WEBVTT 1 00:00:07.170 --> 00:00:13.639 Lu Chi: All right. Hello! And welcome to ready to go. Start off term course. Refresher. 2 00:00:13.710 --> 00:00:21.120 Lu Chi: My name is Luci, and I am joined by my colleagues, Emily Brian and Paris today. 3 00:00:21.150 --> 00:00:33.859 Lu Chi: So this session is being recorded and will be posted on the on demand workshop videos page on our teaching Toolki website. So please post a question in the chat. 4 00:00:33.880 --> 00:00:38.219 Lu Chi: there will be opportunities for Q&A throughout today's session. 5 00:00:41.100 --> 00:00:54.559 Lu Chi: Today we will identify some new course plus tools and features. We will discuss, recommended start of term tasks, and explain how course plus tools and features 6 00:00:54.580 --> 00:00:57.550 Lu Chi: can be used to accomplish these tasks. 7 00:00:57.670 --> 00:01:07.899 Lu Chi: and then we will identify and answer frequently asked questions that are typically submitted to Ctl help at the beginning of each term. 8 00:01:08.200 --> 00:01:14.100 Lu Chi: Lastly, we will share some staff term teaching and learning resources with you. All. 9 00:01:14.390 --> 00:01:20.459 Lu Chi: All right. Now I will hand over to Brian to discuss what's new. In course, class. 10 00:01:22.060 --> 00:01:22.769 Brian Klaas: Thanks, Luke. 11 00:01:23.050 --> 00:01:48.029 Brian Klaas: Hi, everybody! My name is Brian Kloss. I head up the team that runs, builds, and runs courseplus. I also have a faculty appointment here at the Bloomberg School of Public Health. You'll see some of my courses as I demonstrate some new features that are available inside. Of courseplus. There's been some blog posts about this. There's also a list, of courseplus updates you can follow, but it's usually helpful to show some of the new things 12 00:01:48.030 --> 00:02:11.970 Brian Klaas: that have been introduced in courseplus in the past couple months, in case you're not aware. So I'll take about 1015 min, probably closer to 15 min to do this, and as we go along, if you have any questions, please feel free to raise your hand or type in the text, chat gladly answer those questions for you. So I'm going to go ahead and share my screen here. And the very 1st thing I want to talk about is well, something that's on everybody's minds, it seems, these days. 13 00:02:11.970 --> 00:02:32.619 Brian Klaas: And that's generative. AI generative. AI. And I'm not talking about Chat Gpt here, but talking about ways in which the center for teaching and learning. So the academic leadership here at the Bloomberg School of public health has been looking at how we might incorporate some generative AI features into courseplus, not giving students 14 00:02:32.620 --> 00:02:48.489 Brian Klaas: free reign to have a chat bot that exists inside, of course, plus that can answer all the questions about their quizzes or exams, but instead, a very targeted and specific look at how we might use generative AI to make life easier for faculty students and staff. 15 00:02:48.570 --> 00:02:54.550 Brian Klaas: And so we rolled out a feature in courseplus about 2 months ago, back in the end of August. Actually. 16 00:02:55.640 --> 00:02:56.510 Brian Klaas: that 17 00:02:58.610 --> 00:03:03.500 Brian Klaas: help solve a problem. This is a problem that I have. This is a problem that most faculty have. 18 00:03:03.580 --> 00:03:08.269 Brian Klaas: And the problem that exists. The problem we're trying to solve is that 19 00:03:09.390 --> 00:03:14.490 Brian Klaas: the literature shows the literature around teaching and learning learning in particular, shows that time and again. 20 00:03:14.610 --> 00:03:36.249 Brian Klaas: simple formative assessments are often the best way for students to ensure that students understand and know the core didactic material in a class not testing their ability to synthesize that material, although that's very important. Just did they understand what I was saying in the lecture, did I understand what was going on in the readings that I assigned them, and 21 00:03:36.380 --> 00:03:59.430 Brian Klaas: it's difficult and challenging for many of us as faculty, myself included, to come up with this kind of stuff. I'm busy. I have a full time job. I teach. I got 3 kids. I'm moving to Puerto Rico. I got a lot going on. I don't have time to come up with simple review questions. Review quizzes, you know, and so our thought was, well, could generative AI help us do that? And so we built a tool that's available, in 22 00:03:59.430 --> 00:04:27.240 Brian Klaas: course, plus it's been available for a couple months. Now, that is what we kind of call the AI review quiz maker, and what this tool is is that it? Well, I should say where it exists. So in courseplus, if you happen to have a lecture that's been produced by the center for teaching and learning. So it has one of these lecture materials boxes that has the typical sort of, you know, controls for seeing all the sections and downloading the slides and downloading the transcripts. 23 00:04:27.240 --> 00:04:49.039 Brian Klaas: If you have one of those, and you go to edit that lecture page. You'll see there's a button right below the lecture materials box that says AI Review quiz maker, and if I click on this. It tells me a little bit about this tool, and what this tool does is it generates a 5, 10, or 20 question review, quiz from the content of the lecture. 24 00:04:49.040 --> 00:04:58.829 Brian Klaas: So it'll generate multiple choice, true, false match from 2 list questions based on the transcripts that were generated for these lectures here. 25 00:04:58.870 --> 00:05:28.629 Brian Klaas: And this is great because you can say, Okay, create 20, a 20 question quiz, click, generate a review, quiz, and a few minutes later you'll get an email with all of those questions that have been generated, you as the faculty, or even Ta, don't have to go in and be like, Okay, you gotta watch this lecture, review everything and come up with 10 questions. You can run this 10 times and get 200 questions if you want. I mean there's gonna be a lot of similarity after, say, running it 10 times, but it very quickly creates 26 00:05:28.660 --> 00:05:35.659 Brian Klaas: questions directly from the transcripts, and then you can decide how you want to incorporate that into your course. 