WEBVTT 00:00:12.000 --> 00:00:18.000 The CCL hope for the course plus website. 00:00:18.000 --> 00:00:21.000 You re and brand. 00:00:21.000 --> 00:00:36.000 Now let me share my screen. 00:00:36.000 --> 00:00:40.000 All right. here. Thank you so much for joining us today. 00:00:40.000 --> 00:00:43.000 This session will be recorded. 00:00:43.000 --> 00:00:58.000 The recording will be shared with you all. Following this workshop will also include some links to additional resources. So if you have any questions, please put them in the room chat. 00:00:58.000 --> 00:01:04.000 There are also some opportunities for questions as well the session. 00:01:04.000 --> 00:01:18.000 So, to start things off. I have a poll question for all of you that is what it is what it is, of course, what course plus two. 00:01:18.000 --> 00:01:48.000 Would you like to learn more today. Okay, so I'm going to give you a couple minutes to identify one or two tools that you have either a question is about, all you want to learn more. 00:01:48.000 --> 00:01:52.000 Alright, I've seen some responses in. 00:01:52.000 --> 00:02:22.000 Have you gave me one moment a close the poll. 00:02:22.000 --> 00:02:26.000 Alright, so I'm going to close the poll right now. 00:02:26.000 --> 00:02:32.000 Let's see, we have. 00:02:32.000 --> 00:02:50.000 We have many tools we will cover today like a faculty tools syllabus builder to your assessment and Santa. She's so very fortunate, it will cover many of the two so you have question, are you are interested to learn more today. 00:02:50.000 --> 00:02:56.000 For other tues will be will try to address them. 00:02:56.000 --> 00:02:59.000 How do they end in the queue in session. 00:02:59.000 --> 00:03:08.000 So, all right. First, let me talk about the faculty tools page. 00:03:08.000 --> 00:03:15.000 So the faculty tools page is accessible from any, any page within your course. 00:03:15.000 --> 00:03:18.000 It is as a left hand corner. 00:03:18.000 --> 00:03:40.000 As a one stop landing page for all things course class have. So it's not really a tool but it is really a quicker way to navigate course supply us with well you can access these tools and pages from tabs at the top, of course class just like a students 00:03:40.000 --> 00:03:57.000 do using the faculty tools page as your primary starting point will automatically open the faculty view of these tools. So again I save you and Astro click, and a page loading time 00:03:57.000 --> 00:04:01.000 to this page is organized into sections. 00:04:01.000 --> 00:04:07.000 So, first the lesson look at the navigation tools page. 00:04:07.000 --> 00:04:22.000 You're using Schedule Builder as Enza son laughter panel officer faculty tools page will mirror your courses schedule, our content page. So this is another case for courses as Do you use in class sessions. 00:04:22.000 --> 00:04:38.000 We are not sure, online course at once. One, and 86 courses are using Schedule Builder to by default, we are as a lot of a face to face, online courses are still using court sessions. 00:04:38.000 --> 00:04:40.000 Just keep in mind. 00:04:40.000 --> 00:04:47.000 There might be some variants depend on what you're using 00:04:47.000 --> 00:04:50.000 Max is a content tools. 00:04:50.000 --> 00:05:12.000 There are 05 content tools, or we can use to build the content and share the Course Resources. For instance, for instance, here are some links, you can use to submit your ratings to ease your reserves and schedule your left box 00:05:12.000 --> 00:05:16.000 or six communication tools. 00:05:16.000 --> 00:05:30.000 For example, using the service to you can check a lecture and left talking valuations and create customer service for your class. 00:05:30.000 --> 00:05:39.000 Here are six the activities and assessments to that are frequently used by faculty and PS. 00:05:39.000 --> 00:05:43.000 Today we will cover four of them. 00:05:43.000 --> 00:05:53.000 They are setting up sheets, quiz generator, their assessment and pass bender. 00:05:53.000 --> 00:05:58.000 Last one is an administrative tools. 00:05:58.000 --> 00:06:06.000 This is where faculty and ta can access at and job notifications and student activity reports. 00:06:06.000 --> 00:06:18.000 If you are using lecture views left talks or discussion forum to evaluate students participation in the class. Here is a great place to offense it data. 00:06:18.000 --> 00:06:42.000 So I do encourage you to become familiar with the faculty tools page, and use it as your studying place, wherever you are navigating your course plus courts that on next IBO share some highlights about the syllabus that failed or 00:06:42.000 --> 00:06:52.000 you can't use this this syllabus builder to King, as a syllabus button at the top right corner on the syllabus overview page. 00:06:52.000 --> 00:07:00.000 You can add a customer section or recommended a section. Clicking on the new section button. 00:07:00.000 --> 00:07:11.000 You can also adjust order of your sections to make your syllabus more organized a became the reorder sections button. 00:07:11.000 --> 00:07:14.000 You can also click on the pencil icon here. 00:07:14.000 --> 00:07:27.000 To edit the section titles, all the content, want to let you know that there is a section like show example. If you click on this button. 00:07:27.000 --> 00:07:34.000 There will be some championing language, you can borrow for your section. 00:07:34.000 --> 00:07:42.000 So lastly, you can simply click on the trash can button to delete the section that you don't need. 00:07:42.000 --> 00:07:56.000 You may or you may not know that we have six sections that begin with a chain link icon, which are linked to the core system, so you can delete them, but you can still make the changes, prior to the term. 00:07:56.000 --> 00:08:10.000 You can click on the pencil icon, I just mentioned in the previous slide, and then you can add his accountant and save it, then you will see something like this, that will show the public a bill, and your craft. 00:08:10.000 --> 00:08:32.000 So once you are, inform your draft is ready. You can submit your changes for approval by clicking the green button on the left top corner. 00:08:32.000 --> 00:08:41.000 And lastly, I would like to share some best practices of creating effective syllabus. So the first thing is accuracy. 00:08:41.000 --> 00:08:58.000 Please, double check whether the information on the syllabus page is accurate and up to date, such as a length. Sometimes instruction cheese contact information and masses of assessment. 00:08:58.000 --> 00:09:14.000 Go check the information on the syllabus is is consistent with information shown elsewhere in the course classes such as a salmon instructions or grading policies. 00:09:14.000 --> 00:09:24.000 And, and, as the end, I would like to say that we do recommend adding a faculty created syllabus fell to elsewhere in course class. 00:09:24.000 --> 00:09:28.000 So the first thing is the accessibility issue. 