Assessment, Google Apps, Presentation, TLT

#OneNewThing: Creating Infographics Using Google Slides

February 28, 2022January 31, 2023 Mendi Benigni

Infographics are graphic visual representations of information, data, or knowledge intended to present information quickly and clearly. (wikipedia) For the layman, they can make difficult to understand data or concepts more accessible by delivering only the most important data in an understandable way. When students are asked to create infographics, it requires them to understand the data and concepts deeply enough to be able to distill them into digestible chunks that a layman can understand. Because of this, I highly recommend incorporating an infographic assignment into your teaching.

While there are some free applications (Canva.com) that can be used to create infographics, my recommendation is to use Google Slides. Google Slides is completely free, easy to use, familiar, and the students already have an account! Here’s how you can do it:

Page Size:

Don’t worry about being restricted to the standard presentation size you see in Google Slides. You can change the page to be any size you want!

Adding Images:

You can search the web for royalty free images directly from Slides or you can upload images from your computer (note: Pixabay.org gives you free images to use).
You can crop your images into shapes and add shadows and reflections.
You can also add a color overlay to some images to make them work for showing a percentage of people for instance.

Add Charts:

You can add charts (pie, line, bar, and column charts) from directly within Slides.
You can also connect a chart from Google Sheets that will automatically update when you change the data in your spreadsheet! Can’t do that in Canva.

Add Diagrams:

You can add anything from an org. chart to a timeline from within Slides as well. They are professional looking and easy to update.

screenshot of diagrams

Add Shapes:

Shapes can be used to highlight or group text or data areas on an infographic. Slides offers a wide range of shapes and call outs.

Add Text:

Slides offer a variety of font styles and sizes to meet your needs and the best part is that these will look the same on every computer regardless of the fonts installed on the viewer’s computer, which is critical on an infographic.

Shareable and Collaborative:

Because it’s a Google product it’s easy to share it for group or parter collaboration in creating and easy sharing to turn it in the instructor.

[button link=”https://docs.google.com/document/d/1uK22xphnEWkXn7nMDDn67NvU6cQMz9qcbkSeBVJDZOA/edit?usp=sharing” newwindow=”yes”] Access the tutorials for you and your students[/button]

Substitution, Augmentation, Modification, Redefinition

Assessment, Best Practices, Tech Generation

Make Your Tech Integration Stronger Using SAMR

November 8, 2021January 31, 2023 Mendi Benigni

In our time online during COVID everyone learned and did things they never thought themselves capable. You learned Zoom, OAKS, Padlet, Jamboard, and so many other tools. You were curious about how to do things differently to achieve better results.

Let’s not let that go!

Just because you are back in the classroom doesn’t mean you should halt your forward progress! I encourage you to use the SAMR model to look at your teaching and keep that curious reflection going.

If you’re not familiar with SAMR, it’s a model for incorporating technology into your teaching, and life, in a meaningful and efficient way. With SAMR, the goal is to think of it as a spectrum and shoot for the level that you think is best for your particular goals or outcomes and in a very purposeful way.

Before you go any further however, start by asking the following:

What am I hoping to achieve by using this technology?
How will it make a difference to my students’ learning?
Why is it preferable to not using technology?
How equipped are my students and I to use this technology?
How much time do I have to invest in making it work?

Answering these questions and starting with a purpose avoids the ‘technology for technology’s sake’ syndrome that doesn’t help anyone

Let’s take a look at each of these categories/levels:

Substitution:

Substitution is often the easiest level to achieve. It involves substituting technology for a non-tech process. Before substituting, ask yourself, “what do you or your students gain by replacing a traditional tool for a technology tool.

Examples:

Online test for a paper test
Microsoft Word doc for a handwritten document
Online calendar for a paper calendar
Recording a lecture and having students watch it, rather than giving the lecture in person

Augmentation:

Augmentation is adding technology to add something to the traditional method of doing something. This “something” should improve the process, making things more efficient, easy collaborative, etc.