27 00:05:35.670 --> 00:05:52.859 Brian Klaas: In my case. I took these questions that were generated, and I put them into an In lecture quiz. So while students are watching the lecture video, I insert quiz questions in there again, just to reinforce their learning and make sure they understand what's going on. 28 00:05:52.880 --> 00:06:00.530 Brian Klaas: So this tool doesn't create quizzes for you. You still have to evaluate the content that gets sent to you in an email. But 29 00:06:00.710 --> 00:06:30.519 Brian Klaas: it really speeds up that process of creating review quizzes, creating in lecture quizzes. I know that there are some folks who have tried using it for generating questions for midterms and finals. The questions it generates probably aren't complex enough and don't focus on synthesis of information enough to really be useful for midterms or finals. But they could be. That's up to you to decide. The tool simply generates the content, and you decide how you're going to use it. But you don't have to spend that time that bandwidth that brain bandwidth 30 00:06:30.520 --> 00:06:43.400 Brian Klaas: coming up with the content. So that's the 1st tool that I want to show, and this is one of what will probably be a number of generative AI features that are going to be introduced into course plus over the next year or so. 31 00:06:43.860 --> 00:07:00.950 Brian Klaas: So the next one I want to talk about is the course groups tool. So the course groups tool is really important and useful. For a lot of reasons, it ties into a number of different tools, the discussion forum peer assessment class email tool. So if you're using groups in your class. 32 00:07:01.160 --> 00:07:23.330 Brian Klaas: it's very nice to use the course, group school tool to organize students into groups so that students can see what group they're on. And then you can create and use other tools in courseplus that allow those groups to work together to assess each other, even grading by group or submitting, like having students submit a file to a dropbox. That's for the entire group instead of just one person. 33 00:07:23.330 --> 00:07:47.819 Brian Klaas: So this is a. There was a very old version of this tool. This has been around for a long time. In courseplus. We just gave the tool a nice user interface refresh back at the start back in August again. Here it's much nicer, much easier to work with and and to, you know, it's much more. The flow is much more dynamic. It's sort of a single page application rather than jumping from page to page. 34 00:07:47.910 --> 00:08:12.729 Brian Klaas: It's nice. It also represents a sort of a new design system we're introducing into courseplus to make interface elements more consistent across tools because there are some tools that have been in courseplus for 15 years that don't look like other tools, and we're trying to make that more consistent. But there is quite a bit of work that has gone into this to to make it easier to use. You can do things like you can randomly assign students to groups. So if you're like. 35 00:08:12.730 --> 00:08:25.490 Brian Klaas: there are 71 students in my class. I just want everyone to be in different groups. So I'm just gonna go ahead and have the system come up with whatever groups I want. Right? You know, I want to create, you know, maybe 5 groups. 36 00:08:25.490 --> 00:08:49.339 Brian Klaas: for out of 71 students that's going to give me 15 students. And down here it shows me one group with 15 students, 4 groups with 14 students. It does the work for you. If you don't like, want to do that, I don't wanna do this by hand. You can also use the sign up sheets tool in courseplus to convert signups on specific sign up sheets into course groups as well. So it's a nice feature. If you haven't seen it. 37 00:08:49.340 --> 00:08:59.310 Brian Klaas: you might want to explore it, because it really does save time and allow you to communicate with individual groups and do other work around assessment with individual groups in the class. 38 00:08:59.790 --> 00:09:00.480 Brian Klaas: Okay. 39 00:09:00.810 --> 00:09:28.639 Brian Klaas: next tool I want to talk about or next change. New thing I want to talk about in courseplus is the fact that starting when did we start this, I'm trying to remember when we started this I want to say, in the summer term, yeah, in the summer term, I believe faculty tas can now manage their own live talks. So prior to this year, this academic year, faculty and tas in traditionally online courses, those the point 8 1 dot 8 6.8 9 courses 40 00:09:28.640 --> 00:09:44.110 Brian Klaas: had to work with their course. Instructional designer to set up live talks. You'd have to go fill out a form for each of your live talks. The instructional designer would then work with myself and other people in Ctl. To get these live talks set up in your courses. That whole process is gone, gone, gone! Gone. 41 00:09:44.400 --> 00:10:02.610 Brian Klaas: Now anybody faculty or ta can add their own live talks to their course schedule. You don't have to do this through your course. Instructional designer, if you're adding something on schedule builder, and you say, like, add new event, and you want to say, live, talk, boom. It adds that live talk and that excuse me, that information 42 00:10:02.900 --> 00:10:06.980 Brian Klaas: gets automatically synchronized with the live talk page itself. 43 00:10:06.980 --> 00:10:28.110 Brian Klaas: So as you add or delete information about live talks. It's automatically synchronized with a live talk page which takes a whole bunch of administrative work out of the picture. It makes life easier for you. Your tas, your course, instructional designers. Everybody wins in this case. So that's a new thing that's different. If you happen to have taught in the past. 44 00:10:28.110 --> 00:10:39.600 Brian Klaas: you now can do your own live talks and schedule those at the last minute, if you want to. But please don't do that, because students need to know well in advance when those live talks actually are, but the power is now in your hands. 45 00:10:39.690 --> 00:10:40.440 Brian Klaas: All right. 46 00:10:40.450 --> 00:11:01.850 Brian Klaas: Next up, I want to talk a little bit about the peer assessment tool, the peer assessment tool in courseplus. Got a massive overhaul this spring. You know the old version of the peer assessment tool was okay. But it tended to be very slow, particularly in larger classes. And there were some usability user interface things that we certainly could have done better. 