Author: Mendi Benigni

online teaching tips
Assessment, Best Practices, Distance Ed

Online Teaching Tip: Using Respondus Lockdown Browser to Deter Cheating on Online Tests

Mendi Benigni

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As was mentioned in a previous Online Teaching Tips, with ANY quiz, test, or exam there is a chance a student will cheat, even in a face to face class.  But the temptation is often greater in an online class because there is no one watching.  With Respondus Lockdown Browser (RLDB) you CAN watch them, so the experience is more like taking a test in class. I want to be clear, NOTHING will deter a determined student from cheating, it will only make it more difficult.  In addition, RLDB only works with the OAKS Quizzes tool and not with any other publishers’ sites, third-party sites, or Akindi.

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How does RLDB work?

LockDown Browser® is a custom browser that locks down the testing environment (a student’s computer) within OAKS Quizzes.  It has two tiers of restrictions to help secure your online test:

  1. Lockdown Browser only – this method locks the student into the quiz/test and prevents them from going anywhere on the computer or web, from taking screenshots, or from recording their screen.  It cannot prevent them from checking their phones or getting help from others in the room. 
  2.  Lockdown Browser + Webcam (Respondus Monitor) – this method locks the student into the quiz/test and prevents them from going anywhere on the computer or web, from taking screenshots, or from recording their screen. It also requires them to have a webcam on throughout the entire test, show their picture with a picture ID and show their testing area.  When the test is finished, you can look at the videos of anyone flagged as suspicious.

    *If you select this option and see a prompt that indicates you need to contact the administrator if you are interested in using it, just click Continue to Respondus Monitor.  You do not need to contact anyone to use this. 

So if you need more security, select option 2, if you need just a bit of security, choose option 1.

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Pros and Cons of RLDB

Pros

  • It secures the student’s computer so they cannot go to the web or your OAKS class to search for the answers.
  • It allows the instructor to “watch” the students take the test after the fact.
  • It helps ensure that the person taking the test is the actual student.

Cons

  • It doesn’t work on Chromebooks, only on Macs, Windows, and iPad machines.
  • It requires an application be loaded before the test can be taken so students should be informed of this in advance.
  • It can instill a feeling, amongst the students, that you don’t trust them which can harm community building efforts within the class.

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Important Best Practices

  • Students will NOT have access to Insert Stuff,  Insert Image, or Insert Quicklink options when taking a quiz so if you are using those questions types that require any of those options then you cannot use Respondus LockDownBrowser. 
  • Students need to be aware that they will have to download and install Respondus LockDown Browser and possibly disable certain settings (e.g., remote sharing) and apps (e.g., screen capture) before attempting the quiz. Knowing this, students should NOT wait right before the deadline to attempt the quiz, as this process may take 5-10 minutes or longer. A statement/warning should be included in OAKS, as well as in your syllabus. 
  • Consider letting students complete a practice quiz, with Respondus LDBM enabled, before their first graded quiz. Alternatively, you could enable Respondus LDBM on your Syllabus Quiz. 
  • Consider using this only for high-stakes tests and not for every quiz, test or assessment.

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[button link=”https://blogs.charleston.edu/tlttutorials/2020/08/13/respondus-lockdown-browser/” newwindow=”yes”] Watch our tutorials to learn how to use RLDB[/button]

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Lumen5
Assessment, Innovative Instruction, instructional technology, Video

Lumen 5 – Great tool to recommend to your students for their video projects

Mendi Benigni

I love video projects.  I think they are one of the best ways to get students to let loose their creativity and focus on delivering information in a succinct manner.  In addition, creating a video forces the students to plan and to spend more time with the material than writing a paper.  Lastly, communicating via video is a digital literacy skill that all students should have.  My favorite video projects require the students to deliver information in a short amount of time (1-4 min) as most people don’t want to watch a video much longer than that.  These projects can be public service announcements, commercials, video infographics, presentations, etc.

However, I know that many of you aren’t comfortable assigning a project like this because you don’t want to put the students in a position where they have to learn a complicated program to create these.  This is where Lumen5 comes in!

I wish I could remember which faculty member told me about this tool but I want to thank them.  Lumen5 is a semi-free video creation tool that is perfect for video projects or asynchronous presentations.

What’s the Cost?

Let’s get this out of the way first.  From what I can tell, it’s free, as long as you don’t need more than 3 videos a month.  If students are using this for a project then this probably won’t be an issue.
Screenshot of the pricing from the Lumen website

How Does It Work?

It’s so easy.