Examples:

Using Google Docs instead of a Word Processor or paper so it can be shared with others.
Instead of a standard speech, augment it with images or a presentation.
Researching using online library journals.
Adding video to your regular lectures to reenforce a difficult concept.
Having a video assignment instead of a paper.

Modification:

Modification involves actually changing the lesson’s design and its learning outcome. It’s about designing interactive and dynamic tasks. The critical question here is, “does the technology significantly alter the learning task?”(1)

Examples:

Students produce a podcast summarizing a topic and other students review and revise the podcast.(2)
Use a website or blog to post their book reviews, receive peer feedback, and participate in ongoing discussions about their book.(3)
Students are asked to write an essay around the theme “And This I Believe…”. An audio recording of the essay is made along with an original musical soundtrack. The recording will be played in front of an authentic audience such as parents, or college admission counselors. (4)
Students use multimedia online resources including audio and video tools and learning to gain greater insight into the motivations of a particular character, based on the text and supplemental learning (5)
Students complete the quiz using video as opposed to writing out their answers, allowing for virtual marking (5)

Redefinition:

Redefinition is all about using technology to transform your students’ experiences. It involves using technology to all you and your students to do something that couldn’t not be done without the tool. In this case, you ask yourself if the technology tools allow educators to redefine a traditional learning task in a way that would not be possible without the tech, creating a novel experience. (1)

Examples:

Network with students at another university or in a K12 classroom
Visit museums virtually or using AR/VR
Interacting with experts via Zoom that wouldn’t be possible otherwise.
As a group, create a documentary video based on specific concepts learned in the class (include interviews as well).
Use Google Earth Street View to travel to different parts of the world, to look at architecture, city planning, etc.
Recording students as they deliver a presentation or practice a physical skill, then using this recording to prompt student reflection (2)
Having students publish their work online where it can be viewed by peers and the broader community (2).

QUESTIONS TO ASK YOURSELF AS YOU MOVE THROUGH THE MODEL:

Whatever you do, don’t lose the strides you made during the COVID semesters. Keep pushing forward and keep being curious!

Resources:

Assessment, Best Practices, Pedagogy

Pedagogy Pointer – What DO your students know?

October 25, 2021January 31, 2023 Mendi Benigni

Research from as far back as the 1980s, and maybe earlier, shows that learning is enhanced and extended if students access prior knowledge before they learn something new. This give them a frame of reference, or “hook,” on which to hang their new learning (Harvey F. Silver and Matthew J. Perini) thus making recall and understanding easier.

But how do you know what their prior knowledge is and how can you get them to access it?

THINGS TO THINK ABOUT…

First, it’s important to note that the prior knowledge may NOT have to be in the new knowledge domain. For instance, I may have a breadth of knowledge in various software application but may have no prior knowledge of digital photo editing. However, when learning Photoshop, my prior software understanding will not only speed up my learning of Photoshop, it will help what I do learn stick, because I can relate it back to what I already know.

Second, you may be able to rely on their life skills, upbringing, or culture to frame new topics.

Third, think about asking them to recall declarative (facts/meanings) and procedural (problem solving) knowledge.

Fourth, try to use high-level orienting questions when possible. Osman & Hannafin state,

“Explicit orienting questions focus learner processes on

question-specific information-often to the detriment

of higher level knowledge and skills such as problem

solving (Hannafin & Hughes, 1986).
High-level orienting questions, in contrast, require

that to-be-learned lesson content be integrated rather

than simply filtered. They imply relationships to be established,

dilemmas to be faced, and problems to be

solved rather than isolating explicitly which information

to process. “

HERE ARE SOME IDEAS FOR IMPLEMENTATION


The model of prior knowledge (Copyright 2007. Hailikari, Nevgi & Lindblom-Ylanne)

Quiz/Questionnaire

Create a quiz. Questions should be a combination of declarative and procedural knowledge. You can add a mix of questions encompassing what they should know from previous classes, plus a few questions that they should know at the end of the upcoming module/topic/concept.