47 00:11:01.880 --> 00:11:27.279 Brian Klaas: And so the peer assessment tool got a massive rehaul overhaul and redo back in March of this year. It is very, very fast. It's very, very responsive. It's been used in classes with 450 students, where every student in the class was assigned to, you know, evaluate the work of 5 of their peers, you know, and it works really really well, and peer assessments are great 48 00:11:27.280 --> 00:11:49.639 Brian Klaas: for a number of different reasons, and I'll give you 2 of the main ones, at least for me, and I'm sure my colleagues, my instructional design colleagues, can come up with lots more reasons why peer assessments are great. But 1st of all, and perhaps, most importantly, is, they sort of alleviate some of the grading burden in larger classes. So if you have a really big class, and you want students to write papers. 49 00:11:49.720 --> 00:12:15.699 Brian Klaas: and you don't have the bandwidth or capacity to grade 237 papers, or even even 112 papers you could use a peer assessment, have students evaluate each other because in the process of a peer assessment, students get to demonstrate their mastery of a particular subject area, right? You can't really evaluate somebody if you don't know a lot about that topic to begin with. So this is an opportunity for students to show knowledge, and it alleviate some of the teaching burden that's there. 50 00:12:15.700 --> 00:12:22.479 Brian Klaas: The other thing that's great about peer assessments is that they use rubrics and rubrics are awesome. 51 00:12:22.480 --> 00:12:29.349 Brian Klaas: So you can grade student work in the grade book using rubrics. You don't have to use the peer assessment tool. 52 00:12:29.350 --> 00:12:52.609 Brian Klaas: but the exact same rubric tool that you will find in the grade book for grading student work is also used in the peer assessment tool, and this is just an example of a rubric from one of my classes that I use. And you know, there's a rubric editor. You can assign multiple categories for evaluation multiple levels like below expectations satisfactory above expectations. 53 00:12:52.720 --> 00:13:18.849 Brian Klaas: custom point values. Across all of these things you can leave feedback. You can require that feedback be left by students in addition to just clicking boxes and assigning points to students. And I'll tell you when I teach a number of courses, one of which is taken by every single Mph. Student every single year. It's also required for Msph students. So I teach about 54 00:13:18.850 --> 00:13:42.559 Brian Klaas: between the full and part-time students who are in the Mph program. I teach about 700 students a year, and I would not be able to give the kind of feedback I give without the rubric tool, and I rarely have to argue with students about grades, which is even more important for me from the faculty perspective, because the rubrics tell students what's expected of them. 55 00:13:42.680 --> 00:13:54.409 Brian Klaas: And that's awesome. That's great, right? They know what it's going to take to get the maximum number of points on each of these criteria and developing a good rubric is hard. It takes time. 56 00:13:54.440 --> 00:14:05.660 Brian Klaas: But the team in the center for teaching and learning regardless. If you're working directly with an instructional designer or not on your class. The team in the center for teaching and learning will gladly work with you on evaluating good rubrics. 57 00:14:05.660 --> 00:14:28.080 Brian Klaas: So this rubric editor that I'm showing here is available in the grade book. You don't have to use it in the peer assessment tool, but it's also available in the peer assessment tool itself as well, and the peer assessment tool is very robust. There's lots of kinds of peer assessments that you can do. You can do randomly assigned where you say everybody is going to evaluate 3 random people in my class. 58 00:14:28.170 --> 00:14:36.820 Brian Klaas: You can link that to a dropbox so that students turn in files in a dropbox, and then they get randomly assigned to 3 students and 3 papers they're supposed to evaluate. 59 00:14:36.850 --> 00:15:00.299 Brian Klaas: You can say, in the case of group work, students can assess their group members. So if you want to base participation grade, let's say on how students did in their groups in group work, you can do that. You can do things like everyone evaluates a group. So you have students doing group presentations, right group presentations in your class. And you want everyone else in the class to evaluate that presentation. You can do that. You can have groups evaluate 60 00:15:00.300 --> 00:15:25.199 Brian Klaas: other groups as well. If that's something that you want to do. So, there's lots of flexibility and a lot of power in this tool. And the results from this process look something like this where you'll see in this case, this is a group assessment. We make it very easy to see when students have completed work or not completed their work, to see what the individual results aggregate results are for students. There are warnings that are displayed of a student 61 00:15:25.200 --> 00:15:36.060 Brian Klaas: didn't do their work, or nobody assessed that student. There's all sorts of options there, and this whole tool is really responsive. Whether or not you have. 62 00:15:36.260 --> 00:15:59.950 Brian Klaas: you know, 20 students in your class, or 570 students in your class. It's a very powerful tool, and we really encourage you to think about using it, because peer assessments are a really good opportunity for again reducing the grading overhead and allowing students to demonstrate their their skill in a particular topic area by evaluating their peers on that work on that topic area. 63 00:16:00.360 --> 00:16:11.469 Brian Klaas: So those are the things that I wanted to share with everybody today. Hopefully, you found some value in what I shared with you, and if there's any questions I'll gladly take them, or I will turn things back over to Lou. 64 00:16:15.500 --> 00:16:16.165 Lu Chi: Alright 65 00:16:17.230 --> 00:16:19.890 Lu Chi: Emily, would you like take it over. 66 00:16:20.930 --> 00:16:21.750 Emily Haagenson: Yep. 67 00:16:21.880 --> 00:16:30.759 Emily Haagenson: Brian gets to cover all the fun bits the fun, new bits. But Lou and I are here to talk you through the start of term tasks 68 00:16:31.347 --> 00:16:39.110 Emily Haagenson: for second term. So thank you, Brian, as you all are preparing to start your 69 00:16:39.470 --> 00:16:42.410 Emily Haagenson: sorry just one second. I want to be able to see you. 70 00:16:43.910 --> 00:16:44.700 Emily Haagenson: Okay. 71 00:16:44.890 --> 00:17:12.080 Emily Haagenson: as you all are preparing for the start of term 2. Please consider looking at how you manage your teaching teams and update faculty and guest bios. We also want to look at updating your syllabus and gradebook and carefully reviewing and updating content and resources. Finally, today, we're going to look into considering communication, expectations, and norms, and, in particular, how to send your welcome message 72 00:17:13.400 --> 00:17:33.999 Emily Haagenson: before we start going through the start of term tasks. I want to recommend that anyone in the editing role. So that's faculty. Tas site content editors always start your administrative or editing work from the faculty tools page, the link to which is always accessible here. From the top left corner of a course site page. 73 00:17:34.190 --> 00:17:50.389 Emily Haagenson: the navigation tools section on the left of the faculty tools, page mirrors the content page. So you can access any pages or tools linked to the content page from this section, regardless of whether the page or resource is currently open to students. 