  1. Create a free login
  2. Click Create
  3. Choose how you want to create your video.  Either Start with a URL, a script, or your own material OR scroll down and use one of the templates
    screenshot of start page
    screenshot of the templates pageOR  Choose via the format you wantscreenshot of the Sizes page OR  Choose the theme you want
    screenshot of the theme page

Next, Start Creating!

Screenshot of the initial screen with the storyboard to the right and the tools to the left
Lumens5 provides free layouts, videos, images and music.  You can also change your layout and theme at any time.

In addition, you can upload your own videos or images and do voiceovers.

When finished, click Publish and your video will download to your computer.

 

I made a quick video from a blog post and couldn’t believe how easy it was!  I just added the blog post url and it did the rest.

https://www.youtube.com/watch?v=8QzZfbZLEpY

 

Check out Lumen5 Today and Share it With Your Students!

 

online teaching tips
Distance Ed

Online Teaching Tip: Keeping students on track by changing your OAKS Course Home

Mendi Benigni

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Your OAKS Course Home doesn’t have to look the way it does now.  You can change it to add a widget that can help your students stay on track.

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Adding the Content Navigator to the OAKS Course Home

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screenshot of the Content NavigatorThe Content Navigator is a tool that indicates, to the student, how much content they have viewed and have left to view.  The percentage and blue color next to the Module name indicates the amount of content that has been viewed within that Content module.  Students can then click directly on the module name or the percent to see which area are left to view and can access the content directly from the course home.

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How To:

  1. From your homepage, choose Management > Edit Course > Homepages.
  2. Choose the dropdown next to CofC Default Course Homepage choose Copy.
  3. Click on the new copy to open it.
  4. Change the name to make it easier to identify.
  5. Scroll until you get to the Widgets area.
  6. Click on Add Widgets in the area in which you wish to add the Content Navigator.
  7. Click the checkbox next to Content Navigator then click Add.
  8. Mouse over the Content Navigator, and using the 8 dots to the left, click and drag to move it to the proper place on the homepage.
  9. You can also delete any widgets that you do not want by clicking on the X in the upper right corner of the widget.  NOTE: please do not delete the Calendar or the VoiceThread widget as they re used by other tools.
  10. Click Save and Close.
  11. Now activate the new Homepage by clicking the dropdown under Active Homepage and selecting your new homepage
  12. Now click Apply.
  13. Click on Course Home to see your new page.

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This tool is a great way to keep your students up to date on their progress and to prevent them from missing something.   Because this works with only the Content area you will want to be sure to link discussions, quizzes, and assignments into your Content as well.

 

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online teaching tips
Assessment, Best Practices

Tips for Giving Online Quizzes/Tests

Mendi Benigni

Let’s be clear, with ANY quiz, test, or exam there is a chance a student will cheat, even in a face to face class.  But the temptation is often greater in an online class because there is no one watching.  So I have done some research and come up with some tips to help you when setting up your online quizzes and test.

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Tip 1: Set Expectations With Student

Before your first online quiz/test/exam make sure you set your expectations.  Online may be new to some students and they may not realize that the same rules apply.  Be clear what they CAN and CANNOT use during the test, including phones, texts, other people, books, or the internet. I know it seems obvious but it’s better to be clear up front so there are not misunderstandings.

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Tip 2: Start with the Honor Code

Make the first question in your quiz/test/exam an honor code question.

  1. Choose a multiple choice question type.
  2. Paste the Honor Code text into question body.
  3. In the first answer option type in “I understand that the CofC Honor code applies to this test and I will abide by it.“
  4. Mark it as correct and delete all other answer options by clicking the “X” next to each.

This is just one last way to make sure the students understand the honor code applies.  It removes any gray areas.

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Tip 3: Randomize

OAKS allows you to randomize both the ANSWERS when you create the question and the QUESTIONS within the quiz.

Randomize Questions

If you want your assessment questions to be just in different orders for each student, then click on the Shuffle questions at the quiz level box in the Quiz Questions link when editing/creating a quiz.  This will take all the questions you have added and just rearrange them for each student.

If you have a test bank and want only a specific amount of those questions to be randomly distributed (example I have 70 questions and I want the computer to randomly deliver 50 questions to each student), you will have to use a Question Pool.  To learn more visit the Brightspace Help area on Question Pools.

Randomize Answers

If you want your answers in multiple choice questions to be randomized (example: my letter A is different than my friend’s letter A for this question) then, when creating the question, click on the Randomize Answers box under the answer options you’ve typed in.

Do not use this feature on True/False questions or questions who’s answers include: All of the above, None of the above, A and C, etc.

mc test

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Tip 4: Set your Timing Properly

Time to Take the Test

Timing controls how long a user has to complete the quiz/test/exam once they click on the Start button.  Note: if they leave the quiz and come back in the clock continues to run while they are gone.