00:09:28.000 --> 00:09:50.000 The syllabus overview page is set up to be accessible to our learners. So you'll, you know, students can also print this syllabus overview page to a PDF, which includes the schedule as well as this is a PDF is accessible to the second thing is information, 00:09:50.000 --> 00:10:07.000 discrepancy issues, but it is not uncommon to see outdated terms, academic ears deal days, or methods of assessments, but in the syllabus of fail uploaded in the online library. 00:10:07.000 --> 00:10:17.000 Molly important tracking changes made impulse burdens of your syllabus will definitely create more work for you. 00:10:17.000 --> 00:10:37.000 All right, that's all I have for the faculty tues page, and the syllabus builder to feel free to add me yourself. If you have any questions. Thank you. 00:10:37.000 --> 00:10:45.000 All right, seamless away they'll have any question Falls is to Tues. So that's a real pass to Ray. 00:10:45.000 --> 00:11:02.000 Ray will review. Spray tues sang up she's quiz generator and peer assessment. There you go. Right. 00:11:02.000 --> 00:11:20.000 Hi everyone, I'm so I will be going over three tools, just going to share my screen one second. 00:11:20.000 --> 00:11:23.000 Alright, so first sign up sheets. 00:11:23.000 --> 00:11:29.000 You can navigate to sign up sheets, how Lou said in the beginning through the faculty tools. 00:11:29.000 --> 00:11:38.000 Up at the top left corner within your course. And it's on the right side under activities and assignments and sign up sheets is right there. 00:11:38.000 --> 00:11:42.000 With sign up sheets, you have, there's three different types. 00:11:42.000 --> 00:11:52.000 Sign up sheets allow faculty RGA to create opportunities for which students sign up for an event, a group research ideas or perhaps office hours. 00:11:52.000 --> 00:11:57.000 Sign up sheets, can be converted to course groups. 00:11:57.000 --> 00:12:01.000 And they also can work with other tools once you create the groups. 00:12:01.000 --> 00:12:09.000 There are three different types of sign up sheets. You can see them here under the add new signup sheet. 00:12:09.000 --> 00:12:25.000 You can have a simple regular signup sheet in this kind of examples for each. When you look at them for just a list of names, a time slot signup sheet for office hours, or a group signup sheet, which can be created for group topics and things like that. 00:12:25.000 --> 00:12:28.000 To set up the signup sheet it's fairly simple. 00:12:28.000 --> 00:12:38.000 As I said, you just navigate to the signup sheets page click add new, and you can create a simple one here, let's say we were doing one for office hours. 00:12:38.000 --> 00:12:50.000 And here you just select your options for the signup sheet, and you can enter and create your own, you can associate with us, a Schedule Builder event. 00:12:50.000 --> 00:12:53.000 Give it a name and open and close date. 00:12:53.000 --> 00:13:00.000 It's fairly straightforward when it comes to creating a signup sheet. 00:13:00.000 --> 00:13:12.000 And that's that's pretty much it for creating signup sheet. It's fairly straightforward. Are there any questions when it comes to sign up sheets or how you can maybe use them for your course. 00:13:12.000 --> 00:13:22.000 You cannot meet yourself if you'd like. 00:13:22.000 --> 00:13:24.000 Okay, no. 00:13:24.000 --> 00:13:34.000 So, I will move on to say right Lisa has a question concerning sign up sheets. 00:13:34.000 --> 00:13:41.000 I don't know how to answer that question recurring signup sheet says if they're like the weekly ones that we duplicate. 00:13:41.000 --> 00:13:44.000 Yeah. So, yes, Lisa. 00:13:44.000 --> 00:13:45.000 So good. 00:13:45.000 --> 00:13:59.000 And you want to set up an office hours signup sheet, you have office hours like every week at the same time, can you set it up so that it, you know, instead of having to set up eight of them say, you could set up one and it's, you know, goes into each 00:13:59.000 --> 00:14:01.000 week. 00:14:01.000 --> 00:14:09.000 Yes you can. You see, here you have the where you set up your signup seats, open and close date. 00:14:09.000 --> 00:14:20.000 And you can do in play with the different hours here So say we set up the open date for August 25, and the close date for, you know, at the end of September. 00:14:20.000 --> 00:14:26.000 In the event you can pick the time that the event starts on Sunday you do your office hours early in the morning. 00:14:26.000 --> 00:14:29.000 And you do it to like maybe 1pm. 00:14:29.000 --> 00:14:48.000 Not that you do that but I'm going to click on how many times you want this signup sheet to duplicate and this will duplicate it for eight weeks, so every, every Wednesday, it will display the time, sign up, you will have office hours every Wednesday. 00:14:48.000 --> 00:14:53.000 For the next eight weeks since we divided it into eight is that correct Brian. 00:14:53.000 --> 00:15:02.000 Excellent. That is correct. yeah can select the plus sign up weekly and then select the number of weeks I'll just repeat and change that and update the dates for the next week, saves you a lot of time of creating new ones. 00:15:02.000 --> 00:15:17.000 I'll just say, also, you know, I use this tool a lot in my classes that I teach my communications classes that I teach here at the school, I have you know over 100 students every term, and I don't want to know I don't care when they sign up for their 00:15:17.000 --> 00:15:29.000 presentations what slots they're going to take, because everyone has to do a presentation and. This saves me so much hassle and so much heartache. As an administrator if you have anything where students need to sign up for groups for topics for papers 00:15:29.000 --> 00:15:36.000 for activities for presentations, anything like that use this tool is such a huge time saver. 00:15:36.000 --> 00:15:45.000 As a faculty member or as a TA as well. Otherwise you're going to be doing Excel spreadsheets that will be difficult to maintain and a lot of manual labor. 00:15:45.000 --> 00:15:51.000 This takes so much that manual labor out of anything where a student might need to sign up. 00:15:51.000 --> 00:15:54.000 Yes, correct. Thanks for that. 00:15:54.000 --> 00:16:00.000 And if there's no more questions for that, I will go over 00:16:00.000 --> 00:16:02.000 the peer assessment tool. 00:16:02.000 --> 00:16:22.000 And you can navigate through that to that by getting going to the faculty tools and clicking on peer assessments. 00:16:22.000 --> 00:16:29.000 assessment tool. And we'll just kind of go through creating one right now. 00:16:29.000 --> 00:16:41.000 If you're having this assignment setup. If you want students to submit this I'm going through the course plus Dropbox tool, you would want to create the dropbox tool, the Dropbox for the peer assessment first. 00:16:41.000 --> 00:16:47.000 So then you can properly link it to here just for this example I've already created one. 00:16:47.000 --> 00:16:52.000 And we're going to have students submit their file to this Dropbox that we created. 