74 00:17:51.540 --> 00:18:19.500 Emily Haagenson: The faculty tools page is also where you'll find access to activities and assignment tools, content tools, communication tools and the administrative tools. And also, if you navigate from this page into a course plus tool, it'll save you a click from student view to get into the editing view. So faculty tools. Page is really the place you want to begin whenever you're editing anything in your course site. 75 00:18:21.140 --> 00:18:31.680 Emily Haagenson: Okay, back to our start of term tasks. And 1st of all, our teaching teams. So how do we add or remove teaching assistants and site Content editors from the course site 76 00:18:31.800 --> 00:18:46.359 Emily Haagenson: shortly before the term? I think it was yesterday. You'll receive an automated message from Courseplus, reminding you to review who has course access. But you can also attend to this at any time from the faculty tools page 77 00:18:47.420 --> 00:19:01.030 Emily Haagenson: under the administrative tools section, you can click the link to add students, tas editors, guests, faculty and guests, and from here you can verify the people who currently have non-student access to your course. 78 00:19:01.200 --> 00:19:19.430 Emily Haagenson: You want to add all the Tas and other non students. So Site Content editors, maybe guest faculty to the course. And if you aren't sure what role to add people in there is an informational box on this page that'll give you more details as to what each role can do within the course. 79 00:19:20.029 --> 00:19:28.979 Emily Haagenson: As you're adding, make sure you verify people by their Jed email because their name may not be unique within the Hopkins system. 80 00:19:30.090 --> 00:19:41.869 Emily Haagenson: It's important for me to flag for you that you should not be adding students using this method, even though you have this capacity. Students need to be added to the course through registration. 81 00:19:42.650 --> 00:19:54.520 Emily Haagenson: The last thing you can do here is, remove anyone who no longer needs access. Don't worry. If you accidentally remove someone, you can easily re add them to the course with the correct role. 82 00:19:57.650 --> 00:20:19.989 Emily Haagenson: This is a great time also to update the bios on the syllabus faculty page. So from here you can remove any outdated people or information and also add bios for new people, new Tas or new guests. It's beneficial for students to be able to reference the educational and professional paths that have led you and your expert guests to your positions in public health 83 00:20:20.700 --> 00:20:27.739 Emily Haagenson: editing the faculty page can be a little bit tricky. So if you need help, please refer to the courseplus guide for setup support. 84 00:20:28.350 --> 00:20:33.009 Emily Haagenson: I'll now pass back to Lou to address ways. We can attend to our syllabus and gradebook. 85 00:20:37.430 --> 00:20:38.690 Lu Chi: Thank you, Emily. 86 00:20:38.790 --> 00:20:46.149 Lu Chi: So now we are going to answer the very important question. How do I update my syllabus and gradebook? 87 00:20:46.480 --> 00:20:51.160 Lu Chi: So syllabus is our very 1st point of contact with your students. 88 00:20:51.240 --> 00:20:56.899 Lu Chi: As a public page. Students can see the syllabus before they even enroll in the course. 89 00:20:57.060 --> 00:21:02.629 Lu Chi: But because of this. It's very important to always keep this page up to date. 90 00:21:03.040 --> 00:21:10.050 Lu Chi: Grip is how you will communicate grace to your students, which we know is also very important. 91 00:21:10.300 --> 00:21:15.730 Lu Chi: So let's just start with reviewing how to get your syllabus up to date. 92 00:21:18.680 --> 00:21:30.069 Lu Chi: We 1st recommend you review an entire syllabus for constancy and accuracy. We also recommend placing yourself in the mindset of your students. 93 00:21:30.110 --> 00:21:34.019 Lu Chi: Do I need to expand on participation requirements? 94 00:21:34.070 --> 00:21:42.570 Lu Chi: Or do I need add a message of assessment detail section to the syllabus to explain my assessments more 95 00:21:42.750 --> 00:21:50.350 Lu Chi: so for any necessary edits. You need to go to the edit mode in the syllabus to make changes 96 00:21:50.530 --> 00:21:56.830 Lu Chi: if there is no pencil. Icon this section is pre-created by Bsph. 97 00:21:56.960 --> 00:22:04.780 Lu Chi: any section that has a chain link. Next to it means you need you need departmental approval 98 00:22:04.930 --> 00:22:13.229 Lu Chi: at this stage it is most likely too late to add these sections and receive approval in time for your course offering. 99 00:22:13.770 --> 00:22:21.080 Lu Chi: But we still, you know, highly recommend that you make all syllabus edits before the term starts. 100 00:22:22.220 --> 00:22:30.150 Lu Chi: Actually, we recommend you only use a syllabus overview page and remove all other versions from the course set. 101 00:22:30.360 --> 00:22:31.560 Lu Chi: If that helps. 102 00:22:31.630 --> 00:22:38.880 Lu Chi: avoid inconsinist consistency for students and reduce your workload to manage multiple variants. 103 00:22:41.230 --> 00:22:57.169 Lu Chi: Now let's look at the grade book. So before the term starts you will want to make sure that your grade book is set up and ready to go. So you should 1st make sure that for all grade is based on the option you like. 104 00:22:57.180 --> 00:23:01.579 Lu Chi: you can choose between either percentages or points. 