Don’t give them too much time to take the assessment.  Research shows that you should allow 45 seconds per multiple choice question/TF questions unless they are particularly long.  Another recommendation I read was for you to take the assessment then double the time it took you.  Either way, be purposeful when setting your times.

Start and End Time

You can set up the START time using the Start/End/Due features.  This date/time restriction determines when a student can begin taking the test. This means that if a 60 minute test closes at noon, a student can still begin taking the test at 11:59 am. and still take their full 60 minutes, meaning they end their test at 12:59 pm.It isn’t recommended to leave a D2L Quiz open for long periods of time.  Be thoughtful about how long you allow between the start time of the test and the end time.

lightbulbTip 5: Limit Your Feedback

When a student completes a quiz/test/exam, by default, they are shown their score if the test is auto-graded but that’s all.  They don’t see what they got right, wrong, or the correct answers.  In OAKS you can set up an additional views that allow the students to see this information and set that additional view to release on a specific date/time.  Take your END date/time and add the total minutes that a student can take a test and release the additional view AFTER this time.   For example: my test ends 3/19 at 5:00 pm and the students have 120 minutes to take the test.  I will release the additional view 3/19 at 7:00.  That’s because a student can begin taking the test at 4:59 and can still be taking the test at 6:59.

  1. When creating or editing a quiz, click on the Submission View tab
  2. Click on Add Additional View.
  3. Give the submission view a name and then choose the settings you want.
  4. Under View Restrictions set your date/time to release this view.
  5. Click Save.

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Tip 6: Deliver one question at a time

Setting OAKS Quizzes to deliver one question at a time makes it harder for students to take a screenshot of your test or print the screen.  The students see only one question and once they answer it they click Next to get to the next question.

  1. When creating/editing a quiz, scroll to the Quiz Questions area.
  2. Next to Questions per page, type in 1 and Apply
  3. If you want to prevent them from going back to previous questions, including ones they skipped, check the box next to Prevent moving backwards through pages.

Please do not select “Prevent moving backwards through pages.”  This makes the test difficult for individuals with accommodations and goes against everything students are taught about timed test taking, which is to pass up questions they don’t know and come back to them later.

Be prepared
Best Practices, Distance Ed, Innovative Instruction, Pedagogy

BE PREPARED FOR FALL! IT’S NOT JUST THE SCOUT’S MOTTO, IT SHOULD BE YOURS AS WELL

Mendi Benigni

TLT is excited to share a couple of announcements with you that we hope will serve as resources as you continue to prepare your courses for the fall semester.

RESILIENT TEACHING SITE

As was shared with faculty in June (attached), the Resilient Teaching Task Force defined nine teaching approaches that you should consider for the fall semester. While there are nine definitions, you will find similarities between them. Choosing the one that suits you best will be determined by factors specific to you and your students. We hope this site will help you implement the approach that fits you best and provides resources for you to plan and prepare your courses and communicate with your students.

Please visit the Resilient Teaching site at, https://tlt.cofc.edu/resilient-teaching-and-learning/.

Note: As you will find plastered throughout the site, please have a plan in place in case one or more of your students has to quarantine, and also don’t forget that the last week of the semesters, and final exams, will be fully online.

 

FACULTY DEVELOPMENT OPPORTUNITIES

In addition to the new site, TLT will be offering a plethora of forums and development opportunities, centered around the resilient teaching approaches. These sessions will begin next week, Wednesday, July 29th and run through Friday, August 21st, with a handful of sessions being offered each day. The open forum sessions are meant for you and your colleagues to get together to ask questions and discuss different teaching approaches which we hope will spawn new ideas and inspiration. In addition, many more sessions will be offered to provide you with ideas, strategies, and tips and tricks, as well as supplemental technology tools to help you facilitate your courses. To view the sessions and to register, please visit, http://tlthd.eventbrite.com

online teaching tips
Best Practices, Distance Ed

Online Teaching Tip: Use Intelligent Agents to Keep Students Engaged and On Task

Mendi Benigni

Keeping Students On Track and Engaged

In an online class, it’s often hard to keep students on track, especially students who aren’t used to taking this type of course.  If you use OAKS you can use the Intelligent Agents to help you help your students.

Intelligent Agents in OAKS

Intelligent Agents (IAs) will automatically send an email to students based on an action, or lack of action.

