:37.190 --> 00:42:59.379 Celine Greene: I don't know if anybody if you run across this, there are fa ques on the help site for CTO, but if you run across like, my students aren't accessing my course site, they're not able to access it. There's a few different reasons. I would suggest, instead of going over all of them right now. You check the fa ques on the CTO 163 00:42:59.550 --> 00:43:18.120 Celine Greene: help site. It could be something that they're enrolled, but they might have a financial hold, so that might be nothing that you can do, or it might be they didn't complete Iol or something else. So those fa ques are there, and that's something that the faculty will have to really help out with. 164 00:43:18.270 --> 00:43:25.269 Celine Greene: to to learn that reasons why. But those are just some of the things that I think are good to know as we're heading into the term. 165 00:43:25.290 --> 00:43:42.509 BSPH CTL Teaching Toolkit: Yes, absolutely. Thank you, Celine. Those are really great tips, especially whenever you mentioned like updating the contact information. That's something that for example, whenever I teach the t traininging course, that's one thing that we always forget to do until like the day before. So really, great Tip. Thank you. 166 00:43:44.360 --> 00:43:54.239 BSPH CTL Teaching Toolkit: Any other questions or comments. And again, you can ask about tools we covered today, or about tools, just any course plus tools or features. 167 00:44:02.500 --> 00:44:08.670 BSPH CTL Teaching Toolkit: I'm not seeing anything. If not, we can end early. Here. I'll go ahead and stop sharing my screen. 168 00:44:10.160 --> 00:44:13.880 BSPH CTL Teaching Toolkit: Alright. We'll do final final call for questions. 169 00:44:15.160 --> 00:44:15.990 BSPH CTL Teaching Toolkit: Okay. 170 00:44:16.560 --> 00:44:45.929 BSPH CTL Teaching Toolkit: alright. I'm not seeing any any hands raised, so alright, so I'll go ahead and close and I just wanna thank you again for attending today's session, and I hope that you have a wonderful start of term, and please reach out to Ctl. If you have any questions, or if you run into any any course plus issues or anything like that. But hopefully. After taking this course, plus refresher, you will be ready to go. So again. Thank you for attending. And we hope you have a great start of term.