105 00:23:02.060 --> 00:23:10.639 Lu Chi: You may also want to create categories. Categories can be used in gradebook to group together a number of related assessments 106 00:23:10.930 --> 00:23:19.739 Lu Chi: in a percentage-based gradebook. The category 2 can automatically calculate the weight of each item within that category 107 00:23:19.880 --> 00:23:30.820 Lu Chi: in a points-based group. Categories organize atoms together for display, but not but don't adjust the weights of categories or assignments. 108 00:23:31.110 --> 00:23:39.539 Lu Chi: Lastly, make sure your grade book matches the grade breakdown in the masters of assessment section in your syllabus. 109 00:23:42.425 --> 00:23:46.870 Lu Chi: Next, let's double check. Each graded item 110 00:23:47.372 --> 00:23:57.099 Lu Chi: graded items can stand alone, or they can be linked to our cost, plus 2, such as a dropbox or quiz generator. 111 00:23:57.140 --> 00:24:01.440 Lu Chi: So for each item you also have the option to 112 00:24:01.650 --> 00:24:04.159 Lu Chi: create from a final grade 113 00:24:04.380 --> 00:24:09.760 Lu Chi: display grade in Student bill and account is as extra credit. 114 00:24:09.880 --> 00:24:19.080 Lu Chi: We also have a relatively new course plus feature as Brian mentioned before, that you can add a rubrics to the group. 115 00:24:19.689 --> 00:24:32.620 Lu Chi: So for any group book item, that doesn't, you know already. Guess it's a score from another source, such as the peer assessment or quiz, you can enable rubric based grading and attach a rubric 116 00:24:35.716 --> 00:24:43.549 Lu Chi: lastly, I would like to quickly. Give you some reminders on how to manage your grade book during the course. 117 00:24:43.700 --> 00:24:48.960 Lu Chi: so you can enter Grace by Adam by students or groups. 118 00:24:48.980 --> 00:24:52.020 Lu Chi: You can see students view of a grade book. 119 00:24:52.702 --> 00:25:00.909 Lu Chi: You can also upload a file or text feedback the entire class or individual student or group. 120 00:25:01.130 --> 00:25:04.880 Lu Chi: You can also override the feedback for any students. 121 00:25:04.930 --> 00:25:14.319 Lu Chi: Lastly, you can override the score populated from associated tools such as peer assessment or generator. 122 00:25:15.210 --> 00:25:20.770 Lu Chi: Finally, I really want to remind you the importance of a timely greeting. 123 00:25:21.269 --> 00:25:27.820 Lu Chi: You should have a plan in place, for by what day? Who will gray? Which atoms 124 00:25:29.070 --> 00:25:35.229 Lu Chi: Right. So now I will hand over to Emily to review how to update content. 125 00:25:36.150 --> 00:25:39.699 Emily Haagenson: Let's take a closer look at how your students will access course. Content 126 00:25:39.870 --> 00:25:51.220 Emily Haagenson: now when we say course content, we mean your lectures videos as well as any overview activity or assignment landing pages and any links to the course tools. 127 00:25:51.700 --> 00:25:59.450 Emily Haagenson: students access, a majority, of course, content pages and resources from the content or Schedule page. 128 00:25:59.490 --> 00:26:07.340 Emily Haagenson: When you click edit the schedule on the Content page, you're taken to the schedule builder tool to edit this page. 129 00:26:07.620 --> 00:26:23.370 Emily Haagenson: All of your Ctl. Produced. Lectures and videos will be linked here. Additionally, activity or landing pages, live talks and some course plus tool links should all be linked to the Content schedule page for students. 130 00:26:23.770 --> 00:26:30.929 Emily Haagenson: By now your content page should be mostly set up and should just need a quality check to make sure everything is up to date. 131 00:26:31.660 --> 00:26:42.580 Emily Haagenson: It's helpful to know as you review that event. Items are linked to other tools, dropbox or quiz generator. The dates will sync to what's in schedule builder. 132 00:26:43.110 --> 00:27:09.770 Emily Haagenson: You do have the option to hide event items if you want, so that students can't see them, or entire categories as needed on the schedule. However, it may be helpful to note that removing items from the schedule eliminates student access to the page, but it doesn't delete them permanently or remove your access to the page, you can still reference these removed pages from within. Page builder in faculty tools 133 00:27:11.780 --> 00:27:21.769 Emily Haagenson: specifically, now is a good time to verify dates in your course. When you create or edit an event in schedulebuilder, you'll see a few different dates listed 134 00:27:22.170 --> 00:27:30.300 Emily Haagenson: available on dates are the dates that students can access an event. Sometimes we also call this the open date. 135 00:27:31.180 --> 00:27:45.019 Emily Haagenson: Due dates are the date that students are required to submit something by and then access ends, dates. These are less commonly used, but this would be the date that students can no longer access that item listed on the schedule. 136 00:27:45.360 --> 00:27:55.900 Emily Haagenson: You can choose to mark items as always available. If you want, you can also mask available dates so that they don't appear on the content page. 137 00:27:56.080 --> 00:28:13.780 Emily Haagenson: I like to do this for pages that open on the 1st day of a term. They'll already be open when students 1st see the schedule, so the information isn't super useful to them, and removing that date can help declutter the schedule page, so that the dates they do need to see stand out more readily 138 00:28:15.220 --> 00:28:19.710 Emily Haagenson: as mentioned. The system will notify students of upcoming due dates. 139 00:28:19.840 --> 00:28:24.130 Emily Haagenson: Students can also download the schedule to their personal calendars. 140 00:28:24.300 --> 00:28:42.080 Emily Haagenson: Note that once this student has downloaded the calendar, it's not going to automatically update their personal calendar when you make changes to the schedule. So make sure you're clearly announcing any changes to course schedule through email discussion forum, live talk, etc. 141 00:28:44.040 --> 00:28:59.749 Emily Haagenson: At this time you should also check open and closed dates for other resources that are not linked to the schedule depending on your course, this may include dropboxes, sign up sheets, discussion forums or online library items, quizzes, etc. 142 00:29:03.970 --> 00:29:09.679 Emily Haagenson: I'm going to pass it to Lou. Who's going to go over some communication tips, unless there are questions about 143 00:29:10.470 --> 00:29:11.160 Emily Haagenson: no. 144 00:29:12.420 --> 00:29:14.580 Lu Chi: All right. Thank you, Emily. 