00:16:52.000 --> 00:16:56.000 I'm just going to throw a name in test. 00:16:56.000 --> 00:17:09.000 And here you can set up when it opens for students and when is it do for students. If you're creating a quick peer assessment tool you always want to have it open up two hours after you create it, or from when you're creating so we're creating it now 00:17:09.000 --> 00:17:27.000 at 11am. So I would definitely want to make sure this is opening up sometime later today at least at 3pm just to give the time for the peer assessment to create the assignments for the tool for this when you have different options randomly assigned, which 00:17:27.000 --> 00:17:37.000 will randomly assign students, student assesses their group members as I said earlier, you can create groups, using the signup sheet tool. and there they can. 00:17:37.000 --> 00:17:45.000 You can use it and other tools that then course plus and have them assess their group members and kind of work that way. Everyone evaluates one group. 00:17:45.000 --> 00:17:53.000 It's kind of self explanatory group assesses other group manually assigned the faculty and ta can do the manual assignments. 00:17:53.000 --> 00:17:56.000 You have individual and ta faculty. 00:17:56.000 --> 00:18:07.000 So we're just going to do randomly assigned just to kind of go through this, you can also link this to your page builder pages as well to have a display there. 00:18:07.000 --> 00:18:09.000 Save and Continue to rubric. 00:18:09.000 --> 00:18:12.000 And once that creates. 00:18:12.000 --> 00:18:24.000 I can set up the rubric within the peer assessment tool. So, based on your assignment or what you want the students to complete, you can create different criteria for each for each. 00:18:24.000 --> 00:18:40.000 I guess research question is kind of what it's saying here are criteria that you have for that assignment, and students can go through and in kind of a you know give that the other person that they're assessing the, the points and everything for the assignment. 00:18:40.000 --> 00:18:51.000 So I'm not going to set that up I'll kind of just show you what it looks like when we look at one so if I go to all assessments, 00:18:51.000 --> 00:18:54.000 nor yeah that's what we just created. 00:18:54.000 --> 00:19:06.000 Closed. So here's kind of what a finished rubric would look like. And it would have the different criteria on the left side. As you see thesis statement content and research. 00:19:06.000 --> 00:19:20.000 And here's where the students will base their points off and as they go through they can get different points throughout the whole assignment in here, you, you, you have information for that and they can also upload a marked up file that's what they that's 00:19:20.000 --> 00:19:27.000 required for the, for the peer assessment. 00:19:27.000 --> 00:19:32.000 And that's just kind of a quick overview for the peer assessment tool there any questions for that. 00:19:32.000 --> 00:19:40.000 I'll wait to see if questions are coming in, I just want to also reiterate again how useful this faculty ta assessment is as well. 00:19:40.000 --> 00:19:53.000 You know there's there's a Center for Teaching and Learning and blue and Amy and all the instructional designers who are here today will certainly tell you that rubric based evaluation is really useful for students because it gives them clear criteria 00:19:53.000 --> 00:20:08.000 to achieve excellence on your assignments and, again, classes I teach you know, over 100 students a term, I don't get arguments about my grades and the grading that they get because the rubric that I use and I use this tool to great everybody in their 00:20:08.000 --> 00:20:23.000 work are very very clear, and it's like you either did it, or you didn't, and at various levels with specific you know requirements for each of those levels and it makes a big difference in terms of reducing that friction and empowering students to do 00:20:23.000 --> 00:20:25.000 what you expect them to do. 00:20:25.000 --> 00:20:36.000 So if you're thinking about it, you know, doing a rubric based assessment instead of just sort of, you know, writing comments and then giving a grade, the instructional designers in CTR will be happy to work with you on developing your rubric because 00:20:36.000 --> 00:20:53.000 if they do take some work and you have to be a little careful about how you construct them, but in the long run it significantly reduces you know questions and concerns and arguments about why somebody's got a specific raid in their cloud on assignment. 00:20:53.000 --> 00:20:56.000 That's, that's great, good addition. 00:20:56.000 --> 00:21:02.000 And I don't see any questions in the chat Was there anybody that wanted on mute to seem like it. 00:21:02.000 --> 00:21:13.000 So, I will go over the quiz generator, I'm just, uh, I'm running out of time so I'm just going to do a 00:21:13.000 --> 00:21:16.000 specific part of the question or later. 00:21:16.000 --> 00:21:19.000 The special Permissions tab. 00:21:19.000 --> 00:21:30.000 This one can kind of seem a little faculty may approach this and be a little worried about what they're doing here but it's a, it's quite simple and straightforward. 00:21:30.000 --> 00:21:49.000 There may be times when a student is taking a quiz or a student asked for a, an extension or any of those kind of, there's random scenarios that come up or you just have to give the student and the additional time or additional access to the quiz generator. 00:21:49.000 --> 00:21:57.000 So here's where you would actually do that under the special Permissions tab, you know, let's say, Betty Boop. 00:21:57.000 --> 00:22:13.000 During the quiz had an issue where she could not finish it, or computer shut down and it's after the quiz access time, you can extend that access time, and also for the scenario if you, if you'd like you can add additional time. 00:22:13.000 --> 00:22:19.000 So here is where you would change the special access time. 00:22:19.000 --> 00:22:26.000 In here you can, you know, add an additional day say it was due today but they, you know, said they would need an extension till Friday. 00:22:26.000 --> 00:22:31.000 Here's where you can set up that special access time. 00:22:31.000 --> 00:22:37.000 And if you want to a lot more minutes for the quiz you can do that here. 00:22:37.000 --> 00:22:51.000 But just so you know when you if you already have set the quiz time for 90 minutes, you would have to add an additional time so if you wanted to add an extra 30 minutes, you would have to make this 120, so that the student has an additional 30 minutes 00:22:51.000 --> 00:22:55.000 from the 90 minutes that you set for the quiz. 00:22:55.000 --> 00:23:10.000 You could also add number of times students can access the quiz, say there's only one time and they need to redo the whole quiz you can add an additional two three more times that they want to, that they can access the quiz. 00:23:10.000 --> 00:23:22.000 And you also have the option to not allow them to change their existing answers, and pretty much after you set up all of these settings you can just click the grant special access, and they'll have access that you just granted them. 00:23:22.000 --> 00:23:32.000 So that's kind of just a quick little special part of the quiz generator. If there's no questions about the quiz generator or the special Permissions tab. 00:23:32.000 --> 00:23:50.000 I think I'm done. But, you know, please type your questions in the chat or raise your hand or anything. 