This quiz will NOT be graded.
It can give you a sense of what the students know at the outset and what procedures they can apply.
You can use the quiz data to help sculpt your teaching.
Students can recall material they should hopefully know.

Group work

Problem or Case

Ask the students, in a group, to try to solve a problem or case study that you would normally give them AFTER they have learned the material. This will require them to all work together to attempt to formulate a solution. After they read and review the lectures, etc. they can get together in the group to try the same case study or problem again.

Concept Map

Ask the students to brainstorm a concept map with all of the concepts they can think of that relate to the upcoming topic/concept. Not only do they have to try to recall what may work but they also have to think about how these items connect to one another.

Think About When

You can do these queries at the beginning of the semester or right before each new module or concept. It’s up to you to decide what method works best for your material.

TIPS

Explain WHY you are doing this. Tell them the theories of prior knowledge and learning and that this is to help them. This is an important step so don’t skip it.
When possible, allow them to work in groups or pairs.
Focus on allowing them to see their knowledge in terms of the practical world, not just in regurgitating information but using it to solve problems.

RESOURCES:

Ambrose, S. A., Bridges, M. W., Lovett, M. C., DiPietro, M., Norman, M. K., Stephens, C., & Audio, T. (2019). How Learning Works: Seven Research-Based Principles for Smart Teaching. Tantor Audio.

Beier, M. E., & Ackerman, P. L. (2005). Age, Ability, and the Role of Prior Knowledge on the Acquisition of New Domain Knowledge: Promising Results in a Real-World Learning Environment. Psychology and Aging, 20(2), 341–355. https://doi-org.nuncio.cofc.edu/10.1037/0882-7974.20.2.341

Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The relevance of prior knowledge in learning and instructional design. American journal of pharmaceutical education, 72(5), 113. https://doi.org/10.5688/aj7205113

Osman, M., & Hannafin, M. (1994). Effects of Advance Questioning and Prior Knowledge on Science Learning. The Journal of Educational Research, 88(1), 5-13. Retrieved June 8, 2021, from http://www.jstor.org/stable/27541949

Silver, H. F., & Perini, M. J. (2010). The Interactive Lecture: How to Engage Students, Build Memory, and Deepen Comprehension (A Strategic Teacher PLC Guide) (Strategic Teacher PLC Guides) (Pap/Pstr ed.). ASCD.

Assessment, Best Practices, Pedagogy, PLC

Pedagogy Pointer – Academic Rigor

September 13, 2021January 31, 2023 Mendi Benigni

As college professors and educators you know that rigor is important. But do we really know what that word means in relationship to our teaching? I couldn’t find a definition on the CofC website so I decided to do some digging.

Merriam-Webster defines rigor as:

harsh inflexibility in opinion, temper, or judgment
a tremor caused by a chill
a condition that makes life difficult, challenging, or uncomfortable
strict precision

In the case of academic rigor, I’m going to be looking at “a condition that makes life difficult, challenging, or uncomfortable,” and in particular challenging or uncomfortable.

I love the definition by edglossary.org ,“a more expansive view of rigor would also encompass academic relevance and critical-thinking skills such as interpreting and analyzing historical data, making connections between historical periods and current events, using both primary and secondary sources to support an argument or position, and arriving at a novel interpretation of a historical event after conducting extensive research on the topic.”

“Advocates contend that appropriately rigorous learning experiences motivate students to learn more and learn it more deeply, while also giving them a sense of personal accomplishment when they overcome a learning challenge—whereas lessons that are simply “hard” will more likely lead to disengagement, frustration, and discouragement.“

The point of academic rigor is not to just make things hard or difficult for the student, it’s to challenge them to think in new and interesting ways and to push them to the edge of being frustrated without overwhelming them (The TeachHUB Team). This is the space in which they learn more deeply about the subject/concept but also become a different person who can think critically, apply, and problem solve. According to Matthew Lynch, Dean of the School of Education, Psychology, & Interdisciplinary Studies at Virginia Union University, “Teachers must challenge students to question assumptions and make connections beyond the assignment and the classroom. To encourage academic rigor in the classroom, teachers must establish high expectations and then provide ways for students to meet them.”