145 00:29:14.610 --> 00:29:23.690 Lu Chi: So now let's change our focus to communication. So how will I communicate with my students and welcome them to the course. 146 00:29:25.600 --> 00:29:31.209 Lu Chi: So before the term starts, it's highly recommended to send out a welcome message. 147 00:29:31.230 --> 00:29:35.019 Lu Chi: It can be sent as emails announcement 148 00:29:35.090 --> 00:29:38.680 Lu Chi: or an audio or video recording with a transcript 149 00:29:38.700 --> 00:29:44.160 Lu Chi: or an activity page, or even a discussion forum introduction activity 150 00:29:45.950 --> 00:29:54.169 Lu Chi: most of the time. Your welcome message will be sent an email. So let's talk about the class email, too. 151 00:29:54.270 --> 00:30:06.540 Lu Chi: In the 2, you can use the filters to select the email recipient. You can also check display as an announcement. So students can see your message in multiple places. 152 00:30:06.700 --> 00:30:15.199 Lu Chi: You can also write your email now and check enable schedule delivery to have it sent at a later time 153 00:30:15.550 --> 00:30:16.700 Lu Chi: end date 154 00:30:18.870 --> 00:30:22.650 Lu Chi: can also save emails to the class email archive. 155 00:30:23.059 --> 00:30:31.239 Lu Chi: You can also pull up us to our cap emails, reuse as a template for future emails which is really handy 156 00:30:33.830 --> 00:30:41.130 Lu Chi: during the term. You can use the email filters to select specific groups of students to contact. 157 00:30:41.430 --> 00:30:49.309 Lu Chi: For example, you can email students who have not logged into the court set within the 1st week of the term. 158 00:30:49.490 --> 00:31:07.740 Lu Chi: Or you can email students who have submitted a dropbox assignment, and or who have not submitted separately. This is a great way to let course class work for you, instead of taking time to create and maintain an email list. 159 00:31:09.800 --> 00:31:14.059 Lu Chi: Now let's briefly mention discussion. Forum Setup. 160 00:31:14.290 --> 00:31:19.480 Lu Chi: The discussion Forum is organized by category. And then a topic 161 00:31:19.730 --> 00:31:21.990 Lu Chi: want to quickly emphasize that 162 00:31:22.140 --> 00:31:27.270 Lu Chi: categories and category groups are set up by the faculty or PA 163 00:31:27.400 --> 00:31:33.819 Lu Chi: topics with within the categories can be started by either the teaching team or students. 164 00:31:34.050 --> 00:31:45.539 Lu Chi: I recommend creating a course Q. And discussion Forum, where students can ask questions. This can save both the students and the teaching teams a lot of time. 165 00:31:48.548 --> 00:31:54.530 Lu Chi: Lastly, discussion, forum categories can be set up in a lot of different ways. 166 00:31:54.550 --> 00:32:00.299 Lu Chi: For example, categories can be graded and linked to the gradebook. 167 00:32:00.700 --> 00:32:08.749 Lu Chi: Another popular setting is that students have to post before they can view other classmates posts. 168 00:32:10.290 --> 00:32:11.690 Lu Chi: All right. 169 00:32:12.570 --> 00:32:13.560 Lu Chi: and 170 00:32:13.760 --> 00:32:23.779 Lu Chi: okay. So we have covered a lot. So any questions before I move on we. We also have more time for the question at the end. 171 00:32:28.080 --> 00:32:29.140 Lu Chi: All right. 172 00:32:29.640 --> 00:32:32.810 Lu Chi: Okay. So now I will hand it over to Emily. 173 00:32:33.300 --> 00:32:49.750 Emily Haagenson: Okay, as Lou said, we'll have more time for questions. So if they're building, hang on to them. But we're going to take a minute and go over some of the most common questions that are submitted to Ctl. Help at the beginning of an academic term, to try to get ahead of some of these with you. 174 00:32:49.750 --> 00:33:05.309 Emily Haagenson: The 1st question is, why are students unable to access my course? An important one? If it's an online course, it's usually because the start date hasn't yet arrived. Students can't access your course. Your course site before the 1st day of term. 175 00:33:05.610 --> 00:33:23.570 Emily Haagenson: If it's an on-site course, it's usually because faculty haven't made this site available yet on your faculty tools. Page, look for this button right here, site make available, and and that should make your course site accessible for students. 176 00:33:25.770 --> 00:33:32.459 Emily Haagenson: A second question we frequently get is, I registered for this course, but it's not showing up in courseplus. Why. 177 00:33:32.630 --> 00:33:46.999 Emily Haagenson: my 1st suggestion is always to have people log out and back in when they're looking for course changes in courseplus. But if the student just registered it could take a couple hours for a course to appear on their courseplus account. 178 00:33:47.040 --> 00:34:09.589 Emily Haagenson: Also, if it's an online course, the student may not have completed the prerequisite introduction to online learning course that they need. If there are multiple sections, and a student drops one and adds another, this is a little more complex, and may cause a conflict, cause them to stay dropped, encourage them to reach out to Ctl. Help. 179 00:34:12.360 --> 00:34:30.220 Emily Haagenson: Another question we frequently get. I completed Iol or introduction online learning, but the Iol site doesn't reflect this. Why, usually it's that, the student thought they completed everything in either one or a combination of offerings. But they haven't yet. 180 00:34:30.469 --> 00:34:38.260 Emily Haagenson: They also may have just missed the final validation. Step on an exercise so direct them to review their Iol work. 181 00:34:38.360 --> 00:34:45.680 Emily Haagenson: If they did complete all the required exercises again direct them to contact. Ctl, help for further assistance. 182 00:34:47.360 --> 00:34:52.150 Emily Haagenson: A 4th question. We get a lot. How do I see the roster for my course? 183 00:34:53.489 --> 00:35:13.480 Emily Haagenson: This can be found under the communication tab. So along the top tab courseplus synchronizes with the with Sis or sorry student information services every 30 min. So new registrations might be slightly delayed before they appear in the course site. But you should be able to find everybody there. 184 00:35:14.150 --> 00:35:21.029 Emily Haagenson: And the last question we're going to touch on today. Why can't students see all the files in the online library? 