00:23:50.000 --> 00:24:05.000 All right, and a seamless way don't have any question at this moment, I will pass things to Bran Bran will reveal the tools of spender and give you some updates, of course, plus. 00:24:05.000 --> 00:24:18.000 Here you go, brain. 00:24:18.000 --> 00:24:20.000 Usually helpful when you unmute yourself. 00:24:20.000 --> 00:24:26.000 So, first thing I'm gonna do before I talk about updates and chorus plus is. 00:24:26.000 --> 00:24:35.000 Just give you some resources to keep on top of this because there are many resources available to you. 00:24:35.000 --> 00:24:50.000 In years past I have given an entire hour long presentation on updates to course plus what's new in course plus in the last academic year session so there's lots for me to go over, but there's two specific resources that I want to point out to. 00:24:50.000 --> 00:24:57.000 If you want to stay on top of what's new and different and course plus on a regular basis because there's lots of stuff that's happening all year long. 00:24:57.000 --> 00:25:07.000 And the first one is the course plus updates page that you can see here at CTLJHSPHI. edu slash CPU. 00:25:07.000 --> 00:25:22.000 This page lists all of the updates, big and small and tiny and very large and some technical and some not so technical that have been made during the past month in inside of course plus are in a month by month basis and it's a very very long page so if 00:25:22.000 --> 00:25:33.000 you want to scroll through, you'll see all sorts of options and things and some of which I'm going to talk about here today. So this is a great resource if you wanted to sort of quickly see what's happened in course plus in the last month. 00:25:33.000 --> 00:25:46.000 If you want something that's a little more sort of dynamic and more frequently updated. There's also the course plus Twitter account where we put, you know, very short summaries of things that have changed inside of course plus as well as any currently 00:25:46.000 --> 00:26:00.000 known technical issues in course plus on that said if you go to twitter.com slash course plus, you'll find it there. All right. And as I go along. I'm going to cover things, you know some a quick way but if you have questions you can just unmute yourself 00:26:00.000 --> 00:26:10.000 or raise your hand or type in the text chat, because I'm going to cover quite a bit of ground in a relatively short amount of time here today. 00:26:10.000 --> 00:26:20.000 There's some big features that I want to go over that are sort of what's new and different in course plus they they cover a number of different tools but I'm going to start with as Ray was talking about the question right are going to start there. 00:26:20.000 --> 00:26:33.000 Because in the last year, with all the classes being remote and virtual, almost all the classes being remote and virtual until pretty much the fourth term, there was a lot of interest and how do you do assessments how you do assignments, quizzes, exams. 00:26:33.000 --> 00:26:44.000 Inside of course plus for faculty who never had to deal with that before and so a lot of things were added to a course plus and the quiz quiz generator tool, of course. 00:26:44.000 --> 00:26:57.000 Plus, there's a couple of things I mean, I could go on for hours about this but there's a few things I do want to highlight here. And the first one I want to highlight is the combo question this is a new question type that was added into course plus last 00:26:57.000 --> 00:27:11.000 year, and our earlier this year, I should say, the more towards the beginning of this year back in February, and it's a question type that helps and resolves, a lot of issues that some faculty were having with limitations on other question types before 00:27:11.000 --> 00:27:23.000 and basically what it lets you do is ask questions were the same answer can be repeated multiple times you can insert the selection of the answer at any point within the question itself. 00:27:23.000 --> 00:27:35.000 So here I have a question for example it's a combo question. I'll zoom in on my screen a little bit, make it a little easier for you to see. but in here you have a table, and then there's a drop down and you select correct or incorrect answers for each 00:27:35.000 --> 00:27:48.000 of these options there and you can see I can repeat the same answer multiple times, which is very different than match from two lists where you can't do that, but beyond that combo questions allow you to insert questions or responses directly inside of 00:27:48.000 --> 00:27:57.000 paragraphs of other text as well. So here we have a question, aware you say you sort of fill in the blank by filling in the right words at the right place in the paragraph. 00:27:57.000 --> 00:28:11.000 Here's another example of this as well. You can have questions or answers that don't match anything at all. In addition to questions that match multiple times and you can insert questions into tables as well so if you want students to do calculations 00:28:11.000 --> 00:28:22.000 inside of a table, you can do that within a combo question. And so what this looks like if I were to actually preview this quiz, it here test the quiz do all this good stuff. 00:28:22.000 --> 00:28:34.000 And it'll come I'll find these questions somewhere in here, keep going, keep going, keep going. So here we have the combo questions I was talking about here, where I would be able to select multiple points inside of the text. 00:28:34.000 --> 00:28:53.000 Again, you can embed questions inside the paragraphs and have students respond there or inside of tables and then do the same thing. So, what's useful here is that this question type has a lot of flexibility that you wouldn't have normally had inside 00:28:53.000 --> 00:29:10.000 of match from two lists or fill in the blank or multiple choice questions, it's really a combination of all these different kinds of question types and it's become really useful and and and too many faculty, over the course of the last few months, because 00:29:10.000 --> 00:29:19.000 they are getting a lot able to ask much more complex questions that aren't simply multiple choice, or multiple choice multiple answer, they can really do some complex work there. 00:29:19.000 --> 00:29:33.000 So that's the first thing I wanted to mention was the combo question type super powerful highly useful. The next one is that answers to multiple choice questions can now include rich formatting so as you can see here I have a multiple choice question, 00:29:33.000 --> 00:29:47.000 what's the Pythagorean theorem, we have a bunch of three different answers that are using rich formatting and so by Rich formatting you can have Bold Italic subscript subscript as well as latex so if you're familiar with latex at all you can put that 00:29:47.000 --> 00:30:03.000 into your answers and this is something that was quickly adopted by the bio stats and epi faculty and their ta is because this made it much more flexible and much easier to put in equations that was very very difficult to do before inside of multiple 00:30:03.000 --> 00:30:15.000 choice answers but now you have the option to do that. And you can even go so far. Some people have said you know hey we're doing work in our and we want to do a multiple choice question around functions in our studio and what the code would look like, 00:30:15.000 --> 00:30:29.000 well, you can take screenshots and insert those screenshots into your multiple choice answers as well. So there's a great deal of additional flexibility inside, multiple choice questions inside of the quiz generator. 