Uses:

  • The easiest, and most helpful, thing to do with IAs is to remind students to log into the class.  With this IA, an email goes out when a student hasn’t had any course activity in X number of days (you choose).
  • Have the IA email students who have not yet turned in an assignment or taken a quiz to remind them to get it done.
  • We often focus on students who are not doing well, but it’s just as important to focus on those students who are.  Have the IA send a congratulations email or graphic to any student who gets a good grade (defined by you) on a quiz, assignment or discussion.  This is an amazing way to keep students engaged.

NOTE:  Unfortunately, at this time IAs only work with email and cannot send notifications via text.

How To:

  1. In your OAKS class go to Management > Edit Course > Intelligent Agents
  2. Select the New button
  3. Type in a Name for your IA in Agent Name
  4. Make sure the Agent is Enabled is checked
  5. Section 1: Criteria
    1. Choose the group whom you want to be eligible for the email.
    2. If you want to have them reminded to log into the class then check the box next to Course Activity, Take action… and then select the proper button.
    3. If you want to email the student when they have or have not done something in the class click on Create and Attach under Release Conditions (Learn more at https://youtu.be/pa2NaVsodRA.  This video shows Release Conditions in Content but they work the same way throughout the class)
  6. Section 2: Actions
    1. Determine if they should get an email every time it happens (like when they don’t login within a certain number of days) or only the first time (as when they get a specific grade on a quiz).
    2. Then write the email.
      1. In To: Cc: Bcc: click on What special email addresses can I use? to show you filler text you can use to have the email automatically send to the proper person.
      2. In the Subject and Body you can also use these replacement strings to personalize the email.  Click on What replace strings can I use in the subject and message? to see these.
  7. Section 3: Scheduling
    1. Click the check box next to Use Schedule
    2. Now set the schedule parameters.
  8. Click Save and Close

 

The IAs are a great way to keep up with students without over taxing yourself.

online teaching tips
Assessment, Distance Ed

Online Teaching Tip: Monitor your students’ progress

Mendi Benigni

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Monitoring Students Online

When you teach on online class, especially an asynchronous online class, it’s easy to “lose” students. If you are an OAKS user, there’s a tool that can help you keep up with your students and help you identify those that may be at risk.

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User Progress

The User Progress tool, located in the Classlist in OAKS, allows you to see everything each student has done in the course. You can see what Content items they have clicked on, their discussion posts and replies, all assignments and quizzes posted/taken, even when they logged in last. This is a great one-stop-shop to investigate a student you think may be struggling.

  1. In your OAKS class, click on Communication > Classlist.
  2. Locate a student you’d like to look at, and from the dropdown arrow next to their name, choose View Progress.
  3. The first area shows you an overview of the student.

    Screenshot of View Progress Overview

  4. Click on a tool from the list on the left and you will see the details for that tool. In the image below you will see the Content section, showing which items were viewed, the number of times they were viewed and the how long they spent on the page.

    Screenshot of the Content section opened up

**Be aware that the time can be misleading. It will not indicate if a student opened it and printed it or if a student opened it and left the document on their screen after they left.**

IMPORTANT NOTE: if a link in Content is set to “Open As An External Resource” (open in a new window) it will not be tracked in View Progress

The Classlist > View Progress area is a great tool that can help you identify those students who may need a push or who may be struggling. Remember, it is just a tool and shouldn’t be the sole measure of online participation.

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Assessment

Akindi has great new features for online classes

Mendi Benigni

In response to everyone going online, Akindi (our bubble sheet scanning application) has created new features that allow you do use the program in your online class.  This option is great for quizzes, tests, and exams that are time consuming to recreate online such as those with music notes, math formulas, etc.

NOTE: Akindi does not offer all of the anti-cheating features available in OAKS.

Check out the A Beginner’s Guide to Akindi Online for all the details and tutorials.

If you are curious as to how it works for the students check out Student Experience of Akindi Online Assessment

If you still have questions you can get answers at https://help.akindi.com/en/collections/2215712-online-bubble-sheet-assessments

 

people discussing
Collaboration, discussion

Online Discussion Guides for Instructor & Student Success

Mendi Benigni

As you’ve probably figured out by now, online discussions are not the same as discussions in your face-to-face class.  They don’t happen as organically and do require a bit of planning and work to be successful.  Below are two guides to help you, and your students, be more successful in this arena.

The Guide to Engaging Instructions in a Face-to-Face and Online Course offers professors tips and strategies to hold deeper discussions and to promote student response.

The Guide to Successful Student-Led Discussion Boards offers students tips on how to create an initial discussion prompt and manage the discussion board, encouraging deeper discussion.

Hopefully these two guides can help you get more out of your students in the discussion tool.

Don’t forget to browse or search the TLT Tutorials site to find even more resources to help you teach!