So from these sources we can takeaway that

RIGOR = CHALLENGE

RIGOR = CHALLENGED THINKING

SO HOW DO YOU INCORPORATE RIGOR INTO YOUR TEACHING?

I’ve found some great articles that can give you a leg up and some great ideas to get you started.

ESTABLISHING A CONDUCIVE ENVIRONMENT

Before this type of rigor can take place you have to set a classroom environment that supports rigor. THIS IS VERY IMPORTANT.

Get your students to buy-in on the concept of “challenge”. Discuss with them why you value challenge and how this will change them as a student and a person. Discuss it with them, don’t just tell them. Ask them to help set guidelines for the class expectations to increase that buy-in.
Create a community of practice and where it’s okay to make mistakes, that’s how we learn! If students know that it’s okay to be wrong and to tinker and try things, they will be more likely to accept the challenge.
You need to believe that all students are all capable of rising to the challenge, regardless of their race, ethnicity, gender, socioeconomic status, English proficiency, or disability. If you’re not sure, they’ll pick up on it. You then need to communicate this belief EARLY and OFTEN to the students. If they know you are behind them and that you are going to do your best to take them through a difficult process, they will be more likely to accept the challenge.2

CONTENT

Start to challenge students’ thinking by using non-traditional materials to demonstrate concepts.

Don’t just give them textbooks to read. Explore different authors with differing opinions and perspectives. This teaches the students that learning isn’t black and white and encourages divergent thinking.
Use a variety of materials, including non-traditional materials such as tweets, literature, newscasts, podcasts, etc to illustrate and teach concepts.

CLASS DISCUSSIONS

Discussions (both face-to-face and online) are the best place to introduce rigor. This is where you can encourage students to dig deeper. But for this to work, you questions have to encourage rigor and demand providing evidence from multiple sources and exploring differing sides of a topic.

Set strategies for in-class discussions and don’t accept lower-level thinking answers. Encourage them to go further; deeper.
Don’t ask yes/no questions. Ask higher-level, thought-provoking questions; questions that play devils advocate or that asks students to challenge the norms; questions that ask them to provide evidence to back up their response.
Require high-level answers from your students.
Have your students formulate their answers in pairs. This takes some of the pressure off and provides support for them when they are learning to dig deeper.(1)
Allow for wait time. Give your students the opportunity to formulate and express their thoughts, regardless of how tempted you are to answer the question and move on.(1)
Ask for evidence with questions like, “How do you know?”(1)
To increase actual discussion, require students to elaborate on another students response then, ask an additional question.
Require students to take and defend positions.(3)

ASSESSMENT

Design lessons that require multiple steps that build on each other and necessitate lengthy analysis over time.(1)
Get your students to synthesize multiple sources as a way to understand a variety of perspectives. Considering other viewpoints requires critical thinking.(1)
Make sure your assignments are systematically scaffolded from one to the next.
Give examples of desired outcomes and undesired outcomes are overtly shared with students.(2)
Students have opportunity to revise their academic attempts.(2)
Assignment is made relevant and relatable to student background information and interest.(2)
A balance of formative and summative assessments intermittently provided.(2)
Students reflect on their learning progress and efforts.(2)
Require design thinking (3). This means to allow them to tinker, try things, get things wrong, rework and try again. This is done with a formative assessment and in class groups.
Require students to take and defend positions.(3)

Remember – Students are more willing to challenge themselves when they engage in meaningful work.

The International Leadership for Leadership in Education created a rubric that you can use to help you implement rigor in your teaching.

Rigor Rubric

rubric

RESOURCES:

(1) Academic Rigor: You’re Doing It Wrong and Here’s Why, MATTHEW LYNCHj, The Edvocate, October 30, 2018.

(2) What is Academic Rigor and What Do We Do with It?, The TeachHUB Team, March 6, 2014.