00:30:29.000 --> 00:30:32.000 Any questions about that so far, you have questions again just unmute yourself raise your hand and I will gladly answer them for you. 00:30:32.000 --> 00:30:45.000 If you have questions again just unmute yourself raise your hand and I will gladly answer them for you. So, moving on to another feature that was added this summer. Oops. 00:30:45.000 --> 00:30:53.000 Let me go back here if I actually typed the right URL that might be helpful. 00:30:53.000 --> 00:30:55.000 Right. 00:30:55.000 --> 00:31:07.000 There we go. Okay, um, and another sort of major addition to course plus from the last year thats related sort of quizzes and the quiz generator are in lecture quizzes. 00:31:07.000 --> 00:31:21.000 So if you happen to be using an online course or an on campus course or a blended course we do some stuff online at someone in the physical classroom, and you are using lectures that are produced by the Center for Teaching and Learning, which many of 00:31:21.000 --> 00:31:31.000 you probably are. You can add quizzes inside of your lectures, and I'll just sort of show you what this looks like here. 00:31:31.000 --> 00:31:43.000 Go ahead and here and they look like regular quizzes like any other quiz that you want to add into your lectures, but when I actually view this quiz. 00:31:43.000 --> 00:31:48.000 Go over and find this one. Sorry, I need to have you had a slightly different way. 00:31:48.000 --> 00:32:02.000 But if I go in and I actually view this lecture. 00:32:02.000 --> 00:32:16.000 What will happen is is that when I reached the appropriate point in time, in my lecture presentation and I'm not showing you my, my screen here, I gotta keep clicking through and hopefully find it, the lectures will play back and overlay inside of the 00:32:16.000 --> 00:32:25.000 quiz itself so it looked like a regular lecture, but they now have little quizzes, attached to them, which is actually kind of really cool. 00:32:25.000 --> 00:32:43.000 So, how I do this and how I set this up, is if I go into the quiz generator tool itself, there's an option. Now that says create an intellectual quiz, and you can select any lecture, any section of any lecture in your class where you want to add a quiz. 00:32:43.000 --> 00:32:57.000 And then once you do that, it's just let me there's a limited number of options right because these are really for review these are formative assessments, these are not I repeat not intended to be, you know, midterms or final exams or something like that 00:32:57.000 --> 00:33:05.000 these are largely designed to be formative assessments in the classes there so there's a number, there's a lot fewer options you have students can do these as many times as they want. 00:33:05.000 --> 00:33:17.000 But you can say yes I'm going to count this towards the student final grade, all that good stuff. But I pick a lecture section here. And then, I'm not going to go walk through that process of sort of show you what it looks like again I can add questions 00:33:17.000 --> 00:33:30.000 here, in this case I'm doing true false multiple choice. I've also inserted bought questions right so I don't actually have to ask a full question with an answer I can stop the lecture and insert a thought question at that point in time. 00:33:30.000 --> 00:33:34.000 And once I've created my questions. 00:33:34.000 --> 00:33:42.000 I had this very handy tool inside of the intellectual quiz tool in the quiz generator, where I can play back my video. 00:33:42.000 --> 00:34:03.000 And I can literally click a button to say, insert this question here, so I don't have to type times in, I can skip around in my video and there you can see this here, but the playback bar will highlight the exact times at which my questions will appear 00:34:03.000 --> 00:34:17.000 in the court and, in, in this actual quiz itself. So if I go back actually I'll go back now to my lecture presentation and think I remember which one it was here we are composition. 00:34:17.000 --> 00:34:19.000 Right. 00:34:19.000 --> 00:34:21.000 And I play this back. 00:34:21.000 --> 00:34:33.000 And I'm going to jump ahead till just before one of my questions so you can see what this looks like. So here I have a question. And there's my question, right, there's this is I playing in the back, the lecture back normally. 00:34:33.000 --> 00:34:45.000 And I can go ahead and spit my answer. And I can see whether I got it correct or incorrect and I can even get an answer explanation all those things you can do with quiz questions I get with that there. 00:34:45.000 --> 00:34:47.000 I can continue on with the lecture. 00:34:47.000 --> 00:35:04.000 And I'll get those questions appearing throughout the entire lecture itself. So this is a really powerful tool for reflection. For self assessment, making sure students know what you're talking about and they've understood the content in your classes 00:35:04.000 --> 00:35:07.000 in these lectures that you've created. 00:35:07.000 --> 00:35:16.000 This is something it's been asked for for a while, it doesn't take a long time to set up but they're really powerful and really useful for students in the class and so here's another lecture as well. 00:35:16.000 --> 00:35:29.000 Students can skip questions and you know when they finished the when they've answered all the questions, there's a record of that as well. And you would see this, this, these intellectual quizzes inside of your here inside of here you have the same tools 00:35:29.000 --> 00:35:44.000 around responses as grades and statistics and all those things inside of the quiz generated just as you normally would. So they're really powerful, really useful and students, you know, appreciate the opportunity to test our knowledge and, you know, and 00:35:44.000 --> 00:35:59.000 and make sure that they are learning as you expect them to learn inside of the your classes so that's that's in lecture quizzes. If you need more info on that, you know, if please feel free to follow up and Center for Teaching and Learning, it's a great 00:35:59.000 --> 00:35:59.000 opportunity for ga is to get involved with the creation of assessments in classes as well. 00:35:59.000 --> 00:36:23.000 for ga is to get involved with the creation of assessments and classes as well. You know, and this is a great opportunity if you have pre recorded lectures in your classes, talk to your ga see if they don't mind going in and adding some intellectual quizzes to those those lectures, do great opportunity for them to 00:36:23.000 --> 00:36:38.000 The other thing that I want to the other sort of big feature that I've talked about a little bit before but I think it's so powerful and so useful in terms of creating dynamically generated quizzes that master that have equitable content coverage. 