185 00:35:21.400 --> 00:35:37.120 Emily Haagenson: Sometimes you may not realize that there are date controls that can determine which files in the online library are visible to students. If you click the manage online library button, you should be able to see and edit these restrictions 186 00:35:37.500 --> 00:35:44.380 Emily Haagenson: from that perspective, the faculty can remove. Edit. The open close dates from the files and folders. 187 00:35:45.990 --> 00:35:52.509 Emily Haagenson: So we have time for more of your questions before we get to those I want to share 188 00:35:52.680 --> 00:36:00.860 Emily Haagenson: some Ctl resources with you. We hope this session has helped remind you of some of the tasks within courseplus that will help you feel ready for the start of term next week. 189 00:36:00.870 --> 00:36:04.650 Emily Haagenson: Ctl. Has even more that can support you as well. 190 00:36:05.390 --> 00:36:16.379 Emily Haagenson: including Ctl help and the course plus faculty guide. This is always my 1st step when I'm trying to figure out how to do something. In courseplus. 191 00:36:16.720 --> 00:36:32.710 Emily Haagenson: In addition, we have the Ctl teaching toolkit website, which has an abundance of resources to advise you on designing, developing, managing your course, lots of resources and tips and ideas. 192 00:36:32.730 --> 00:36:42.090 Emily Haagenson: We have professional development with Ctl. And essentials. Of course, design, development and teaching a Bsph course which is targeted to faculty 193 00:36:42.170 --> 00:37:02.380 Emily Haagenson: teaching assistantship training, which is for Tas, and then an abundance of workshops on demand videos and the Ctl blog, all of which share important ideas in pedagogy and educational technology that that we think will be interesting to you. 194 00:37:03.780 --> 00:37:24.739 Emily Haagenson: We really value your feedback. Please complete this survey. Whether you're attending this course, this workshop synchronously or watching the recording later, your feedback helps us improve future sessions and supports Bsph faculty with appropriate professional development, topics and structures. Thank you for taking the time to collaborate with us. 195 00:37:24.800 --> 00:37:39.760 Emily Haagenson: Our remaining time today will be open. Q. And A. I'll leave this workshop, Eval, slide up for a couple minutes while we begin to start answering questions, but feel free to put any of your questions in the chat, or raise your hand. 196 00:37:47.070 --> 00:37:53.010 Lu Chi: Thank you, Emily. Yeah. So now we will open the floor for you. If you have any, you know. 197 00:37:53.220 --> 00:38:04.989 Lu Chi: Course, plus questions, or you know, even not relative to course, plus, if you have any question we have, you know, many instructional designers here today. It can help you 198 00:38:05.620 --> 00:38:10.120 Lu Chi: all right. Oh, I see, Andrew, raise your hand. Go ahead. You can unmute yourself. 199 00:38:10.450 --> 00:38:37.110 Andre Hackman: Great, thank great presentation, and always exciting to see what all you guys have been up to since the last term I taught my question is related to zoom recordings, and I joined a few minutes late, so I apologize if I missed this. But is the simplest way like. So I do recordings of my class sessions during the class on Zoom. And then I currently post the link. But I should be actually posting the files to course plus. So they stay there for the 4 years. Is that right? 200 00:38:37.220 --> 00:38:45.750 Andre Hackman: And is that? Is that and related to that? Am I? Is there an easier way to do it? Or do I just have to go to zoom download the files and upload them to 201 00:38:46.510 --> 00:38:48.539 Andre Hackman: what's the other one called Panopto? 202 00:38:48.540 --> 00:39:02.079 Brian Klaas: Yeah, so I'll I'll feel that one, if you don't mind. Hi, Andre. Always good to see you. So this is for your this is not. This is not for a dot, a 1 course, right? This is for a traditional face to face on campus course. 203 00:39:02.160 --> 00:39:03.200 Brian Klaas: So 204 00:39:03.340 --> 00:39:22.770 Brian Klaas: with the point 8 1 courses. You have to either provide a link or upload the files directly to course plus for this, for the students, for the on campus courses because we don't have live talks, and the whole live talk infrastructure with that page there. Really, your options are to provide a link to the cloud recording 205 00:39:23.030 --> 00:39:32.405 Brian Klaas: somewhere on the course website, like in the online library, or to provide the actual files like the Mp, 4, recording of the video. 206 00:39:33.530 --> 00:39:53.559 Brian Klaas: I I would say, for convenience sake, just provide them a link to the cloud recording. The problem with that, of course, is that all cloud recordings are deleted after 180 days. So if you have students coming back who want to review for like a comprehensive exam in particular, or if you're teaching more of the foundational courses where they might need to review something before they take another class in the future. 207 00:39:53.720 --> 00:40:05.720 Brian Klaas: Having the cloud recording link doesn't help them very much. Unfortunately, because those disappear right, all the cloud recordings disappear. So in that case, if you want to be, provide the best possible 208 00:40:05.960 --> 00:40:24.499 Brian Klaas: outcome for students who may want to download this material a year later, or review it 2 years later. My suggestion is then to actually download the Mp. 4 from Zoom and upload it to course, plus. There's no direct link, because that enabling a direct link would enable course, plus the server or the software to see 209 00:40:24.500 --> 00:40:44.299 Brian Klaas: everybody's zoom account and access everybody's zoom account, as you can imagine. Ithh is like absolutely not. This will never happen so as annoying as it is to download the file and then re upload it into the online library, which is the route that I would suggest going. That's really the only option that we do have for making a permanent copy 210 00:40:44.300 --> 00:40:46.090 Brian Klaas: of that zoom recording. 