(3) 10 Strategies To Add Rigor To Any Lesson, Unit, or Assessment, ASCD Guest Blogger, Association for Supervision and Curriculum Development, October 23, 2013.

(4) A New Definition of Rigor, Brian Sztabnik, Edutopia, May 7, 2015.

(5) https://www.edglossary.org/rigor/.

(6) How to Develop Rigor in the Classroom, Matt Christenson, The Art of Education, 2017.

(7) Rigor Rubric, International Leadership for Leadership in Education.

Assessment, Best Practices, Presentation

Make Your VoiceThreads Play Like a Video

March 22, 2021January 31, 2023 Mendi Benigni

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Did you know that you can configure your VoiceThreads to auto-advance so they play more like a video than a slide show?

Here’s How:

Go into VoiceThread (VT) and mouse over one of your VTs and click EDIT.
In the upper right corner, click on the OPTIONS gear icon and choose PLAYBACK SETTINGS.
Check the box next to AUTOMATICALLY ADVANCE TO THE NEXT SLIDE AFTER _____ SECONDS.
Type a 1 in the box before Seconds.
Click SAVE.

NOTE: if you want all of your future VTs to auto play, click SAVE AS DEFAULT before clicking SAVE.

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Now when your students view the VoiceThread it will automatically advance to the next slide without them clicking on the Next Slide button.

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Assessment

Use Quick Eval to See All Submissions in All Classes in OAKS

March 8, 2021January 31, 2023 Mendi Benigni

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Now that all of our assessments are online, and usually in OAKS, I wanted to share a way to see all the gradeable items in all of your classes at one time, hopefully making grading a bit more convenient.

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Introducing, QuickEval in OAKS

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Quick Eval gives you a way to see ALL assessable items in ALL classes on one screen. This includes:

Assignment / Dropbox
Quizzes (non-auto-graded)
Discussions (with an assessment attached)

You can now go to one screen and see the status on all of your assessments (Activities View) or switch to Submissions View to see all the ungraded submissions. You can then click on the student’s name to go straight to their submission.

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Access the Quick Eval Tool by going into one of your OAKS classes and clicking on Management > Quick Eval.
Even though you are opening it from within a course it will display ALL courses.

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header_5_text_shadow_blur_strength=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_blur_strength_tablet=”1px” header_6_text_shadow_horizontal_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_horizontal_length_tablet=”0px” header_6_text_shadow_vertical_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_vertical_length_tablet=”0px” header_6_text_shadow_blur_strength=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_blur_strength_tablet=”1px” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ z_index_tablet=”0″]

Use the Filter to show only specific dates or specific assignments.

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Below are a few of the FAQs from D2L’s website, regarding the Quick Eval Tool.

What are the criteria for displaying assignment submissions in Quick Eval?

Submission Type: All assignment submission types are listed in Quick Eval except for assignments with the Automatically on Evaluation completion type.

Evaluation status: Unpublished feedback

What are the criteria for displaying quiz attempts in Quick Eval?

Quiz Setup: Quiz attempts with assessments that are not set up for auto grading and require an evaluator to provide feedback.

(Note: Quizzes that are set up for auto grading are present in the Activities view, even though no attempts appear below them.)

Evaluation status: Ungraded quiz attempts

What are the criteria for displaying discussion posts and replies in Quick Eval?

Discussion topic setup: Discussion topics with Assessments

Evaluation status: Unpublished Feedback

Are group assignments listed in the Quick Eval list?

No, group assignments are not listed in Quick Eval.

Does Quick Eval display feedback saved as a draft?

Quick Eval displays feedback for Assignments, Discussions, and Quiz Attempts that are saved as a draft and not published.

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Assessment

Allow your students to choose which questions they answer in an online test in OAKS

November 24, 2020January 31, 2023 Mendi Benigni

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I’ve been asked, on a few occasions, “How can I make an OAKS test where the students can choose say 5 out of 8 questions to answer?” And I have to admin, this stumped me! However, I will not be beaten and I think I’ve found the answer.