00:36:38.000 --> 00:36:44.000 And that is a what we call tag based quizzes tag based quizzes. 00:36:44.000 --> 00:36:58.000 So here I have again this is this is from the class that I teach every turn. I have a quiz and it has, if I scroll down here you'll notice this quiz has a total of 36 questions associated with it. 00:36:58.000 --> 00:37:17.000 But in my setup, what I've done. Instead, is I have said that no, I don't want students to answer all 36 quizzes. What I want them to do, is not just answer a random subset of those questions right where it just the system just randomly picks say 15 questions. 00:37:17.000 --> 00:37:35.000 I want to have control over the kinds of questions, and the number of questions that are randomly selected for each student, each time they take this quiz, and I do that by choosing this option of randomly select from tag based rules. 00:37:35.000 --> 00:37:40.000 So you may not know this, but every question in. 00:37:40.000 --> 00:37:48.000 In, the quiz generator and every exam and every question you can add a tag to that question you can add a tag to that question. So if I go in and edit the question here. 00:37:48.000 --> 00:38:02.000 One of the options I have down here is to add tags keywords right like lectures true false science learning, whatever it might be module one week one, you know what you covered that content and you want to, you can use these tags to help ensure there's 00:38:02.000 --> 00:38:11.000 equitable content coverage in your quiz an exam so you don't sort of the system no longer just randomly pick some questions get the total random picking. 00:38:11.000 --> 00:38:19.000 You could have five questions from week one and nothing from week two and that wouldn't help you. So to make sure there's adequate content coverage on the midterm. 00:38:19.000 --> 00:38:33.000 What you do instead is you assign tasks to individual questions you can see all my questions here and this quiz, all have tags assigned to them. Some of them are things like multiple choice, true, false, their tags for around the learn the science of 00:38:33.000 --> 00:38:46.000 learning. There's a tags around design there's tags around readings versus lectures, so I make sure that I have adequate coverage I set up these tags so I can make sure I have adequate coverage in how I set up my rules. 00:38:46.000 --> 00:38:49.000 And then when I create my rules. 00:38:49.000 --> 00:39:07.000 I simply select a tag, and any of the tags that are available inside of my from this quiz and I say the number of questions I want to say the number of questions I want to make sure that that rule meet so in this case, you'll see here, I have two questions 00:39:07.000 --> 00:39:21.000 that must match the Squamish tag, and I have one question that comes from the cultural humility lecture one question that comes from the Monroes Motivated Sequence lecture two questions that are from any lectures that are true false questions but the 00:39:21.000 --> 00:39:35.000 way the rules work is that any question that's already picked from these other rules would automatically be excluded. So what I get here is 15 questions because the total number of questions in the quizzes that are randomly selected from a pool of 36 00:39:35.000 --> 00:39:50.000 but I ensure that they have equitable coverage across all of my lectures, different kinds of question types in those lectures as well and I can test these rules out, and it will show me the questions that are selected based on that rules and what what 00:39:50.000 --> 00:40:00.000 tagged it matched as well so I worry a lot less about cheating. This is a automatically graded quiz that's worth 10% of the students grade in the class. 00:40:00.000 --> 00:40:12.000 So I worry less about cheating because everybody is going to get a different set of questions in a different order. And if I add into that the option to randomize the display of multiple choice answers. 00:40:12.000 --> 00:40:26.000 It's even more levels of randomization there it just makes it harder and harder for students to cheat, while I also get equitable coverage in terms of making sure that there are questions related to all the different topics that I want to cover on this 00:40:26.000 --> 00:40:40.000 quiz or exam. So this has been used quite successfully in the epi one. The epi methods one classes are the methods one and two classes where they've used this for over a year now and it's been really helpful for them in terms of reducing cheating, and 00:40:40.000 --> 00:40:46.000 also ensuring equitable coverage, that's there as well. 00:40:46.000 --> 00:41:00.000 In terms of content so super powerful, very easy to use but you do have to add question tags to each of your questions that are in there. Again, if you have questions about this or any other tool you can raise your hand or unmute yourself or type in the 00:41:00.000 --> 00:41:11.000 text chat, and I will gladly answer that question. Another feature I want to point out real quick here in the setup is that we know that sometimes, many people will use question blocks. 00:41:11.000 --> 00:41:25.000 Question blocks. Question blocks are a series of questions that can keep it together. So for example, you might have a table and say based on the information in this table, answer the next four questions, and that's a question block right you want those 00:41:25.000 --> 00:41:35.000 to appear together, no matter if you're randomizing the overall display or the question or what have you. You want to make sure that those question blocks are the questions in the question blocks are appearing together. 00:41:35.000 --> 00:41:47.000 The problem in the past is that they would always appear in the same order, there would be no real way to randomize them because if you did that, then you might have the first question which had your table be randomly put in the third slot and things 00:41:47.000 --> 00:41:56.000 would be out of order and confusing to the students. Well, we now have an option in the setup for the questioner that says randomized display order of questions in question blocks. 00:41:56.000 --> 00:42:08.000 And if I say yes, this will then in any question block you including your quiz will then randomize the display order, but you can also lock. the first question in that block to the first. 00:42:08.000 --> 00:42:21.000 So it's always displayed first, even if the other questions are randomized so for example, You have four questions in a block. The first one includes the table that students need to analyze and then make a questions on our the answer the questions to 00:42:21.000 --> 00:42:33.000 you can lock that in place and then randomize the other three the display order the other three questions again, very useful in these large classes like some of the asset classes where they'll ask say, here's a table answer the next five questions, it's 00:42:33.000 --> 00:42:42.000 all the questions must appear and block together, but you can randomize the order in there which is certainly very handle handy for them. Another thing that we've added. 