211 00:40:46.770 --> 00:40:49.719 Andre Hackman: Okay, yeah, no. I just wanna make sure I wasn't doing it the hard way. And. 212 00:40:49.720 --> 00:40:51.640 Brian Klaas: The only the only way to do it is the hard way and. 213 00:40:52.268 --> 00:41:07.039 Andre Hackman: And then, if I can, I have one other similar question, and that is more just that. I don't know the full landscape of what tools I should be considering. I have. The students do each give a a short talk during the term, and 214 00:41:07.662 --> 00:41:22.929 Andre Hackman: currently those get recorded as a part of the zoom session, which is fine, but I've also considered, for the sake of the class size, doing sort of a peer assessment where we would have the students record their talks, and then maybe 3 of their peers would would re would assess that 215 00:41:22.950 --> 00:41:32.229 Andre Hackman: what would be the tool that I should consider if I was doing that for for them to record their talks. Is there something that is already on the platform or available to us that we should use. 216 00:41:33.680 --> 00:41:46.230 Emily Haagenson: Yeah. So Hopkins has a license for voicethread. That's the tool I might I would recommend. We voicethread will. It's really nice. Have you used voicethread before. 217 00:41:46.230 --> 00:41:49.180 Andre Hackman: So I had a student mention it to me, but I have not used it. 218 00:41:49.180 --> 00:42:13.739 Emily Haagenson: So that's another benefit. Is that because it's licensed through Hopkins, a lot of your students will already be familiar with it. But basically it takes a Powerpoint. And then the students are able to overlay comments in a variety of formats. So sometimes it's a voice comment. It's a video comment. It's a written comment over the slides, and so that can be a really nice way for them to share a recorded 219 00:42:13.770 --> 00:42:24.659 Emily Haagenson: presentation. And then there, there you can have their peers comment within, like, just within the voicethread itself. You can have, or you can have them. 220 00:42:25.016 --> 00:42:46.020 Emily Haagenson: Give a more private feedback in a different way. But I would I would definitely recommend voicethread. And actually we had a voicethread for everyone workshop just last week where a guest came from voicethread and kind of talked us through. So the recording of that is on our toolkit website. If you want to check that out. 221 00:42:46.020 --> 00:42:50.150 Andre Hackman: I did see that come through, and I didn't. I wasn't able to attend. So yeah, I'll go back and do the recording if. 222 00:42:50.150 --> 00:43:07.379 Emily Haagenson: Yeah, check out the recording. And or there's a lot of written material available on our toolkit website as well. So if you're if you want to watch the workshop? Great if you but if you want to just check out the resources we have a lot on voicethread. Kathy, did you want to add to that. 223 00:43:09.640 --> 00:43:10.540 Emily Haagenson: You're. 224 00:43:12.100 --> 00:43:12.840 Brian Klaas: You're muted, Kathy. 225 00:43:12.840 --> 00:43:13.990 Emily Haagenson: Can't hear you. 226 00:43:15.270 --> 00:43:35.829 Kathy Gresh: We use voicethread a lot in our courses. So the all the instructional designers have a there's sort of a standard instruction sheet that can be shared, and we sort of use over and over. And if you contact any of the instructional design team members, they'd be happy to share their the basic instruction sheet that you could include in your course instructions. 227 00:43:35.830 --> 00:43:46.160 Brian Klaas: The student perspective from a usability perspective. Voicethart is a lot easier than dealing with the myriad different versions of Powerpoint that students might have on their computers and things 228 00:43:46.560 --> 00:44:02.599 Brian Klaas: correctly, and not playing back correctly. Voicethread, obviates all of that. And that's a huge win, I think, from like the faculty perspective, not having 5 out of 30 students who are like I couldn't record, or it didn't work and voicethread just works. And that's really really nice. 229 00:44:02.840 --> 00:44:03.920 Andre Hackman: Okay. Awesome. 230 00:44:09.080 --> 00:44:20.720 Emily Haagenson: I want to also acknowledge Andy's question back here about updating the syllabus. I know that Brian and Boris replied to you. But 231 00:44:20.820 --> 00:44:45.680 Emily Haagenson: yeah, when you, when you update the syllabus, some of those changes do need to go through the system, and you may need to politely poke your academic coordinator. If you feel if that's taking longer than than you think, but especially this time of year, they can have a lot of these requests coming in. So 232 00:44:45.690 --> 00:45:05.900 Emily Haagenson: they're they're your point person. If you're finding that your changes to your syllabus aren't going through, I'll also tell you that sometimes, when you make the changes there's a button at the top, Brian. I didn't read your whole message if you already explained. No, there's a button at the top where you need to click the button that says, send to. 233 00:45:05.900 --> 00:45:20.499 Emily Haagenson: So you might make several changes within the syllabus that need to be approved by your department. There's a green button at the top that will send it through. So make sure you've clicked that green button, and then, if you're still not hearing, reach out to your academic coordinator. 234 00:45:20.500 --> 00:45:46.279 Brian Klaas: Yeah, because the approvals process, you click the green button that says, send it over. And essentially, that locks that class in the course system until somebody approves it. So you don't want to set. You don't want to make make one change and click the button, because then you're locked out for making more changes until that one change that you sent through has been approved. That's just how the school's course approval system works. And most of the stuff gets approved really quickly. But, like, I said, there are some things, if you're trying to change like 235 00:45:46.280 --> 00:45:54.509 Brian Klaas: the course, description or learning objectives that requires a whole different set of review from people, and that's largely because of 236 00:45:54.610 --> 00:45:58.239 Brian Klaas: the very strict requirements by the school's accrediting body. 237 00:46:02.290 --> 00:46:03.640 Andi Juwanda: Thank you very much. 238 00:46:09.600 --> 00:46:14.160 Emily Haagenson: Any other questions. I don't see any others in the chat, but 239 00:46:15.010 --> 00:46:21.766 Emily Haagenson: about any of the general stuff we went over, or any of the flashy, exciting stuff Brian went over. Take advantage of him. 240 00:46:24.140 --> 00:46:41.809 Emily Haagenson: If not, that's okay. It was lovely to interact with you all today. If you do have questions following up this session. You're more than welcome to reach out to myself or Lou, or the team at the center for teaching and learning. So 241 00:46:42.240 --> 00:46:46.110 Emily Haagenson: thank you all for coming, and have a lovely day. 242 00:46:46.860 --> 00:46:47.850 Lu Chi: Thank you. 243 00:46:48.280 --> 00:46:49.050 Andre Hackman: Thank you.