The Key Is BONUS QUESTIONS!

Here’s the scenario:

You want your students to answer 5 out of 8 essay test questions.
Each question is worth 20 points.
Total test value of 100 points.

What you will do is give a point value to all the questions of 20 points but you will make the last three questions a bonus. This way, you have an 8 question OAKS test that only adds up to 100 points. I know this seems confusing but trust me, it works.

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Student Perspective

The students don’t know which questions are bonus so it won’t make a difference to them when they take the quiz but there is one thing to make them aware of. They are only answering 5 out of 8 in our scenario, so when they submit their test they will get a message that they haven’t answered all of the questions. This may freak some people out. Just tell them, in advance, that they will get this error and to ignore it. As long as they have answered the specified number of questions they will be fine. At this point, they should click Submit Quiz.

Grading

From a grading perspective, nothing has really changed. Regardless of whether it is a Bonus question or not, the grades will count.

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IMPORTANT NOTE:

If a student only answers 4 questions instead of 5, you MUST mark a “0” on one of the NON-BONUS questions so they are penalized for not answering. If you mark a “0” on a BONUS question, they will not be penalized.

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Assessment, Best Practices, Distance Ed

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

October 13, 2020January 31, 2023 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.

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:

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.
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.

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.

[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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Assessment, Innovative Instruction, instructional technology, Video

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

September 29, 2020January 31, 2023 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.

How Does It Work?

It’s so easy.

Create a free login
Click Create
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

OR Choose via the format you want OR Choose the theme you want

Next, Start Creating!

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!

Assessment, Best Practices

Tips for Giving Online Quizzes/Tests

September 17, 2020January 31, 2023 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.

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.

Tip 2: Start with the Honor Code

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

Choose a multiple choice question type.
Paste the Honor Code text into question body.
In the first answer option type in “I understand that the CofC Honor code applies to this test and I will abide by it.“
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.

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.

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.

Tip 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.

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

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.

When creating/editing a quiz, scroll to the Quiz Questions area.
Next to Questions per page, type in 1 and Apply
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.

Page Size:

Adding Images:

Add Charts:

Add Diagrams:

Add Shapes:

Add Text:

Shareable and Collaborative:

Share this:

Let’s not let that go!

Substitution:

Examples:

Augmentation:

Examples:

Modification:

Examples:

Redefinition:

Examples:

QUESTIONS TO ASK YOURSELF AS YOU MOVE THROUGH THE MODEL:

Whatever you do, don’t lose the strides you made during the COVID semesters. Keep pushing forward and keep being curious!

Resources:

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But how do you know what their prior knowledge is and how can you get them to access it?

THINGS TO THINK ABOUT…

HERE ARE SOME IDEAS FOR IMPLEMENTATION

Quiz/Questionnaire

Group work

Problem or Case

Concept Map

Think About When

TIPS

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SO HOW DO YOU INCORPORATE RIGOR INTO YOUR TEACHING?

ESTABLISHING A CONDUCIVE ENVIRONMENT

CONTENT

CLASS DISCUSSIONS

ASSESSMENT

RESOURCES:

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Introducing, QuickEval in OAKS

What are the criteria for displaying assignment submissions in Quick Eval?

What are the criteria for displaying quiz attempts in Quick Eval?

What are the criteria for displaying discussion posts and replies in Quick Eval?

Are group assignments listed in the Quick Eval list?

Does Quick Eval display feedback saved as a draft?

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The Key Is BONUS QUESTIONS!

Student Perspective

Grading

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How does RLDB work?

Pros and Cons of RLDB

Pros

Cons

Important Best Practices

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What’s the Cost?

How Does It Work?

Next, Start Creating!

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Tip 1: Set Expectations With Student

Tip 2: Start with the Honor Code

Tip 3: Randomize

Randomize Questions

Randomize Answers

Tip 4: Set your Timing Properly

Time to Take the Test

Start and End Time

Tip 5: Limit Your Feedback

Tip 6: Deliver one question at a time

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