00:42:42.000 --> 00:42:52.000 If you happen to have a quiz or exam where students can make multiple attempts on it that is like you know answer all the questions submit get a score and then do it again. 00:42:52.000 --> 00:43:03.000 You can now have the there's now the option to use the attempt with the highest score. Previously the quiz generator would just say, hey, whatever the most recent score is we're going to use that. 00:43:03.000 --> 00:43:16.000 Now you can set it up so it can be like a student you have three attempts on the quiz and they get the highest score, and you can turn that on by selecting this option inside of the quiz setup. 00:43:16.000 --> 00:43:25.000 I also want to point out when this is there's a, there's been a change to how this sort of start of the quiz happens are all quizzes, exams happen. 00:43:25.000 --> 00:43:41.000 This big block of text was added to all the quizzes that are set to be part of the students final grade in a class. This was kind of at the request of Yon Vernon, who runs the Office of Academic Integrity here at the School of Public Health. 00:43:41.000 --> 00:43:57.000 It's just a sort of standard notification that says yeah your activity gets logged course plus does active log your activity when you're an exam. And, you know, if you aren't doing a closed book exam then make sure you're not clicking off the page because 00:43:57.000 --> 00:44:07.000 course plus will register and log that and that can be as a reason for an allegation of violation of academic ethics. So this is something that was added in. 00:44:07.000 --> 00:44:15.000 Not too long ago. It appears on every quiz or exam that's part of the students final grade it's not something that can be turned off. 00:44:15.000 --> 00:44:24.000 And then finally I just read the last I want to mention about push generator is that we made a change to the timer. In the access for to improve accessibility. 00:44:24.000 --> 00:44:28.000 If you have a timer on your exam. 00:44:28.000 --> 00:44:37.000 It countdown timer and since you have like 30 minutes or 15 minutes. It appears in the upper left corner of the screen but one of the things we discovered if I really zoom in here like really zoom in. 00:44:37.000 --> 00:44:53.000 That timer, used to be like a rectangular much taller rectangular like five or six lines in it. And what would happen is that as students scrolled through, particularly on if they were up at like 400% viewing or they're on a small screen there. 00:44:53.000 --> 00:45:06.000 That timer would block, some of the questions here. As you can kind of see it's doing here although not too bad because I have a fairly tall screen. We're reorganized it and change it so that I can, you can minimize it and make it very very small, so 00:45:06.000 --> 00:45:19.000 that it really doesn't block questions anymore this is a nice little accessibility touch that we added in because we do have students with low vision, who take our classes and we want to make the putting our stuff as welcoming to everyone, as possible. 00:45:19.000 --> 00:45:25.000 Alright so that's it for 00:45:25.000 --> 00:45:47.000 the quiz generator, I'm going to move on to a couple of the things that are new, I want to talk about the Dropbox, the dropbox now some people have asked us in the past you know I don't like the fact that Dropbox organizes things by due date. 00:45:47.000 --> 00:46:01.000 If you're a faculty member TA, and you can drag things around to whatever order you want to be. And they will stay that way so you can have a custom display order for the drop boxes, not only on the main faculty page but if I go over to the student page 00:46:01.000 --> 00:46:14.000 as well that custom display order will also be displayed there as well. And then as a faculty member another feature that was added earlier this year is the option to see all files submitted by a student. 00:46:14.000 --> 00:46:27.000 So previously you would just see the drop box and you could see all the students in the class who had submitted, but I can go over here now to the student view of the Dropbox, and I can click on an individual student and I can see the files that that 00:46:27.000 --> 00:46:38.000 students submitted and just that students so if you're looking for the work by one specific student, you can use that on this drop, if you drop box by students page. 00:46:38.000 --> 00:46:39.000 All right. 00:46:39.000 --> 00:46:53.000 Next up, for those of you who happen to be involved in or teaching online courses. There's been a couple of changes that you may not be aware of. to the live talk how the lifelock attendance and reporting work and live talks in general work. 00:46:53.000 --> 00:47:10.000 First I just want to show that inside of a live talk attendance report for online classes where possible we now try to show the time, the student sent in the spent in the session itself, not just a checkmark to say they attended, but the time as well. 00:47:10.000 --> 00:47:27.000 And if you really want to ensure that students in your classes are having the time they spend in a live talk shown on this report, make sure and encourage your students to use their Jay Chou Blue Jays they're free JHU Blue Jays zoom account. 00:47:27.000 --> 00:47:41.000 That's the easiest way for us behind the scenes to match up. Students who are attending your live talks, or even your regular zoom sessions, outside of online courses have them use their JHU Blue Jays zoom account that they can get for free, once they 00:47:41.000 --> 00:47:51.000 become students, because it makes it really easy to match up. If we can't match up a student to, however they sign into zoom, we just had to put a checkmark there so if you really want that time attendance data. 00:47:51.000 --> 00:48:06.000 Make sure that you encourage your students to use their JHU Blue Jays account, you can also download the raw zoom attendance data for live talks as well as any poll results you can download the raw poll results on the live talk page on this live talk 00:48:06.000 --> 00:48:24.000 attendance tool inside of your class. And then finally, the last thing I want to mention about live talks for faculty who happen to be involved in online courses, is that we did enable the ability for faculty to run their own live talks, so that the content, 00:48:24.000 --> 00:48:34.000 the links the live talk appear on the live talk page and the class website, and the recordings will appear there it'll be up to you and your team to add those recordings after the fact. 00:48:34.000 --> 00:48:40.000 But there were many faculty who are like you know look I want to run my life talks at different times outside of what supported normally. 00:48:40.000 --> 00:48:54.000 Can we do that the answer is yes you can. If you're interested in this and running your own live talks, you should definitely talk to your course instructional designer, and you would be responsible for not only providing the zoom session link for each 00:48:54.000 --> 00:49:03.000 of your life talks which can do from the livestock page itself, if you're running your own session. You're also going to be responsible for providing the recording, as well. 00:49:03.000 --> 00:49:18.000 All right, I know I'm running short on time there's just a couple of more things one more thing I want to show you in here, and that is in case you did not notice it when it went live this summer, the discussion forum did receive a pretty nice visual 00:49:18.000 --> 00:49:27.000 refresh the functionality is largely the same, but it's going to have a new look if you haven't looked at your discussion forum in a while it's going to look kind of different. 00:49:27.000 --> 00:49:37.000 There's a lot stronger cleaner lines, wherever you might be viewing things. There's less call it sort of contrast between all kinds of different posts that are there. 00:49:37.000 --> 00:49:48.000 It just makes it easier to view and easier to sort of visually parse and process. When you are working inside the discussion forum so it was mostly a visual refresh. 00:49:48.000 --> 00:49:55.000 There was a lot of old cruft in the code that made some pages run really really slowly especially bigger discussion forums, and that's been addressed as well. 00:49:55.000 --> 00:50:15.000 So I'm going to pause there on new changes and I will just again remind you that if you have if you want to stay on top, top of course plus updates this course plus updates page it's available@ctl.jhsph.edu slash CPU and I'll even put the link into go 00:50:15.000 --> 00:50:23.000 back and helpful fight. Yeah, zoom, change it into a really a real link there we go into the chat there for you. 00:50:23.000 --> 00:50:32.000 There you go, lots of new things coming out of course plus all the time but those are the highlights really from the beginning of this year, so I'll turn it back over to Lou. 00:50:32.000 --> 00:50:36.000 For the rest of the presentation. 00:50:36.000 --> 00:51:04.000 All right, thank you so much Ray and Brian, um, alright so please feel free to unmute yourself. If you have any questions regarding the tools we talked about today, or any tools that you have any question instead of course plus. 00:51:04.000 --> 00:51:15.000 Alright, Sounds like we don't have any more questions. 00:51:15.000 --> 00:51:30.000 Okay, so I'm going to quickly share some resources. So the first ones is CTR help. Ray is our CTO person. So you are any students that have any course plus technical issues. 00:51:30.000 --> 00:51:37.000 I recommend contacting CCL help directly. So issues can be handled immediately. 00:51:37.000 --> 00:51:45.000 We also have our course class Guide, which is a technical gap for all the tools and the features of course plus. 00:51:45.000 --> 00:51:56.000 So, if you're thinking about looking into a specific to, but you're not sure where to begin. The course class guy is a really great starting point. 00:51:56.000 --> 00:52:05.000 We also have the course plus blog where we post is to course plus and new and improved features. 00:52:05.000 --> 00:52:16.000 So finally we have some, we have our CTO teaching tool kit website, which is a resources for all things, Center for Teaching and Learning. 00:52:16.000 --> 00:52:21.000 So we have a lot of instructional design and instructional technology guys. 00:52:21.000 --> 00:52:28.000 I recommend this as additional resources, where you can learn more. 00:52:28.000 --> 00:52:46.000 All right, thank you so much for joining us today again, and we will stay a couple minutes long, in case somebody have any questions, please don't hesitate to reach out to us when we're really happy to support you. 00:52:46.000 --> 00:52:47.000 Thank you. 00:52:47.000 --> 00:53:00.000 So there is a question from Alex, Alex calm and I'll go ahead and answer it for him I'm gonna share my screen again here So Alex his question was, can pre surveys, be shared with students without allowing them to access the content early. 00:53:00.000 --> 00:53:03.000 So the answer is yes, sort of yes mostly. 00:53:03.000 --> 00:53:14.000 So, you may not be aware, but when you set up a custom survey inside of the survey tool in course plus one, it has to be a custom survey can't be a standard lecture or live talk survey doesn't work that way. 00:53:14.000 --> 00:53:27.000 There's an option in the setup that says this survey is required before users can access course content. So what that means is that if if this if you have a, you can only have one survey setup like this at a time. 00:53:27.000 --> 00:53:41.000 You can't say I answer these five surveys before you access the content you can only do one at a time. But what this means is that when a student goes into any class website, whether it's online or on site for a face to face class, and they click on the 00:53:41.000 --> 00:53:52.000 Content button at the top of the screen. If they haven't filled out the survey they're automatically redirected to the survey and that says you have to fill this out before you can access anything else in the content page. 00:53:52.000 --> 00:54:11.000 So that's a way of making students answer or fill out a survey before they access any content. Now Alex your question might be, well my class doesn't start till Monday, but we want to have students access, and fill out a survey today, right or this weekend, 00:54:11.000 --> 00:54:23.000 or something like that. And you can do that. And basically what you would do is you'd again create the survey, enable this feature that says this survey is required before users can access course content. 00:54:23.000 --> 00:54:29.000 And then, and again this really only applies to online classes face to face classes this doesn't really work. 00:54:29.000 --> 00:54:43.000 If all the content in your class is going to be set up to open say on Monday, you can contact your instructional designer in the Center for Teaching and Learning and say hey can we open the class site on Saturday. 00:54:43.000 --> 00:54:56.000 And then we're going to have this required survey that they have to access first. And then, if the course site opens on Saturday. The students can still access that pre survey, but the content itself doesn't open until say Monday like the lectures, the 00:54:56.000 --> 00:55:11.000 first set of lectures don't open till Monday. That way students can do the survey, before the class officially begins and contents there that help Alex is that sort of answer your question. 00:55:11.000 --> 00:55:28.000 Unfortunately you can't hide course events no there wouldn't be any way to to do that, um, you know, so you, it really only works if you are in using an online class a fully online class not using the class sessions tool because all that stuff just available 00:55:28.000 --> 00:55:31.000 to students. And if some dates are still TBD. 00:55:31.000 --> 00:55:43.000 You know, the good thing is that if students were to download the schedule, they'd be flagged or notified if there were updates to the schedule as well so I don't know it's kind of gonna be a trade off for you there. 00:55:43.000 --> 00:55:44.000 Yeah. 00:55:44.000 --> 00:56:01.000 There's no no good answers right, nobody answers to do everything. 00:56:01.000 --> 00:56:17.000 All right.